Compare and contrast the ways in which Carol Ann Duffy presents female characters

Compare and contrast the ways in which Carol Ann Duffy presents female characters in ‘The World's Wife'. The Worlds Wife is a joyous collection of poems about women which was published in 1999, which are given a voice in society as the original stories/myths gave women no say. The poems features biblical, mythical and historical which are very well known. All the poems are dramatic monologues in a feminist approach. Most poems are seen as witty, interesting and hilarious.The main themes shown in ‘The Worlds Wife’ are marriage, homosexuality, birth and relationships In the poems Delilah and Red Cap, we explore the themes female dominance, determination and manipulation, as they go to desperate measures to get what they want. In Little Red Cap Duffy presents presents how young female characters will go to unimaginable measures to get what they need. ‘sweet sixteen, never been, babe, waif, bought me a drink’ The vulnerability and courage she has to get wh at she wants, that Little Red Cap needs to know the wolfs tricks and tips for her own career.In Delilah Duffy also presents how she needs to go through certain strengths and certain actions to be able get her way and manipulate him ‘He fucked me again until he was sore’. Duffy shows in order for Delilah to get what she wants she needs to give her knowledge in love and ‘how to care’. Also the reader has acknowledgement of how it relates to the biblical story. Delilah and Little Red Cap both show that the female gains power, as the poems show verse gender roles. The reader explores how in both poems Delilah and Little Red Cap have to hurt their lover in some way.‘I took an axe to the wolf as he slept, one chop, scrotum to throat’. This quote is shows how Little Red Cap is now independent and does not need a man to be able to live a good life, also the quote shows the wolf had no compassion to help Little Red Cap and she had now realised this afte r ‘10 years’, also in Delilah Duffy presents how Delilah now has power to make her lover feel equal and to be just as strong as she is. ‘Then with passionate deliberate hands I cut every lock of his hair.’The biblical story of Delilah and Samson tells how Delilah betrayed Samson by cutting his hair, as the hair gave Samson the power he needed to be able to fight against the beasts, Duffy presents this point in a different view, from Delilah’s side and how she thought what she was doing was actually benefiting him, as Samson wanted to care and be afraid. Duffy gives Delilah an innocent, loving character twisting what actually happens in Delilah and Samson. In both poems ‘Little Red Cap’ and ‘Delilah’ they both cut something of their lovers body, showing that the women have gained power by mentally and physically hurting the men.In the poems ‘Mrs Rip Van Winkle’ & ‘Penelope’ Duffy explores how woman c an enjoy and be fulfilled without male presence. ‘Mrs Rip Van Winkle’ can finally relax and be herself ‘I sank like a stone†¦and gave up exercise’ Duffy adds humour with light comedy housewives can relate to. The quote shows how ‘Mrs Rip Van Winkle’ can now indulge and let herself go, as she doesn’t have anyone to impress. Her husband sleeps and she is free from having to please him.. ‘And while he slept I found some hobbies for myself Painting. Seeing the sights I’d always dreamed about.’ Duffy emphasises’ how before when Mr Rip Van Winkle was awake, he had dominance over her, as she delicately picked the verb ‘dreamed’ as the male had been very dominant before falling asleep not giving her opportunities she would have thought to be able to do when she had been married. Her husband sounds like a very boring man that views women as objects as she had no way of travelling the world until he was fast asleep. In contrast Penelope starts off with needing male companionship and ending with independence and lost love.‘At first I looked along the road hoping to see him saunter home’ Duffy makes Penelope a dependent, loving female who has devoted her life to her husband as she cannot live without him. ‘At first’ implies that Penelope will later on give up on waiting for her husband, and that she will find something else to do that is wiser with her time. The fast that Carol Ann Duffy uses ‘hoping’ shows that her lover isn’t coming back home any time soon, or she would have used a verb that made the audience more certain. We see as the poem goes on that Penelope starts to gain self-fulfilment by creating a hobby for her in order to forget her husband.‘Thinking to amuse myself†¦running after childhood’s bouncing ball’ Penelope now has the freedom to finally do what she wants to like Mrs Rip Van Winkle by being creative and not having a male companion. Penelope uses her skill of embroidery as an escape for not worrying or caring about her husband, she finally feels free and liberated, which shows how her husband had affected her lifestyle. In both poems ‘Anne Hathaway and ‘The Devils’ Wife’ we see how women can be in such awe by their male equivalent that they are misguided by the flaws every other person can see.In Anne Hathaway, Shakespeare’s wife feels so grateful for something that is pretty normal and not much of a gift to other people. ‘my widows head as he held me upon that next best bed’ The humour in this poem is seen as a significant concept as of how love-struck Anne Hathaway is seen in Carol Ann Duffy’s view of Shakespeare’s fancy gift to his wife. Duffy represents Anne Hathaway as quite a delusional character and who is not smart enough to realise how much of an uncaring person Shakespeare is towards her.‘In â⠂¬ËœAnne Hathaway', readers are shown that Hathaway, the suppressed and often forgotten wife of play write William Shakespeare, is content with being left his ‘second best bed' in Shakespeare's will. As well as in ‘The devils Wife’ we are shown how much Myra Hindley will do to be able to catch and feel Ian Brady’s love. ‘I’d lay on my bed at home, on fire for him. ’ Even though she knew what her morals were, just for Ian she would go to such extremes to be respected and loved by him, even if her dignity was lost and was seen as disgusting she had done it in awe of her lover Ian Brady.She is not remorseful as she knows Ian Brady is her lover, so she becomes very submissive and looks up to him in awe. In conclusion the main themes expressed in Carol Ann Duffys ‘The Worlds Wife’ are linked with her views on feminism and how Women should be just as equal to Men, emphasising how Females need a voice in society too, Carol Ann Duff y uses humour and factual reference to get the reader’s attention. [1]- â€Å"Small Female Skull: Patriarchy and Philosophy In the Poetry of Carol Ann Duffy† in the Poetry of Carol Ann Duffy ‘Choosing Tough Words' edited by Angelica Michelis and Antony Rowland.

Customers bank Essay

For Businesses to survive they need to rely on customers buying their goods or services sales can also come from other businesses or members of the public. 1) Goods are what are sold to the customer . For example businesses like wholesalers and retailers sell goods. Goods are tangible things, they are used up. Goods are made up of materials like woods, food and cotton. 2) Services Services are sold also but are not tangible, you can’t see them. A service is a skill which is provided in order to help the customer or business. Services include National Health, Banking, Teaching and the police. 3) Business to business Businesses can offer their goods and service to other business. For example an airline company will purchase the services of a catering company. They do this so they don’t waste time making their own food. 4) Business to customer Business also sell goods and services to customers or individuals. For example banks offer their financial services to individuals who need loans or advice. Sales Documents 1) Order received ( see example 5) This document is produced by the supplier and is sent to the customer. This is used to conform with the customer what they have ordered. Details like the product description and how many they require are written down. 2) Sales Invoice (see Example 6) This document is sent to the customer to tell them how much they owe. Its similar to the purchase invoice and includes things like VAT and discounts. Also it includes the description of the product. The sales invoice is different because its’s only issued when a good has been delivered and has not paid for unless the customer has paid immediately. Delivery Note (see Example 7) A delivery note is given to the customer when the goods are delivered. The documents tells you what has been delivered and how many has been delivered. Also on it is the customers address so its similar to the goods received note. This document is a security measure so the right goods end up in the right place. The delivery note is given to the driver of the truck who deliver the goods and is then passed on to the customer. Sales Credit Note (see Example 8) This document is used by the customer in the event of an error in the supplied goods. For example if you bought a pair of shoes returned home and found a tear in them you can ask for a refund or accept a sales Credit Note. This would allow you to return to the shop in the future and exchange the note for a good or goods of the same value. The credit note is issued by the supplier and is sent to the customer. Statement of Account ( see Example 9) A statement of account is sent by a supplier to a customer. It states all transactions made in the month by the customer, any money outstanding, the total amount of money due on each invoice and the total balance which has to be paid. Remittance Advice (see Example 10) A remittance advice slip will often accompany the statement of account form. It is sent with cheque by the customer. This slip helps the supplier accurately process the payment when it is received. The supplier issues the remittance advice slip and the customer makes use of it by matching it with the invoice or statement of account and then sends it back with the cheque or other payment, this makes it easier for the supplier to match up cheque to invoices When you pay for something in cash you need some sort of proof you’re bought it. The proof you need is to collect a receipt. This is needed if you want to make a refund or if you want to exchange your product for something else. The receipt is written proof of your purchase and should include the following:- The date, Receipt number, Name of company, Description of the product, Amount paid (inc. VAT). A copy of the receipt is kept by the payee for their records and to provide evidence of VAT for recording purposes. Cheque (see Example 12) When you pay for something by cheque the cheque the cheque itself is a proof of purchase so a receipt is not needed. The cheque is similar to the receipt and will include the date and the amount. But the cheque also has the name of the person you are paying. The cheque will then be taken by that person to their bank to be cashed. A cheque is a receipt because when you pay by cheque shows up on your bank statement which acts as a receipt. Paying-in slips (see Example 13) Paying-in slips are used to put money into a bank account. This slip has a detachable section which is given with the cash and cheque the bank who place the money into the account. Left over is a section which is stamped to show that the money will be credited to our your account. On the slip is the amount deposited, the date and the name of the bank. Paying in slips vary from bank to bank. Banking statement (see Example 14 ) If you have a bank account you will also have a Bank statements. These are used to tell how much you have in your account, how much money you deposited and how much you have withdrawn and to see how much you invest you have earned It also tells you where and when you took your money out. Bank statements are basically used to keep track of your money. Cash is the most common way to pay. Its comes in two forms, coins and banknotes. In addition to this there are different note and coins which represent different amounts. Banknotes and coins can be copied or forged so it is wise to check the notes are genuine. Credit Card. Credit Card are alternatives to cash or cheques. They can be used at home and abroad wherever they are accepted. Instead of handing over cash or a transaction voucher by the customer. This voucher is then sent to the bank, who then sent the customer a statement saying hour much they owe. The statement usually takes a long time to arrive so the cardholder has time to come up with the money they owe. This is the interest free period, but interest is changed if the account is not cleared in that period. Debit Card A Debit Card is basically a cheque book and cheque card combined. At the point of purchase the money is debited from the customers bank account, after which a transaction voucher has to be signed by the customer so that company knows the right person has used the right card. Also so the company can keep a record of whom has shopped at their establishment. PC5 Importance of security It is very important that financial transactions are recorded clearly and accurately to protect them from theft, fraud and criminal damage . Security checks are there to prevent fraud, theft and to ensure high standards of honesty. By constantly checking records and by special equipment which can detect security checks.

Essay Exam Example | Topics and Well Written Essays - 750 words

Exam - Essay Example We can be seen holding colourful umbrellas, spades, buckets and even a soft toy. This helps to display the level of innocence that each one of us had at that time. The four girls in the picture seem to be telling a story about the love and affection that there was among the four of them back then, as compared to now due to leading different lives in different parts of the world. In the background of the photo, the sea can be seen as swirling and meandering; the waves are moderate in size and appear to be lazing around under the hot sun. There is a man selling ice creams in the far background, with children gathered all around him, waiting for their turn to lick the lollies. Clouds can be seen floating in the distance above the warmth that the sea seems to be emanating through the photograph. The smiles on the faces of the four young girls are approximately equal to the genuine happiness with which they have tried to build a sandcastle, which can be seen to the right of the photograph . A group of friends are playing with a Frisbee behind the girls, and there is a young man caught in action, jumping to catch the Frisbee while two young women are laughing and having a good time. The beach is a place for relaxation and frolic and these feelings can easily be transformed from the picture to the person looking at it and helps him or her feel the warmth. A young woman can be seen sunbathing in the distance under the hot sun, reading a book and enjoying her leisure time. All the people present in the picture are clad in bathing suits and swimming trunks of different colours, giving the picture more depth and a feeling of youth. If one looks at the picture closely he may also be able to observe an old couple dipping their feet in the comforting water of the sea in the far distance, behind one of the cousins in the photograph. Even the old couple seem to be smiling and feeling young as they enjoy their days together; thus, one may observe a large amount of warmth and lov e in the photograph, and I often look at it in order to make myself feel happy. The four main girls (cousins) in the photo are holding each other’s hands; one of them is holding a bucket full of sand and the other a spade with which it is evident that the sandcastle was being made. The girl with the soft toy is the youngest of them all, clutching her teddy bear for security as joys as well as a hint of fear of the waves envelopes her mind. But her sisters seem to assure her by holding her around her waist and helping her understand the importance of happiness. The fourth girl is holding a colourful sun hat and a ball, not wanting to wear her hat shows her excitement of running and jumping around and the ball helps the viewers to understand the feeling of freshness and youth that comes with the joy of playing in the sun. In conclusion, the four sisters are a burst of positive energy and the same has been enhanced within the picture with the help of the sights and sounds that o ne can imagine easily by looking at the same; they have expressions of excitement as well as hyperactivity as they want to finish taking the picture and move to indulging in other kinds of physical activities as fast as they can, almost as if they know that when the day gets over, there will be very few occasions in the future of a similar

Strategic Analysis Paper Research Example | Topics and Well Written Essays - 10000 words

Strategic Analysis - Research Paper Example It also involves reviewing the current mission of the firm along with identifying the strength weakness opportunity and threat of the firm so that it is able to tackle with the external and internal market factors. The next part deals with the strategic plan of the firm where it broadly talks about the opportunity and resources, the mission, vision, objectives of the organization. The dissertation finally ends with a conclusion where it has been stated that the industry tends to have both positive and negative impact from the current economic situation and the organization should adopt an appropriate strategy to overcome its weakness and threats and achieve a sustainable competitive advantage. Contents Executive Summary 2 Industry Analysis 7 I. Industry Definition 7 II.History 9 III. Industry Forces 10 1.Technological Changes: 10 2.Resource Availability 11 3.Socio Economic Trends 11 4.Government Actions 11 5.Customer Needs 12 IV.Industry Competitive Structure 12 V.Industry Marketing Practices 13 Product 13 Place 14 Promotion 15 Price 16 VI. Industry Wide Threat and Opportunities 17 Threats 17 Opportunities 18 VII.Industry Investment Requirements 19 VIII.Strategic Changes: 20 Necessary Changes for Firms to Consider 20 Investment Needs 21 Capitalizing on Opportunities 21 Minimizing Threats 22 Changes Likely for Next 10 Years 22 Strategic Business (Internal Analysis) 23 I.Stakeholders Identification 23 II.Corporate Culture Evaluation 24 III.Organizational performance 26 IV.Current Mission and Strategic thrust 27 V.Identifying Strategic business Areas 28 VI.Internal Capability Assessment 29 Strength 30 Weakness 31 VII.Analysis of External Environment 32 Porters Five Force 32 PESTEL 34 Threats and Opportunities 35 Opportunities 35 Threats 36 VIII.Strategic Fit 37 Strategic Plan 38 I. Opportunity and Resources 38 Opportunity 38 Resources Needed 38 II. Heart of the Organization 39 Vision 39 Mission 39 Tenets 39 Critical Success Factors 39 III. Goals, Objectives and Fu nction 41 Strategic Goal 41 Strategic Objectives 41 Operating Goals 41 Operating Objectives 41 Functional goals 42 Conclusion 42 References 44 Industry Analysis I. Industry Definition The world of business today is changing at a fast pace. Various macro economic factors like the slowing down of the growth prospects of various emerging markets like India and China, the extended gloomy period of slowdown in the European markets triggered by the financial deadlock evolving out of the Eurozone as well as job cuts in the US are changing the business scenarios for small as well as large business organizations. The consumer needs and demands are also evolving every day and every week due to the pressurized situations built up by the play of multiple macro economic factors. The macro economic factors are in fact influencing and bringing in a change of consumer behavior both in the developing as well as the developed countries. In the Asian countries, especially in India, there was an old co ncept of recycling and repairing goods to save costs. Also, the consumers in the Asian countries, unlike their western counterparts are more interested in the concepts of extracting maximum value for the money invested. An emerging management concept of â€Å"Juggaad† which means taking into account the power of substitutes is slowly beginning to get inculcated in the mindsets of the Western consumers as well.

Recognition of a Human Right to a Clean and Healthy Environment Essay

Recognition of a Human Right to a Clean and Healthy Environment - Essay Example Conversely, Article 11 of the San Salvador Protocol asserts that everyone has a right to live in a healthy environment and to have ready access to basic public services, and that in this effect; states are to promote preservation, protection and improvement of the environment. The relegating of the human right to a clean and healthy environment to states’ prerogatives means that environmental law is neither serious nor powerful in international law, and thereby sparking the need for international recognition as shall be seen in the essay, forthwith. According to Cassuto, the notion that the recognition of human right to clean and healthy environment as the only means by which environmental law are to become serious and powerful in international law is validated by the assigning of this right, a less important status. The historical underpinning of this development is that in the 1960s and 1970s, rights were assigned different categories . In light of the above, civil and political rights were considered first category rights while the second category rights comprised socio-economic rights. Solidarity rights in this case made up the third category. This development has made the inclusion of healthy and safe environment as rarity in the human rights framework since such efforts are seen as being relatable to the third category right. This failure to assign the right to a clean and healthy environment its own category of rights has always made concerns for environmental safety be taken as subservient. Again, the rationale that the consideration of human right to clean and healthy environment as the only way by which environmental law are to become binding and powerful in international law is underpinned by its ability to integrate and galvanize different concerns and methodologies within the human rights frameworks. According to Kurup2, the recognition and legislation of the human right to clean and healthy environment i n turn will help in the codification of a separate rights chapter, section or article. It is also at this juncture that the new right can be made either procedural or substantive. By the right to clean and healthy environment being made substantive, emphasis will have been placed on concerns of definitions, in light of the human right to a clean environment. Conversely, making the matter of human rights more procedural in nature means that more emphasis will centre on the human right to procedural information. It is only through the legislation of this right that the approach (whether procedural or substantive) to tackling environmental crises can be determined, at both international and domestic levels. Currently, there are no international standards and norms that can be used to brook a consensus on the two options. Conversely, Hannan3 advances the idea that the need to legislate the human right to environmental protection is necessitated by the fact that environmental protection is derived from existing rights and freedoms- with these rights being expendable towards environmental ends. This does not necessitate the need to create new substantive human right to a clean environment but implies that environmental safety is derived from existing human freedoms and liberties. In a different wavelength, the need to legally recognize human right to cl

Causal Argument Essay Example | Topics and Well Written Essays - 750 words

Causal Argument - Essay Example Some ladies turn to prostitution because of the company they join at their middle age. Others engage in this social evil because they want to overcome some sense of rejection they may have gone through. Prostitution has been used as a means of economic gain by some people while some others have engaged into it as a means to their own pleasure. Some countries have allowed the commercialization of sex, and they tax women who practice it. However, prostitution has faced a lot of criticism from many other people. Many people have indulged in some other evils to avert the criticism and stigmatization they have faced as prostitutes. Some of the prostitutes have resorted to drug abuse, which poses a serious health concern. The role of mentors in shaping the behavior of these women is questioned when they indulge in prostitution. In many cases women have resorted to prostitution as a result of constraints they have gotten in obtaining their based needs. When they are not supported at family level, these women tend to look for alternative sources of their needs’ satisfiers. Men assume the provider role to provide for the women. Mostly, this role is associated with entitlement to sexual right (Jewkes et al. 8). Women who get the provisions from these men feel that the best way to reciprocate the favors they receive is by giving sexual favors. Culture has shaped the mind of people so that they view the only way to respond to male provision as a woman is through sex. Culture has promoted the prostitution business for it has tagged a high value for exposure to sex. Many women that engaged in prostitution have said that they were victims of child sexual abuse. The urge that is in men for sex has driven women to be victims of this sexual business (Murphy 778). Prostitution has existed because of cultural factors that define gender relations. These relations have indicated unequal treatment to both men and women. According to International Labour Organization (12) women in Thailand preferred prostitution as a way to protect good women from rape. They saw that this acts as a means to avert men’s sexual power. According to study done in South Africa (Jewkes et al. 8), women engaged in prostitution because of the economic pressure they were going through. Women engage in sex for them to meet their material wants. Women conduct sex for material exchange to cater for their unmet needs. In South East Asians nations, many of the prostitutes are women who have either divorced or are single. The result is because in most of these nations women are the bread winners. The families in these areas are characterized by abject poverty. What resulted is that families break leaving younger ladies in their families. These families continue to depend on these young ladies who therefore resort to prostitution (International Labour Organization 12). In Russian area of Saratov, people who practice prostitution are not tolerated. Male residents of Saratov argue t hat women who engage themselves in commercial sex should not be shown any respect, understanding or even love. In South Africa, a group of men who responded to a research affirmed that the women who avail themselves for money are unworthy of respect. The results indicated that men who had sex with prostitutes have had at one time been engaged in a violent criminal activity. Prostitution continues to thrive as a business because men are paying for it. Although it is considered

Exempllification essay with outline mla format The topic of the paper

Exempllification with outline mla format The topic of the paper the importance of excercise - Essay Example Health practitioners hold that regular physical activity enhances the quality of life for an individual through promoting good health. Exercises lower risks of certain diseases that are actually regarded as high killers. For example, many people across the globe have succumbed to obesity. Obesity is a serious issue that experts say can be addressed through regular exercise and good diet management. Another fatal disease in the same line is heart disease. This disease is linked to obesity and physical inactivity. Cancer, diabetes, and high blood pressure among others constitute other examples that feature in the exercise debate as far as health is concerned (Libal 51). Over and above lowering disease and health complication risks, regular exercise impacts positively on the general life that an individual leads. From appearance to reduced aging rate, persons who engage in physical activity realize enormous benefits of exercising relative to their health status. Moreover, benefits of exercising go beyond the health factor to encompass the wholesome aspect of an individual’s life. While the physical appearance of the person who exercises is at the center stage of exercising, stamina is built from the inside. All that matters in this respect is the amount of energy that the body uses to undertake a given activity. With regular exercises, the body learns to be efficient in terms of energy consumption. For example, walking, lifting weights, or bicycling consumes energy, leading to exhaustion as the energy in the body reduces. Regular engagement in these activities trains the body to use the same level of energy for intensified physical activity. As a result, the individual’s exhaustion point keeps improving, thereby depicting improved body stamina. The importance of exercise extends to weight control. Here, the example given in regard to obesity and weight-related health complications is revisited. The art of weight

Consumer Behavior Assignment Example | Topics and Well Written Essays - 1250 words

Consumer Behavior - Assignment Example my home Jim Maxwell and Ian Mc Donald who recently purchased DVD player - home theatre system of two different brands, in order to analyze the changing behaviours of consumers. Jim purchased the Sony brand while Ian purchased a Panasonic one. Their buying decisions were influenced by need for recognition. Before purchasing, both of them have searched a lot to collect information regarding the product. They have evaluated all the possible alternatives before taking the purchasing decisions. films you purchased you can no longer play! So you have a problem or a new need. For high value items like a DVD player or a car or other low frequency purchased products this is the process we would take.† (Consumer Buying Behaviour) Most of the purchasing decisions are accompanied by an identified need. Sometimes that may be the malfunctioning of an existing product or sometimes it may be for getting some social recognition. Recognition is a primary psychological need, many of the human beings possessed. Most of their purchasing decisions were influenced by such thirst for recognition. They may feel inferiority if they possess old goods. In Jim’s case he is more focussed on social recognition while Ian seems to be more practical than Jim in his decisions. Once the consumer decide about the need of purchasing he will definitely go for information regarding the product he wanted to purchase. â€Å"Sources of information could be family, friends, neighbours who may have the product you have in mind, and alternatively you may ask the sales people, or dealers, or read specialist magazines like What DVD to help with their purchase decision. You may even actually examine the product before you decide to purchase it.† (Consumer Buying Behaviour) The following questions were asked to Jim and Ian regarding the collection of information of the DVD player they purchased Most of the people are rely on, advertisements in television, news papers, Super markets and internet for the

Entrepreneurship, Innovation, and Economic Development Research Paper

Entrepreneurship, Innovation, and Economic Development - Research Paper Example Additionally, the consumers shop with the company, as the company site enables them to shop thousands of products with the hundreds of local retailers (AOL Inc., 2014; Shopcaster Inc., 2014; Mantella Venture Partners, 2013). Entrepreneurial attitudes generally vary with prospects culture and attitudes of people in the countries. Canadians are having extremely positive attitude with regard to entrepreneurship attitudes. In this regard, 61% of Canadians belief that entrepreneurship is an effective career choice and 70% considers that successful entrepreneurs are having respective social status in Canada. In terms of entrepreneurial activity, around 12% of the Canada’s working-age becomes entrepreneurs in early stage. The activities of the Canadians reflect that younger workforce of the country are strongly engaged in entrepreneurial activities. Moreover, Canadian entrepreneurs are highly ambitious, as 22% of entrepreneurs have targeted to induce 10 jobs along with 50% growth within the duration of five years. It has been identified that around 32% of entrepreneurs possess certain objectives in order to introduce new products in the market (Kremmidas, 2014). Additionally, the entrepreneurial demogra phics of Canada reflected that 6.3% of people are self-employed within their incorporated businesses (1Government of Canada, 2014). The stages of entrepreneurship and the framework conditions for Shopcaster in Canada are based on the ‘Global Entrepreneurship Monitor’ (GEM) model. The different stages of the framework include social norms, national conditions, economic activity and infrastructure. Judy Sims obtains inspiration through interactions with local retailers and the knowledge about the strong needs of web presence to communicate with customers. Correspondingly, the business framework is based on creativity ideas of Judy Rims and Aron Jones and having support from government as well as infrastructure

Have people become overly dependent on technology Essay

Have people become overly dependent on technology - Essay Example Body Paragraph 1: Human beings are dependent on technology for entertainment. 97% of the surveyed population stated that they prefer playing video games and they play these games on a continuous basis (Lee, 2010, p.60). Paragraph 2: Organization’s pursuit for excellence, effectiveness and efficiency has led to the replacement of human labor with robotic labor. Drones are used to conduct surveillance and attacks. Paragraph 3: Technology has even influenced and become a major part of the society’s educational sphere. Presidents of 77% of the colleges surveyed state that their college is now providing online courses (Parker, 2011). Paragraph 4: Technology is used by human beings to socialize. Use of Face book and mobile phones has replaced face to face communication. Paragraph 5: Counter Arguments Conclusion Dependency on Technology Introduction Technology is recognized as a monster and even as a prophet. Individuals today have become so addicted to technology that they sp end several hours of their life on computers, just clicking the mouse for the entire day. Similarly, there are those who simply sit on their beds or any other comfortable place and continue to burn their thumbs while texting to different friends at the same time or alternatively. All they do is share and talk about things that might not be of any importance to both the text sender and the receiver. There are even events when individuals tend to spend limitless days in their room without being concerned about the outside world and their work. Such people even tend to experience anger if for even a minute second their internet connection breaks down and they are not able to be online. Technology has become a part and parcel of every individual’s life, technology has become a part of education, business as well as entertainment and this has resulted in heavy dependency of individuals over technology. It is commonly believed that with the assistance of technology life has become quite easy, but the truth is that technology has made society heavily dependent on it and Technology has become a part of different aspects of society including: entertainment, employment, Education and socialization. Body One of the major negative impacts of technology is that the current generation especially the teenagers and young adults have become very lazy as compared to previous generations. Several examples of such events can be seen in the everyday life of the individuals living in the society. For example: previously children use to go to different grounds and sporting events to gain entertainment and play different outdoor games. Now children have changed this preference and they spend huge amount of time playing games at home with the assistance of the computers, PSPs and PlayStations. According to a research conducted by PEW on 1,102 individuals who aged between twelve and seventeen, 97% of the surveyed population stated that they prefer playing video games and they pl ay these games on a continuous basis and around 50% of these respondents even stated that they had played such games the day before the survey was conducted (Lee, 2010, p.60). The Center for Disease Control and Prevention have figured out that during the period of 1980 there were a total of 7% obese children in US and twenty eight years later, the number of obese children elevated to 20% (Theoharis, 2012, p.191). This strongly shows that

The poems you have studied Essay Example for Free

The poems you have studied Essay Education for leisure; in this poem the first line suggests that there will be something to do with death as the first line is Today I am going to kill something, ,anything this suggests the person is a murderer for some kind of animal or possibly a human, in this poem that person that is talking has no feeling, I can tell its talking about them self because in the poem every single line it refers to him/her self like in line nine I am a genius. I could be anything at all there he/she refers to there self as a genius and saying that they could be anything saying they have the power, the person is acting like this because they are sick and tired of being ignored as they say at the beginning of the poem, this person has no feeling at all to go and just kill someone face to face looking in there eyes to see there pain, in the poem the person starts off killing little gold fish, then a budgie, he thinks he can do anything he wants as he said in line two to three . And today I am going to play |GOD| as he has killed a fish and a budgie he says in line seventeen there is nothing left to kill so he calls the radio and tells the man he is talking to a superstar, he says this as a last try to get attention, a despite struggle to get people to notice him, but the radio cuts him off, they he looses it, he gets a bread knife out of the draw, as the pavements glitter then he grabs someones arm. Grabbing some ones arm that is the next step, to kill a human, he is gone mental, has no emotional feelings for any one because they have no feelings for him, he doesnt get noticed, and he finally has had enough for it. Havisham by carol Ann Duffy Havisham; you can tell she loved him, but also at the same time hated him more then you possibly could because she states on the first line beloved sweetheart. That shows that she loves him for him being a sweetheart but straight after that she shouts basted this shows that he really hates him, also in the first line it says that she has ropes on the back of her hand that she could strangle with, and this is a metaphor for the tendents for the back of her hands so she wants her hand round his neck, this says to me that she will do anything to kill this one man no matter what way it is. He stood her up years ago and she wants to kill him for what he has done, in the 4th paragraph it says I stabbed a wedding cake, now give me a male corps this implies to me that she doesnt like any men for what her husband did to her years and years ago , she cant trust any men anymore, so she wants to kill most men for what one person had done to her years ago, in this poem by Duffy. Is like the first one they want to kill something because in this one she wants to kill her husband for standing her up and leaving her but she still had emotion for him she still loves him ,and in education for leisure by Duffy the person just wants to kill something kill anything in fact, just because he is being ignored, he wanted to be noticed and people to know his name but they didnt so he started to kill animals then he went to kill humans. The man he killed In the man he killed, is about two men meeting in an inn and they sit down and stare at each other, in this poem there is a line where he says I shot him dead because .. that says to me that there wasnt really a reason to shoot him dead and that he took a mans life because he said he was his foe. In comparison to education for leisure in this one the man shoots the other man, he kills him because he had to, it was either his life or his own. So he shot him dead as in education for leisure.

Musical Genre Classification of Audio Signals Essay Example for Free

Musical Genre Classification of Audio Signals Essay Musical genres are categorized by human. It depends on human hearing. There are common characteristics shared by categories. These characteristics are related to instrumentation, rhythmic structure, and harmonic content of the music. Currently many music is still classified by manually. Automated system for musical genre classification can assist or replace manual work for classifying musical genre. In this paper, the automatic classification of audio signals into hierarchy of musical genres is explored. Three feature sets for representing timbral texture, rhythmic content and pitch content are proposed. Also propose classification through two-times KNN classification method and show enhancement of accuracy. Using two-time KNN classification method increases accuracy about 5% than one-time ++++KNN classification which two-time KNN classification accuracy is 77.9% and one-time KNN classification accuracy is 73.3%. Index Terms – Music classification, feature extraction, wavelets, KNN classification Table of Contents I. II. Introduction Music Modeling Genre Segmentation III. Feature Extraction A. Timbral Texture Features i. ii. iii. iv. B. Spectral shape features Mel-frequency cepstral coefficients (MFCCs) Texture window Low-Energy features Rhythmic Features C. Pitch Content Features IV. Classification V. Evaluation and Discussion VI. References I. Introduction Musical genres are categorized by human. It depends on human hearing. There are common characteristics shared by categories. These characteristics are related to instrumentation, rhythmic structure, and harmonic content of the music. Genre classification is magnified when music industry moved from CD to web. In web music is distributed in large amount so importance of genre classification is magnified. Currently many music is still classified by manually. Automated system for musical genre classification can assist or replace manual work for classifying musical genre. In era of web, it enabled to access large amount of all kinds of data such as music, movies, news and so on. Music database has been grown exponentially since first perceptual coders early in the 90’s. As database grows it demanded tools that can enable search, retrieve and handle large amount of data. Classifying musical genre was great tool for searching, retrieving and handling large music data base [1-3]. There are several more method such as music emotion classification [4], beat tracking [5], preference recommendation [6], and etc.. Musical genres classification (MGC) are created and used for categorized and describe music. Musical genre has no precise definitions or boundaries because it is categorized by human hearing. Musical genres classification are highly related to public marketing, historical and cultural factors. Different countries and organizations have different genre lists, and they even define the same genre with different definitions. So it is hard to define certain genres precisely. There is not an official specification of music genre until now. There are about 500 to 800 genres in music [7, 8]. Some researchers suggested the definition of musical genres classification [9]. After several attempt to define musical genres researchers figured out that it shares certain characteristics such as instrumentation, rhythmic structure, and pitch content. Genre hierarchies were created by human experts and they are currently used to classify music in the web. Auto MGC can provide automating classifying process and provide important component for complete music information. The most significant proposal to specifically deal with this task was released in 2002 [3]. S everal strategies dealing with related problems have been proposed in research areas. In this paper, automatic musical genre classification is proposed showed in Figure 1. For feature extraction, three sets of features for representing instrumentation (timberal), rhythmic content and pitch content are proposed. Figure 1 Automatic Musical Genre Classification II. Music Modeling Genre Segmentation An untrained and non-expert person can detect the genre of a song with accuracy of 72% by hearing three-second segmentation of the song [11]. However computer is not design like human brain so it can’t process MGC like human. Despite whole song may somehow influence the representativeness of feature, using whole song can extract most of features that music has. Also to extract short segment of music for automation system is unsuited for the purpose because difficulty of finding exact time of music that represents genre of music. Without research finding certain section of music representing its characteristic using whole song to modeling is proper way to MGC. There are too many music genres used in web [7, 8]. Classification genre has to be simplified and in this paper proposed genres which are popular used in MP3 players in the market. Figure 2 Taxonomy of Music Genre III. Feature Extraction Feature extraction is the process of computing numerical representation that can be used to characterize segment of audio and classify its genre. Digital music file contains data sampled from analog audio signal. It has huge data size compared to its actual information. Features are thus extracted from audio signal to obtain more meaningful information and reduce the over-loading processing. For feature extraction three sets of features for representing instrumentation (timberal), rhythmic content and pitch content will be used [3]. 1. Timbral Texture Features The features used to represent timbre texture are based on the features proposed in  speech recognition. The following specific features are usually used to represent timbre texture. â‘   Spectral shape features [1-3] Spectral shape features are computed directly from the power spectrum of an audio signal frame, describing the shape and characteristics of the power spectrum. The calculated features are based on the short time Fourier transform (STFT) and are calculated for every short-time frame of sound. There are several ways to extract feature with spectral shape feature. 1. Spectral centroid is centroid of the magnitude spectrum of STFT and its measure of spectral brightness.

Whole School Approach To Behaviour For Learning Education Essay

Whole School Approach To Behaviour For Learning Education Essay B4L is a concept that has been developed through a review of effective behaviour management strategies. It has been identified that B4L is a result of a multitude of influences and not merely the desire of a learner to misbehave and unwillingness to learn. B4L identifies the link between students social conduct and behaviour and the way in which they learn. The study will focus on policies and practice to promote B4L. Research has identified the importance of motivating learners by improving teaching, making learning enjoyable in reducing behavioural issues and promoting B4L. Schools with good or outstanding teaching almost always have outstanding behaviour. The most successful schools set expectations of staff to deliver lessons that were varied and interesting, this has proven to increase attendance as well as reduce the incidence of unacceptable behaviour in lessons. The study identifies the importance of consistency within the application of policies, it also identifies a number of areas for improvement to promote B4L including the rewards system and use of detentions. Further research identifies the link between outstanding teaching B4L. Every opportunity to reward praise students should be taken, through verbal communication and point allocation. It is important that any policy in place is agreed and embraced by all staff to ensure that it is delivered consistently. Introduction The need to manage behaviour has long been an issue within schools. With the push on raising attainment, the development of Special Educational Needs (SEN) provision and the increase in policy, to be inclusive of all learners irrespective of their academic level or their social behaviour. It has been identified that 20% of all SEN learners have Social Emotional Behavioural Difficulties (SEBD) (Department for Children, Schools Families, (DCSF) 2009). The schools policy sets out high expectations of students, We expect students to reflect this in their appearance, attitudes and behaviour. We know we are moulding the citizens of the future and will encourage them to care for one another, be open, fair, honest and just. We want them to have a sense of pride in being part of our school community. (Appendix 1). Further to this the schools vision is to raise achievement by developing a culture where learning is at the heart of the school community. To achieve this vision the school identifies whole school priorities for 2010/2011 including improving behaviour and attendance. It also stated that the school will focus on incorporating Social, Emotional aspects of Learning (SEAL) practice in the classroom, which has been identified as an important key in developing learners emotional intelligence (Goleman, 1996 cited in Capel, Leask Turner 2009, p.141) providing learners with the skill set to monitor and improve their behaviour independently. It was clearly identified in the School Development Plan that Behaviour for learning (B4L) is a targeted area for improvement (Appendix 1). This was reinforced as a high priority area during staff meetings and subsequent correspondence from the Head Teacher. Issues that arose were the use of mobile phones MP3 players within lessons, consistency in the application of sanctions and use of rewards (Appendix 2). It is interesting to note that these both encompass the teacher and the learner identifying the diversity of the issues. It would be interesting to further enquire as to whether the use of mobile phones within lessons is a B4L issue or a sign of disengagement due to other factors. Understandably there is a close link between the quality of learning, teaching and behaviour, and therefore raises the question Can behaviour be improved through improving the quality of learning teaching? The school clearly identifies that there is a need to reinforce their policies on B4L. Through i nitial observation around the school it was interesting to note the overall behaviour of students occurring both in and out of lessons, there was frequent use of inappropriate language, fighting and a significant littering problem. During lessons students often refused to do any work, persistently had their mobile phones out and there was significant level of unrequired talking during lessons. This posed the question Is the school being pro-active in managing behaviour for learning or re-active to behaviour that has now reached undesirable levels? Behaviour management is often flagged as an area that Initial Teacher Education (ITE) students feel they would benefit from having greater support in when entering the profession of teaching (Buell et al., 1999 cited in Powell, S, Tod, J, 2004). This has been met by the expectations set by the Teacher Training Agency (TTA) via the Qualifying to Teach, the new standards and requirements for Qualified Teacher Status (QTS) (TTA, 2002). B4L is a concept that has been developed through a review of effective behaviour management strategies. It has been identified that B4L is a result of multitude of influences and not merely the desire of a learner to misbehave and unwillingness to learn. It is important to identify the theoretical principles behind the way in which learners manifest themselves in terms of behaviour (Powell, S, Tod, J, 2004). B4L identifies the link between students social conduct and behaviour and the way in which they learn. Recent national policy has moved away from a punitive system where students were punished for doing something wrong, known as being reactive, and are now working towards understanding what causes learners to be off task and display undesirable behaviour, pro-active, as supported by Weare (2004 cited in in Capel, Leask Turner, 2009, p.141) who suggested that a punitive approach tends to worsen or create the problems it is intended to eradicate. Punishment alienates children from their teacher and does nothing to build up trust which is the foundation of relationships. National policy now promotes the inclusion of a greater diversity of learners in schools irrespective of level of achievement or social behaviour (Department for Education Employment (DfEE), 1999). It is important for schools to recognise this and develop strategies to promote B4L as over 20% of SEN provisions are learners with SEBD (DCSF, 2009). SEBD learners by nature can display undesirable behaviour unless managed in a positive way, so would it not be deemed unacceptable from an education professionals view for a learner predisposed to display poor behaviour, to fall victim to punitive actions? It is therefore important for schools to have a well-structured B4L policy that coincides with the SEN policy. In order for schools to develop an effective policy they must be able to identify the complexity of factors that influence behaviour and clearly identify what is considered an unacceptable level. Do schools have a standard response to unacceptable behaviour with clear sanctions regardless of the severity of the behaviour witnessed? The Elton report (1989) defines misbehaviour as such that raises concern to teachers. This clearly has limitations as it is dependent on the individual teacher and within the context of which it occurs. This can cause numerous issues within schools as inconsistencies can arise due to teachers individual views of unacceptable behaviour, as reported by Ofsted (2006). Ofsteds (2008) report identified the importance of all staff sharing clear expectations of pupils. The report showed that the most successful schools had strong senior leaders that supported staff through training. They also had clear behaviour policies instated that are implemented consistently by all staff, which clearly proves that by providing clear instruction of policies to staff and the consistent application of them is fundamental in controlling negative behaviour in schools. Disruptive, challenging, anti-social, emotional behavioural difficulties (EBD) are widely used terms by teachers to describe a students behaviour (Capel, Leask Turner, 2009,). These however do not clearly identify the actual behaviour and the causation. It is important for teachers to not merely state that a child is being disruptive but record what they were doing to be disruptive and why. In order to be proactive rather than reactive staff need to have dialogue with the offender to discuss what happened, who was affected and acknowledge the learners views. This falls within the restorative approach and is essential in developing a learners emotional intelligence. Far too often learners are punished and do not know exactly what they were doing wrong or resolve the underlying issue. It is difficult to define unacceptable behaviour on a National whole school level due to the perceptions, tolerance threshold, and experience management approach of teachers. These inconsistencies can lead to confusion amongst pupils and lead to teachers being pin pointed as being strict and inconsistent in comparison with the rest of the school, which can cause tension and ultimately a breakdown in student-teacher relationships (Weare, 2004 cited in Capel, Leask Turner, 2009, pg141). It is therefore essential that schools adopt a well-structured monitoring and reporting policy which relates to the observable actions of pupils. The Qualifications and Curriculum Authority (QCA) (2001 cited in Capel, Leask Turner 2009, pg145) generated a list of 15 behaviours by which pupils emotional and behavioural actions could be defined, these were sub-divided into three categories learning , conduct and emotional. Ofsted (2008) identified persistent low-level disruption as the most common for m of poor behaviour. There is an abundance of research on behavioural management strategies. However behaviour still remains an area of concern for schools. It was also raised as an issue for newly qualified teachers (NQT) who expressed that they would benefit from additional support in behaviour management in preparation for teaching (Powell, S, Tod, J, 2004). In response the Behaviour Management Review Group (2004) conducted a review into the theoretical explanations of behaviour, in order to enhance teachers understanding of the causal factor of behaviour. By providing teachers with a theoretical framework to model their management strategies around, Initial Teacher Trainees (ITT) will not feel the need to continually find new strategies to cope with behavioural issues. The review highlighted the complexity of learning behaviour and the contributing factors of societal, family and school environments that influence pupil behaviour basing their model on Bronfenbrenners Ecological Systems Theory (1989 c ited in Powell, S, Tod, J, 2004) (Appendix 3) . This obviously highlights a barrier to addressing B4L, as teachers do not have input during all environments. It is therefore important that schools need to develop and maintain relationships with students, parents carers, which was identified in the Ofsted Report (2009), as still needing some improvement. The conceptual framework used within the review by the Behaviour Management Review Group (2004) identified the importance of relationships in shaping learning behaviour. The model identified the relationship of a learners with others, the curriculum and themselves. When observing a learners behaviour a teacher must consider if the curriculum is relevant in the learners eyes, does the learner feel they can achieve what is asked of them? Does the learner have a strong relationship with their teacher and peers? This is supported by Evans et al, (2003 cited in Capel, Leask Turner, 2009) who suggested the key to promoting a positive lea rning environment by improving learning behaviour is characterised through the development of positive relationships and developing an appropriate emotional climate in the classroom. It is in all teachers interest to take responsibility for B4L focusing on developing positive relationships with learners. Several reports have identified the importance of motivating learners by improving teaching, making learning enjoyable in reducing behavioural issues and promoting B4L. Schools with good or outstanding teaching almost always had outstanding behaviour. The most successful schools set expectations of staff to deliver lessons that were varied and interesting, this has proven to increase attendance as well as reduce the incidence of unacceptable behaviour in lessons. Schools reported improved attitudes towards learning and an improvement in monitoring students achievement (Ofsted, 2001; 2006; 2008). Ofsted (2008) continued to acknowledge the need to improve behaviour as 28% of secondary schools displayed no better than satisfactory behaviour. Other contributing factors to improve B4L included consistent acknowledgement of achievement and use of a reward system to promote positive behaviour. Often schools do not provide consistent administration of reward systems and it has been seen that often teachers cease to use reward systems past Yr7 and very rarely into Key stage 4 (Ofsted, 2001, pg26). This was identified within the study school during a staff meeting where senior management had gathered information during student council raising the issue that older students still liked receiving reward points, where it had been presumed by staff that it was no longer effective. The study will focus on the schools current policy on behaviour for learning and how this is implemented on a daily basis. Through a review of the schools current policy and staff views the study will hope to identify areas for improving B4L providing recommendations for the future. The study will focus on current school issues including inappropriate use of mobile phones, reward system and sanctions. Methodology The research will aim to identify the current issues within the school surrounding B4L schools current strategies to improve B4L. To gain an in-depth review of the schools current B4L issue the study will focus on the implementation of B4L strategies through direct informal observation. This allows a high degree of validity by monitoring the focus in its setting of actual use. The limitation of this is that actual situations may be skewed due to the presence of the observer and it is therefore important for observation to occur over a period of time so those being observed become less aware of the observers presence. To promote this the observer should not become involved or drawn into the social interactions with those being observed. A significant limitation to observation is that the observer will have to interpret what they witness without confirmation from the subject. This limitation will be reduced by following observations with unstructured interviews as used by Frederikson, et al (1996) which allows subjects to express a more detailed insight into the topic. Data across the school will be analysed to identify any trends in negative behaviour. A view of the whole school approach towards behaviour will be obtained through analysis of the current policies along with statistical data from the Schools Information Management System (SIMS). Further to this, interviews will be arranged with lead staff on B4L. Over a period of a week a number of lessons were observed and followed up with informal discussions with the teacher. The observations were focused on identifying the levels of engagement of students, any behavioural issues and how they are addressed by the teacher and level of teaching learning. Through further discussions post-lesson, staff members were asked on their views of the lesson and how they feel the students level of behaviour impacted on the learning. In addition to this the reward policy was reviewed and the application of it was observed in lessons. The main purpose of this study was to review existing policies on improving B4L including behavioural and reward policies and the consistency of their application. Findings Whole School The schools Ofsted report (2009) identified that students behaviour was not always as good as it should be with instances of boisterous behaviour. Inspectors found behaviour to be satisfactory overall, but variable. The report stated too many lessons lack challenge and do not take sufficient account of students individual capabilities or encourage independent learning. They also noted that the quality of marking and feedback was varied across the school. The report went on to suggest that teaching was not challenging on a whole school stage did not provide students with the opportunity to make progress, develop confidence and develop the skills to work independently. This could contribute to poor B4L as the lack of development of learners emotional intelligence can restrict learners from being able to monitor and improve their behaviour (Goleman, 1996 cited in Capel, Leask Turner 2009, p.141). The report continues to identify that teaching can be too directed and does not take into account the differing abilities of learners; the school needs to ensure that lesson activities consistently challenge students of all ability groups to make better progress and develop their independent learning skills, especially at Key Stage 4. Behaviour Policy In the first instance the school has a well-structured behavioural policy with the aims of providing a caring and secure environment by promoting positive behaviour, regular attendance, self-discipline and respect for others. It clearly states that consistent, yet flexible implementation of the policy by all is essential. This goes on to refer to special considerations for vulnerable groups such as SEN. This initially raises the issue of how flexible the policy should be whilst trying to remain consistent. As identified by the school as a high priority target, the policy states mobile phones MP3s can be confiscated when it disturbs the learning environment. The policy goes on to set out five expectations that should be maintained at all times (Appendix 4, Pg2). The policy has a clearly structured sanction system and identifies methods for recording behavioural infractions through SIMS. Through analysis of data on SIMS it is clear that teaching staff are thorough at recording behavioural incidents that occur during lesson with details of the incident. Some teachers used the data as a motivational tool in tutor time by sharing positive and negative points with students and setting them goals for the week. This was particularly effective with year 7 students who were very keen to see how many points they currently had. Sanctions The school sanction policy followed a ladder system which identified different sanctions for the level of behaviour displayed (Appendix 4, pg11). It was interesting to note that the column labelled examples of behaviour use general descriptive terms such as disruptive behaviour, persistent disruptive behaviour, disrupting the learners of other. It also groups various types of behaviour which a student may display. Many of these behaviours were identified by the QCA (2001) as either being learning behaviours, conduct behaviours and emotional behaviours and therefore individual and definitive in the way they should be met. All of the responses to behavioural issues bar the first incident result in a punitive response primarily of detentions at different levels. It is not until the fourth level when students are displaying persistent disruptive behaviour, three negative SIMS in a week in the same lesson and failing to attend a detention that meetings are set in place with the students a nd senior staff to discuss expectations. During observation of lessons the majority of incidences occur within the first three steps of the sanction flowchart which were often dealt with accordingly. It was however noted that not all staff made contact with parents as suggested when placing students in break lunch time detentions. On most occasion students are asked to stop what they are doing if disruptive to the lesson or asked to sit out as not to hinder the other students learning. The teacher then resolved the issue with the learner, by setting clear expectations of the student, then allowing them to join back in the lesson. If continual disruptive behaviour occurred, staff then proceeds to give the students a break time or lunch time detention depending on the severity of the behaviour. It was noted that the relationship between offences and consequences were inconsistent in application by different staff and dependent upon the individual learners. Often students who were kno wn to staff to be persistently difficult tended to be flagged up quicker for their behaviour compared to others. This often led to some students feeling that they were victimised by staff. During detentions in the Physical Education department students were asked to sit in an allocated area for the duration. Often this area had other students around and friends of the student in detention would come in and sit with them. It was also unclear as to the purpose of the detentions, was it time for the student to reflect on their actions or simply used to punish by taking up the students free time? Most conversations between teachers staff were one-sided and did not necessarily allow the student to resolve or discuss their actions. It was clear that the application purpose of detentions needed to be reviewed as supported by the departments views during a departmental meeting. If students repeatedly offended they were placed on report. This involved the students achieving their individually set behaviour targets each lesson. This allowed closer monitoring of the students behaviour in all lessons. The targets set on some reports were often too general and allowed flexibility in the judgement of the outcomes by teachers. The reports were useful as they facilitated conversation with the student and teacher at the end of lessons developing relationships and providing opportunity for the student to reflect on their actions over the lesson. It was noted that often students would lose their reports or not get their reports completed every lesson with little consequence when given to tutors. This raised an issue of the unimportance and disregard of the severity of being on report by students. If students ultimately did not improve their behaviour this would lead to a behavioural support program and the risk of internal and potentially external exclusion. Data Analysis Data was gathered from the school monitoring reports and SIMS (Appendix 5). Over the last three years there has been a decline in exclusions from 137 to 96 and withdrawals from 380 to 186 within the whole school. However Disruptive behaviour has returned to high levels from a dip in 2009/10 rising from 3983 up to 4424. By analysing the three areas it can be seen that although the amount of exclusions and withdrawals has decreased, this is accounted for by the contributing percentile increase of disruptive behaviour (Appendix 6). By analysing the SIMS reports for the whole school the most prevalently recorded behaviour incidents highest first were; Disruptive behaviour Inadequate work completed in a lesson Defiance Failure to complete homework, Truancy Rudeness to a member of staff Ignoring regulations Use of mobile phone/ MP3 in lesson Failure to attend detentions Dangerous behaviour Persistent lack of equipment Disruptive behaviour was by far the highest rating incident recorded, consistent with the Elton report (1989), which identified low-level disruptive behaviour as the most prevalent poor behaviour in schools. A significant number of reports of disruptive behaviour were due to talking out of turn. Disruptive behaviour levels were consistently high through all years with a decrease in years 10 11, this could be due to the responsibility of learning shifting towards the learners as they start preparing for GCSEs, and that the learners then have the opportunity to personalise their learning programme through options. Mobile Phone MP3s School data for 2010/11 identifies mobile phones as the 8th ranked occurring behaviour incident within the school. Through observation around the school it was clear that the use of mobile phones and music players had reached critical level and were continually causing disruption during lessons. Many students would arrive at lessons with mobile phones in hand and headphones in ears. It was good to see that on the majority of times students were challenged and told to put away their mobile phones and earphones at the beginning of a lesson. However this did not have a lasting affect as students often returned to using their mobile phones during lessons when the teacher was not aware of them. Some students continued to listen to music in lessons without being challenged, clearly identifying the issue of inconsistency with the implementation of the behaviour policy. It was clear that this behaviour was being communicated back to senior management, as during briefing the head teacher reit erated the schools policy and through further correspondence with particular focus on the use of mobile phones and music players (Appendix 2). In reaction to this release of policy staff started to clamp down on mobile phone use in lessons, however there were issues with the length of confiscation as this was not made clear. Some staff confiscated the phones till the end of the lesson, some till the end of the day and some even for the rest of the week. Although this revision and awareness of the policy certainly had an impact as staff soon felt empowered to confiscate students mobile phones it did not tackle the issue of as to why students were continually on their phones during lessons. It soon got to a point in some lessons where teachers were repeatedly taking mobile phones off the same students every lesson. Through discussions with students it was noted that students often resort to going on their mobile phones when feeling bored, disengaged in their learning or unsure of what they are doing. During a whole school meeting on B4L and the revised policy, various departments offered their views and strategies they have implemented to address B4L. The science department had set out a code of conduct with posters clearly indicating to students to put their bags and belongings in a designated area. This is felt to be an issue within the school as a whole as students are continuously carrying their belongings around in lessons and have them at easy reach during lessons, where it was suggested by getting students to leave their bags out of reach has helped reduce the distraction to their learning. Reward System The school operates on a house system where students belong to one of the five houses. Students can gain house points in the form of stickers to the value of 1, 5 and 10 points (Appendix 4, pg8. Each lesson students are able to gain stickers for achieving and taking part in a number of school activities. The ways in which students can achieve house points seem unobtainable on a daily basis for the majority of the school population. Through observations of tutor time students were asked to count up their points during the week, which were recorded onto SIMS. It appeared that on the whole students were receiving reasonably high amounts of points on a weekly basis including those who were known to staff as having regular behavioural problems. It appeared that the amount of points awarded were not consistent with the reward policy as students commented that some teachers were awarding high points for basic expectations of students which according to the policy only merited a single point . During the observation of physical education lessons it was apparent that the points system was not being applied as teachers expressed difficulty in physically awarding stickers during lessons due to the nature of the environment. However the staff did focus on recording positive behaviour on SIMS which the students seemed to respond to and want to achieve. Overall the observation of the reward system identified inconsistency in the administration of the house points and urgently needs reviewing and supported through discussion with staff. It was not clear within the school from a students perspective as to what the points contributed towards. There was no immediate or substantial reward for students who achieved in lessons. It was also clear that for some students particularly those who had been identified as SEN that points were awarded for demonstrating basic good behaviour which contradicts the reward policy that states, Points should not be awarded for students displaying the schools basic expectations as agreed by all staff (Appendix 4, pg9). The policy also states that individuals can have specific targets set to gain house points but this can only be sanctioned by faculty coordinators and year coordinators. Conclusion Based on the findings of this study it is clear that there is need for greater consistency in managing B4L even though the school has the well-structured policies in place. During a whole staff review meeting on B4L the head teacher acknowledged that the policy is not working due to inconsistencies in application. This is current with the rewards system, application of sanctions and addressing of poor behaviour, with particular reference to transition time between lessons and break time (Appendix 2). In order to improve levels of behaviour during break times the school could focus on providing structured sports sessions. Students currently have access to the courts and facilities which are supervised by the PE staff; however there is lack of structure. Through the Physical Education, School Sports Club Links (PESSCL) (2008) investigations it has been shown that by providing a range of clubs for the students, there has been an improvement in behaviour during lunchtime and afternoon l essons. Other schools have had success with students who have poor behaviour records and low motivation by providing them with the opportunity to develop their leadership skills and then run a sporting competition. This had a positive impact on the students self-esteem and attitude to learning (PESSCL, 2008). Ofsted (2000) identified that in schools where teachers agreed to follow procedures for supervision of corridors and outdoor areas between lessons, reduced behaviour incidents and increased punctuality. As identified in this study a large proportion of poor behaviour is due to the inconsistency in applying behaviour policies. Numerous studies have identified that in order to improve behaviour the school must tackle it as a whole school approach including attainment, teaching and attendance Ofsted (2006; 2000). Ofsted (2006; 2000) also highlight the importance of providing effective teaching that is interesting, structured and works to develop personal learning thinking skills. By developing these skills students will be able to work independently and take more responsibility for their learning. It is evident that B4L is directly related to Teaching Learning practice policy. Schools that have poor behaviour have often been seen to have ineffective teaching, this is concurrent with the study school as identified in the Ofsted report (2009).Several studies have identified that good teaching can promote good behaviour, creating a positive learning environment. By providing interesting lessons with clear learning objectives, clear expectations, differentiation and recognition of individual achievement learn ers feel positive about their learning and consequently act in a positive manner (Ofsted 2005;2008). There is a need for schools and teachers to be proactive in developing learning behaviour rather than simply being reactive to behavioural problems. It would be beneficial to prioritise the development of positive relationships with lear

The Countless Sounds Heard in a Day :: Personal Narrative Essays

The Countless Sounds Heard in a Day As a musician, I always related to sounds in terms of musical application. The only sounds I paid attention to were those involved in creating and performing music. Musical sounds were the most important to me. Well . . . actually, as a traveling musician, any troubling sounds my car made were almost as important. The only other sound I appreciated was silence - something I valued after six nights of rhythmic and melodic saturation and the babble of three hundred or so party drunks. Since I've settled down and become a family man, however, I have discovered a whole new world of sounds that give me more pleasure than music ever did. Something I never thought possible. I would like to describe for you the world of sound that I experience in a typical day. My morning always begins around seven o'clock when I am awakened by a sweet, gentle, little voice calling . . . "DADDY, I GO F'RIDE!" This is followed by a dainty smack of tiny lips on my cheek, then another smack of Mom's lips on my lips. A few minutes later, the front door slams shut and I slip back into a slumber. The next thing I hear (a few hours later) is the bloodcurdling, screaming caw of a pterodactyl about to swoop down and pluck me right out of my bed. Actually, it's only my alarm clock. I don't dare hit the snooze button, as I do not even want to hear that again. From here, my morning ritual begins, rich with the sounds of water: the galoosh of the toilet, the soft spattering of the shower, and the gurgle of coffee brewing in the kitchen. It's the coffee maker that totally captivates me, for I cannot begin to function mentally until I've had my cup of "go juice." I'll sit in a total stupor until that gurgling stops - my cue that it's ready. Before that, noting else matters. After a sip or two, I step under the whispering water of the shower and, if never fails, the phone rings. At least, I think it is ringing. Actually, it is just a subtle overtone, an aural hallucination that is produced by the shower. The Countless Sounds Heard in a Day :: Personal Narrative Essays The Countless Sounds Heard in a Day As a musician, I always related to sounds in terms of musical application. The only sounds I paid attention to were those involved in creating and performing music. Musical sounds were the most important to me. Well . . . actually, as a traveling musician, any troubling sounds my car made were almost as important. The only other sound I appreciated was silence - something I valued after six nights of rhythmic and melodic saturation and the babble of three hundred or so party drunks. Since I've settled down and become a family man, however, I have discovered a whole new world of sounds that give me more pleasure than music ever did. Something I never thought possible. I would like to describe for you the world of sound that I experience in a typical day. My morning always begins around seven o'clock when I am awakened by a sweet, gentle, little voice calling . . . "DADDY, I GO F'RIDE!" This is followed by a dainty smack of tiny lips on my cheek, then another smack of Mom's lips on my lips. A few minutes later, the front door slams shut and I slip back into a slumber. The next thing I hear (a few hours later) is the bloodcurdling, screaming caw of a pterodactyl about to swoop down and pluck me right out of my bed. Actually, it's only my alarm clock. I don't dare hit the snooze button, as I do not even want to hear that again. From here, my morning ritual begins, rich with the sounds of water: the galoosh of the toilet, the soft spattering of the shower, and the gurgle of coffee brewing in the kitchen. It's the coffee maker that totally captivates me, for I cannot begin to function mentally until I've had my cup of "go juice." I'll sit in a total stupor until that gurgling stops - my cue that it's ready. Before that, noting else matters. After a sip or two, I step under the whispering water of the shower and, if never fails, the phone rings. At least, I think it is ringing. Actually, it is just a subtle overtone, an aural hallucination that is produced by the shower.

The Role of Women in The Zoo Story Essay -- Zoo Story Essays

The Role of Women in The Zoo Story Although the women characters in "The Zoo Story" are never front and center staged, they have leading roles in shaping the conditions and sensibilities of Jerry and Peter. The women referred to by each of the male characters affects, or has affected, their perceptions and routines in life. Jerry has had many encounters with various women, while Peter speaks only of three. The quantity of women roles in each man's life is not the dominate cause of their behaviors; it is the quality of the women. In "The Zoo Story" the women "backstage" are unseen influences that cloud reality for Jerry and Peter. The few women in Peter's life keep him relatively tamed. He is the male underdog of the household, surrounded by a wife and two daughters. Indicated by the dialog, Peter does not appear to be an assertive man. The women of the house are the dominate decision-makers. . .cats instead of dogs, two parakeets (one for each daughter), two television sets (one for the children). They represent the middle-class, happy family, ...

New Cuban Cuisine :: Cuban Food

Includes Recipes New Cuban Cuisine The Cuban style of cooking is simple in concept but complex in flavor. Much Cuban food owes its heritage and tradition from Africa and neighboring, Caribbean cultures. However, there are two distinctive styles of cooking: "the classic" whose techniques and ingredients have been in use for a long time across the island, and "the new," labeled nuevo Cubano, which adds a variety of herbs and spices from other cuisine and emphasizes presentation. For example, the province of Oriente, in eastern Cuba, is well known for its contribution of spicier and more robust dishes to the cuisine of the island due to the influx of Haitian and Jamaican immigrants to the island beginning in the 1790's. In the states, Cubans, too, have opted to choose hot peppers, like blazing scotchbonnets and serranos, to prepare recipes such as black bean salsa. Cubans who arrived in the United States in the late 50's and 60's had to make some adaptations to their cooking. Many markets did not carry the vegetables, fruits or cuts of meat that they were accustomed to using in their island kitchens. Lard and olive oil, which are generally used in Cuban cooking, had to be replaced by other cooking oils. Lard was too difficult to find and olive oil was too expensive; a substitute had to be found. Cooks started using vegetable oil, which was readily available and affordable. Nowadays, safflower and canola oils have become more preferable because they are healthier. Many items are now also available in low-fat versions. The consumption of salt has too been cut back thanks to low- sodium products. Many Cubans in exile, such as my neighbor, Roca Beiro, a professional caterer whom I had the opportunity to interview, informed me that many Cubans have cut down on the starches they consume and that they try to follow a healthier diet. Due to the lack of time in their day to day life, many buy products, such as black beans, because preparing them from scratch is very time consuming. In addition, Cubans have added more salads to their diet, use less sauces, and prepare fewer potajes (stews). They have also adapted more American foods into their daily life since their children are exposed to them at school and through their acquaintance with endless chains of fast food restaurants in their communities. For example, breakfast in Cuba usually consists of cafà © con leche and tostada (coffee with milk and Cuban toast).

Art History Slide Notes

Venus of Willendorf from Willendorf, Austria 28,000 – 25,000 BCE Limestone Naturhistorisches Museum, Vienna Paleolithic – representation of a woman – female anatomy is exaggerated – serves as a fertility image – no facial features, just hair/hat – freestanding sculpture Statuettes of 2 worshipers from the Square Temple at Eshnunna (Tell Asmar), Iraq 2700 BCE (early dynastic/Sumerian) Soft gypsum and inlaid with shell + black limestone Iraq Museum, Baghdad – represent mortals praying – tiny beakers were used in religious rites men wear belts + fringed skirts + have beard + shoulder-length hair – women wear long robes – heads tilt upwards with large open eyes – not proportionate, eyes=too big and hands=too small Bull-headed lyre from tomb789 (King’s Grave), Royal Cemetery, Ur (Tell Muqayyar), Iraq 2600 BCE Bull’s head = gold leaf over a wooden core Hair, beard = lapis lazuli University of Pennsyl vania Museum of Archaeology and Anthropology, Philadelphia – sound panel depicts a hero grasping animals that look human, serving at a banquet + playing music Spotted horse+ negative handprint rom Pech Merle, France 22,000 BCE (Paleolithic) Wall painting (cave) – negative hand imprints – horse in profile Hall of the Bulls from Lascaux, France 15,000 – 13,000 BCE (Paleolithic) – coloured and non-coloured silhouettes Wall painting of horses, rhinos, aurochs from Chauvet Cave, Vallon-Pont-d’Arc, France 30,000 – 28,000 BCE – oldest cave paintings – advanced features (overlapping animal horns) Bird Headed Man with Bison from Lascaux, France 15,000 – 13,000 BCE Paleolithic – depicts a possible hunting scene – early example of a narrative Victory Stele of Naram-Sin from Susa, Iran 2254 – 2218 BCE (Akkadian empire) Pink sandstone Louvre, Paris – king defeats his enemies; one has spear through throat, one begs for mercy, one thrown off cliff – 3 stars=3 gods – hierarchy of scale is used to emphasize king’s absolute power and influence; he is the focal point b/c he wears horned crown (signifies divinity) + larger + leads army (who look at him for guidance) up the mountain + in profile – diagonal tiers, relief sculpture – narrative Stele of Hammurabi from Susa, Iran 1780 BCE (Babylonian) Basalt Louvre, Paris – top = relief of Hammurabi with sun-god, Shamash – Hammurabi salutes Shamash, hand up and is able to rule as he is given permission from Shamash – one of the first examples employing foreshortening (representation at an angle) e. g. Shamash’s beard = series of diagonal lines Palette of King Narmer (back) from Hierakonpolis, Egypt 3000 – 2920 BCE (Predynastic) Slate Egyptian Museum, Cairo – relief carving – utilitarian object; carried eye makeup which was also used to protect eyes from sun – circle stands for union of Upper + Lower Egypt King of Narmer = detailed, largest, calve muscles, directional lines lead up to him, wears a crown, has a beard, has an aggressive pose, holds a baton, has a bull’s tail, wears decorated kilt Horus – King’s protector/falcon – organized into registers very flat, linear Palette of King Narmer (front) – 2 heads of a cow (top) with woman’s face = identified as goddess – hieroglyphic represent Narmer’s name – narrative art King Narmer combined Upper + Lower Egypt Khafre enthroned (Statue of Khafre) from Gizeh, Egypt 520 – 2494 BCE (4th Dynasty) Old Kingdom Diorite – hardest stone to sculpt Egyptian Museum, Cairo – idealistic portrait – carved for the pharaoh’s valley temple and for the king to reside in, in case the mummy disintegrates – king sits firmly/rigidly upright on throne (fused); bare-chested, detailed kilt, feet placed firmly on the ground, right hand fisted, false beard atta ched, royal linen nemes headdress with the uraeus cobra of kingship on the front, looking strong and young (regardless of age), calm, head tilted slightly upwards – might have held omething important in his hand—a symbol that shows Khafre=king – throne’s legs show intertwined lotus and papyrus plants (which happen to be symbolic of the united Egypt) – falcon sits on the back of his head with its wings around for protection. falcon=Horus – perfectly symmetrical, flawless, well-developed, muscular body to show that he was a divine ruler – statue’s function was to make sure it lasted for eternity, so no breakable parts Menkaure and Khamerernebty from Gizeh, Egypt 2490 – 2472 BCE (4th Dynasty) Graywacke Museum of Fine Arts, Boston double-portrait, high-relief sculpture, contained sculpture – she holds onto him, signifies that they are married – carved for Menkaure’s valley temple – Menkaure is rig idly frontal, his arms lie straight and close to his well-built body, has clenched fists, even with left foot forward body stays rigid, physique is idealistic, short beard – Khamerernebty’s right arm encircles the king’s waist, left hand rests on his left arm, clothing is light to show female form – both look out into space, not at each other – function – to show the timeless nature of the stone statue that was also designed to provide an eternal substitute home Nefertiti bust by Thutmose from Amarna, Egypt 1353 – 1335 BCE (18th Dynasty) New Kingdom Painted limestone Agyptisches Museum, Berlin – Nefertiti (Akhenaton’s wife) has expression of entranced musing + sensitivity + delicacy – work, unfinished b/c of missing left pupil – long curved neck balance long crown, broken right ear – portrayed as elegant beauty, symmetrical – found in Thutmose’s workshop – purpose? Thutmose’s model Akhenaton, Nefertiti, 3 daughters from Amarna, Egypt 1353 – 1335 BCE (18th Dynasty) New Kingdom Limestone Agyptisches Museum, Berlin – sunken relief – intimate family portrait = new, never been done before undulating curves replace rigid lines – figures possess prominent bellies (characteristic of Amarna period) – family bask in life-giving rays of the Sun (Aton, the sun disk) – mood = informal, anecdotal – Akhenaton lifts 1 daughter to kiss, one sits one Nefertiti’s lap who gestures toward father, youngest one reaches to touch pendant on mother’s crown – flowing scarves suggest wind Innermost coffin of Tutankhamen, from his tomb from Thebes, Egypt 1323 BCE (18th Dynasty) New Kingdom Gold with inlay of enamel + semiprecious stone Egyptian Museum, Cairo – tomb contained sculpture, furniture, jewelry – mummy within the innermost of 3 coffins dressed in official regalia, nemes headdress, fake beard – effects of mask and tomb treasures express power, pride, wealth – innermost coffin – gold, portrays pharaoh as Osiris (god of underworld/afterlife) Egyptians – enjoyed life – loved to eat + drink – loved and embraced life – believed afterlife = important – evolved and made their gods (sun gods) – left behind artworks to show that the kings were to exist eternally in the afterlife – majority = farmers – had intimate relati onships with Gods – preserved bodies – made solid tombs that preserved materials – wore jewellery to look good, loved precious stones would never have bothered to live in Egypt if it weren’t for the Nile – believed that they would have a straight narrow path like the Nile – believed that people have spirit – Middle kingdom disintegrated, Egyptians were invaded by the Hyksos (shepherd kings) with chariots + horses, but were later overthrown by Ahmose – Ahmose = 1st king of the 18th Dynasty (first to call Pharaoh), ushered in the New Kingdom, in which borders were extended and new capital, Thebes (in Upper Egypt)became a luxurious metropolis with palaces, tombs, temples – have ceremonial meal/feast/banquet at the deceased tomb 1/year – purpose? Commune with deadFacts about Egypt – houses = mud brick and were made to not last – Nile river (longest river on Earth) floods 1 a year – desert = sand, dry – no rainfall for decades – rich mud = good for growing plants – ultimate god – Re = is the Sun, creates dry land, – – creates life by ejaculating/spitting, creates gods of dryness/wetness – only wealthy people could afford mummification between the Old and Middle kingdom, Egypt was in a state of civil unrest – rock-cut tombs were characteristic and became popular during the middle kingdom, even replaced the mastaba as standard Egyptian tomb – temples were built to honour pharaohs, gods – long narrow passageways = characteristic of Egyptian temples (eg, Hatshepsut + Amen-Re) – successful hunting = metaphor for triumphing over death + disorder, which ensured a happy existence in the afterlife – King Tut – died at 18 â₠¬â€œ NEW KINGDOM – temple of Hatshepsut, Ramses, Amen-Re Old kingdom = pyramids Middle kingdom = rock-cut tombs New kingdom = temples Predynastic Period Early Dynastic Period Old Kingdom (3,4 dynasty) Middle Kingdom (11-14) New Kingdom (18,19)Old stone age (Paleolithic period) Sumerian (3500-2340 BCE) Akkadian (2340-2180 BCE) Babylonian (2125-1750 BCE) Mastaba – an Egyptian tomb made of brick/stone that is rectangular in shape with sloping sides, featuring a chapel with a false door. Some included a serdab – a small room that housed a statue of the deceased elonging to take into next world – portrait sculpture â€Å"he who keeps alive† Slide exam – Title, Artist, Date, Period, Medium. Be able to analyze style + significance, be able to compare MINOANS No big statues, no ideas that there were kings, built palaces on slopes, bull-leaping ceremonies, typical to have columns with cut stone bottoms, artists painted on wet plaster (fresco) which has the advantage of a picture staying on the wall, Minoans adored nature , 2 key elements Minoan art – line and color. Unlike the Egyptians who painted in fresco secco (dry fresco), Minoans painted on a white lime plaster and used a true (wet) fresco. Volcanic eruption on Thera (Cyclades), 4. 12 big eyes, holds snake, skirt has folds, snakes didn't come from Crete, came from Asia Minor. Unlike Egypt, no temples/monumental statues of gods, kings, or monsters have been found in Minoan Crete, Minoan sculptures usually small in size, Proto geometric Geometric Oritentalizing Archaic Early classical High clausal Late classical Hellenistic

Prime Minister Margaret Thatcher

Marg aret Thatcher Rt. Hon. Bar unitaryss Thatcher of Kesteven L. G. , O. M. , F. R. S. Official booklet to mark the institution on 21st February 2007 of the bronze statue of Baroness Thatcher form by Antony Dufort for the suffer of greenness. Edited by Malcolm Hay, Curator of kit and caboodle of maneuver, Palace of Westminster. dust for the portrait interrogation of Margaret Thatcher, June 2005 (Photo Antony Dufort) This historic military mission is a very fitting authority to remember Margaret Thatchers time in the mark of super C and I am very pleased to welcome the statue f both in those of the other bang Ministers of the 20th nose candy in Members Lobby. Rt. Hon. Michael Martin MP Speaker of the signal of Commons Baroness Thatcher is the of latest 20th ampere-second Prime Minister to be stand for in Members Lobby immediately right(prenominal) the House of Commons Debating bedroom. This over full- coat bronze statue by Antony Dufort recognises her contri e xclusivelyion to British administration during her one-third terms of business office as premier and records her rightful calculate in parliamentary history as the United Kingdoms introductory woman Prime Minister.Her statue looks towards the doors of the Commons Chamber, face up that of Sir Winston Churchill by Oscar Nemon, which since the late 1960s has stood lookout to this historic Chamber, its foot touched in the archean years for good mess by Tory Members before giving speeches in the Chamber and to a greater extent recently by all those visiting the House. Since then, statues of David Lloyd George and Clement Attlee cut into been added to this historic space, together with busts of pile Ramsay MacDonald, Harold Wilson, James Callaghan, Edward Heath, Anthony Eden, Harold Macmillan, Stanley Baldwin and Alec Douglas-Home.Above and right Antony Dufort and Baroness Thatcher at the sitting on 28 May 2004 (Photos Matthew Tugwell) The parliamentary fraud allurement of t he House of Commons let ins more painted and sculpted images of parliamentarians over the centuries, widely dispersed throughout the buildings of the Parliamentary Estate. Portraits of Prime Ministers line the citizens committee Corridor of the Victorian building, with more recent figures joining the Houses contemporary collection which is on expose in Portcullis House.Members Lobby was chosen to appearance sculptures of Prime Ministers of the 20th Century, because of its pre-eminence as the accession to the Debating Chamber, the centre of political life. Both interiors were rebuilt during the late 1940s by the architect Sir Giles sarin Scott after the original Victorian Chamber and Lobby of the 1850s were destroyed by oppositeness action during the Second World War. direction the Statue The bronze statue was commissioned from the cutter Antony Dufort in 2003 by the Speakers consultative Committee on Works of Art, below the then chairmanship of Tony Banks MP It was . gre ed that Margaret Thatcher would be represented during her extreme term of office, 1987 1990, with the cutter working(a) from historic material as well as being stipulation sittings from life. The current Chairman, and former Deputy Chairman, Hugo Swire MP and Members , of the Committee have overseen this project since 2005. This is a very significant commission for the House of Commons. It is entirely appropriate that Margaret Thatchers premiership has been enter in this way for future visitors to the House.I look at the way in which Antony Dufort has succeeded in cover her mid-debate will strike a harmonize with all those from all sides of the political set off who remember her oratory. I share Tony Bankss watch over that history demanded this commission. I am only sad that he did not live to see the finished statue. Hugo Swire MP Above Antony Dufort and Tony Banks MP after the deputation meeting in Portcullis House where the preliminary examination design for the st atue was selected The cutter enlarges the full size clay of Baroness Thatcher from the little maquette, using a 3D Pantograph (Photo Antony Dufort)Upper torso of the completed life-size clay figure, 30 September 2006 (Photo Antony Dufort) The Works of Art Committee is responsible for all aspects of the Parliamentary Art Collection, and follows an active form _or_ system of government of commissioning portraits in order to move on the Collection up to date. Efforts are likewise do to fill gaps in the historical collection where notable parliamentarians from the past are not represented. The management of the Collection is undertaken by a dedicated team of paid curators, led by Malcolm Hay, who support the Committee in their work.The Parliamentary Art Collection already includes a number of images of Margaret Thatcher. During the nineties a marble statue was commissioned by the Committee from the statue maker Neil Simmons, but alas this was damaged shortly after completion, when the guide was vandalised. It was successfully repaired and is on public view at the Guildhall Art Gallery in London. Other representations of Margaret Thatcher at heart the Collection include portraits by Henry Mee and Ruskin Spear, one of the spue Image latex puppets by Fluck and Law, and a photograph by Jane Bown.Above Margaret Thatchers last speech in the House, 22 November 1990 (Parliamentary Copyright) bourgeon of Margaret Thatcher by Jane Bown (Copyright Jane Bown) Margaret Thatchers years as Prime Minister Margaret Thatcher served trine dogging terms as Prime Minister, in the midst of 1979 and 1990. She is the Countrys considerableest-serving premier since gentle Salisbury. Her radical economic policies and robust approach shot to politics were branded Thatcherism and became widely important both at home and abroad.She lay great importance on foster Britains historic links with the communicative peoples of the World, and nurtured the special relationship w ith the United States. At a time when thither was frequent acceptance that Britains power was decrease following the end of Empire, she worked hard to shew the profile of the United Kingdom on the World stage. Her success in reason the Falkland Islands against Argentinian aggression in 1982 win In 1992 she was raised to the peerage, taking her baby-sit in the House of Lords as Baroness Thatcher of Kesteven in the County of Lincolnshire.In 1995 she was raised to the Order of the Garter. her great praise. She is credit with bringing about the Countrys economic recovery and with breaking umteen of the restrictive working practices of the past. The Country underwent significant change during her premiership. However, strong views and robust politics brought out a mixture of both positive and negative reactions in people, and in 1990, despite an unbroken line of terce election successes, divisions within her own society mirrored the rising discontent within the Country.She resign ed in 1990 after a leaders election. Antony Dufort the designing and making of the statue Creating the statue was an enormous but fascinating challenge. I already had grand experience of making large disjoined sculptures to go outside, such as my quick bowler for the MCC at Lords Ground, and the Tribute sculpture Testing for tout for the Coal Miners and Collieries of the Nottinghamshire Coalfields at Silverhill near Mansfield. barely the context of the House of Commons statue was oddly complex.Not only would it have to complement the photographic plate and style of the Above Mould shaping machine Liz Turner peels back the silicon coat inner layer of the modeling. This intermediate mould is used to make a ride duplicate of the sculpture, as part of the alienated wax casting process (Photo Antony Dufort) 3 existing bronze statues of Prime Ministers in the Lobby, but also stand up to the scrutiny of Members as they passed it each working day. Moreover here was a artists model whose appearance the whole world matt-up they knew, though most had never met her.Finally, this was the first statue of a female Prime Minister, and there was no precedent to follow. However for me, Oscar Nemons splendid sculpture of Winston Churchill set a standard to emulate. During Late May and ahead of time June 2004, the sculptor was given three sittings with Baroness Thatcher. These took transport in the River Room of the Lord chancellors Residence in the House of Lords. Baroness Thatcher chatted to her assistant Gillian Penrose while I sculpted her. This let me see her face in animation vital for giving the sculpture a feeling of life.Her conversation was an fascinate mixture of reminiscence, observation, authority, seriousness and pander, which gave me a regnant impression of the m all sides of her character. In the breaks from theoretical account we discussed my preliminary designs and a range of photographs presentation her speaking, including stills from her famous last speech to the Commons on 22 November 1990. She preferred those with vividness, which showed her concentrating on getting the cognitive content across. When I pointed out the hint of humour in the corner of her mouth,Above At the foundry wax worker Dorota Rapacz removes the silicon condom mould from the wax cast of the brain and shoulders (Photo Antony Dufort) The separate sections of the hollow wax replica are assembled at the foundry to promise a good fit. Dorota Rapacz prepares to weld the seams, 23 October 2006 (Photo Antony Dufort) she explained the necessity of not and despotic the audience but getting the message across by introducing humourso the audience can relax. As primitive for the success of the sculpture as the absolute portrayal of her face would be the pattern of her character through movement and gesture.We hold that it was important not to replicate the gestures of any of the existing statues. She explained how she unobtrusively shift ed her weight from one stage to another during a long speech to a nihility fatigue and would ecstasy towards her own people, the Opposition or Mr. Speaker in maneuver. She show this and a range of arm movements, and conjugate movements of the head and upper organic structure as if she were giving just such a speech. She liked the idea of the sculpture just having papers in one hand, I think we will ruin things by having too much in. The diamond fasten on herAbove The wax sections are cover with layers of ceramic shell. This shell forms the mould when the wax is melted out and the narrow void filled with molten bronze (Photo Antony Dufort) lapel was a special favourite. So was the bracelet of specie and semi-precious stones, given to her by her husband Denis, so that was included as well. Baroness Thatchers professionalism in sitting, friendliness, and willingness to be consulted and to analyse her appearance and body language objectively was enormously right-hand to me in developing the design and subject of the statue. From material and information gathered during these sittings, the sculptor developed the portrait likeness and the stir composition of the statue. This shows Baroness Thatcher leaning slightly forwards. She supports herself loosely on her right leg, with her leave leg lightly flexed. This in turn raises the left heel slightly from the ground. She is making a point with her raised right hand and holds notes in her left. Her head is inclined mildly to the right. Above Molten bronze at 1200 degrees centigrade is poured into the mould of the top section (head and shoulders) of the sculpture, 10 declination 2006 (Photo Antony Dufort)Committee Members Peter Ainsworth MP, Frank Doran MP, Hugo Swire MP (Chairman) and Anne Main MP visit bronze Age foundry in December 2006 to view the bronze cast of the head and shoulders emerging from the mould (Photo Terry Moore) A choice from a series of three small preliminary maquettes presented by t he sculptor, was do as the design option for the half-size working maquette by the Works of Art Committee in April 2005. This in turn was unanimously approved in early 2006, and work on enlarging to a get over of one and a quarter in a higher place life size began in the sculptors former Baptist Chapel studio apartment in Gloucestershire in February 2006. aft(prenominal) eight months of uninterrupted work, enlarging and then refining the detail and egress of the 7ft ft 4 clay model, moulds were made and taken to Bronze Age Foundry in London. Over the next three and a half months, under the sculptors constant supervision, the sculpture was cast, welded, fettled and patinated. After completion on the 9th February 2007, it was transported to the House of Commons and erected on the vacant stone plinth in Members Lobby, in readiness for the launching ceremony on the 21st February 2007.Antony Dufort with the imprisoned statue as it passes the marble statue of Gladstone in Central Lobby (Photo Matthew Tugwell) The statue is lifted onto the vacant plinth in Members Lobby by Keith Baker, James Elliot and associates on 10th February 2007 (Photo Matthew Tugwell) Parliamentary Copyright 2007 Designed and scared by Print Services, Vote Office, House of Commons tush Cover Baroness Thatcher and Antony Dufort in Members Lobby after the installation of the statue on 10th February 2007 (Photo Matthew Tugwell)