W.E.B. Du Bois - Returning Soldiers The Crisis (1919) Essay - 1

W.E.B. Du Bois - Returning Soldiers The Crisis (1919) - Essay Example Du Bois, did not attempt to take any particular side but his primary focus was on engaging in internationalism across boundaries between nations which he terms as ‘inter- nation’ (Du Bois) ‘Returning Soldiers’ by Du Bois, in ‘The Crisis’ (1919) was an outcry of all the struggles suffered by the thousands of black men who fought bravely in bitter resignation unto their last drop of blood for America, with a hope of a better tomorrow. In Du Bois’s words –‘We fought gladly†¦for America and her highest ideals, we fought in the far – off hope, for the dominant southern oligarchy entrenched in Washington.’ (Du Bois) However, they were disillusioned because unfortunately the circumstances did not change and the struggle continued relentlessly with the war claiming destruction to both life and property. Du Bois, accuses America of being vindictive in their approach which forced the blacks to retaliate and fight. In a backlash, Du Bois expresses his views in ‘The Crisis’ which came in for heavy criticism from all quarters, because he accused, the America they fought for, of gloating in lynching, disfranchising its own citizens, encouraging ignorance, stealing from them and insulting them. In argument about lynching that Du Bois speaks of, we understand that lynching was very much present then and it ceaselessly continues even today. He describes lynching in the following words – ‘Barbarism of a degree of contemptible nastiness unparalleled in human history.’ (Du Bois) Some examples of people who were victims of lynching are Rodney King, African Americans, Mexican and Asian immigrants, Oscar Grant and many others. The lynching that Du Bois speaks of, continues even today by punishing, torturing and killing vulnerable individuals who dare to raise their voice against them. Disfranchisement of its own citizens

How Pop Culture Affects Teens Essay Example for Free

How Pop Culture Affects Teens Essay Popular culture is all around us and it influences many teens across the world. Teenagers are affected by pop culture in almost every aspect of life whether it is music, media, celebrities, fashion, and even literature. These kinds of things have become top priority for teenagers of today’s world. They have surrounded themselves by it and have grown to love, even worship pop culture. Our main objective is to raise awareness to the significance of popular culture in comparison to the cultures of the world. Popular Culture is the new Babylon, into which so much art and intellect now flow, it is our Imperial Theater, Supreme Temple of the Western Eye. We live in the age of idols. The pagan past, never dead, flames again in our mystic hierarchies of stardom. Parental angst about teenagers musical preferences is as old as popular culture itself. Ever since Elvis first swiveled his hips for 1950s TV audiences, consensus has zigzagged sharply on how strongly music impacts its teen listeners. Critics see desensitization toward violence as one major consequence of long-term exposure to music with antisocial themes, while defenders of popular culture simply view it as one more signpost in the era of teen rebellion. Popular cultures influence on teens? It is a known concept that younger teens can be easily influenced. There are several studies that have been done that show the fact that the younger the age, the more likely the person is to follow a crowd. Peer pressure plays a huge role in this also, but the fact is that during the early teen years, one is more likely to pick a role model based on who is considered popular by a majority. The thing is, that may not always be the best thing. This is why there have been several efforts made to regulate the content in popular culture that is reachable to younger children. This includes putting warning labels on CDs, having ratings on television shows, and requiring ID in order to view certain movies. Even though parents and political figures have made several efforts, it may not be enough. Who is really to blame? Is it right to blame the celebrities whose sole purpose is to entertain us? In my opinion, popular culture has had an influence on teens. And depending on the day it is, the influence may not be a good one. Even though I do not feel music or movies should be to blame for the troubles that teenagers have gotten into, there are some teens who feel the need to follow whatever trends that are shown in popular culture, whether it is positive or negative. It is the responsibility of the public figures who are involved in these forms of entertainment to try and be a positive influence. But the one thing that we all must keep in mind is that celebrities are people too and are bound to make mistakes. Teenagers are the group most strongly influenced by popular culture (more commonly called pop culture). What exactly is popular culture? According to Wikipedia English: â€Å"Popular culture is the totality of ideas, perspectives, attitudes, images and other phenomena that are deemed preferred through an informal consensus within the mainstream of any given society.† Thesaurus.com refers to pop culture as a â€Å"modern way of living.† Effects on teens Not only are teens strongly influenced by pop culture but it affects them on many levels. It affects them cognitively (how they think), emotionally (how they feel) and behaviorally (what they do). The last decade has seen exponential growth in the media – with the advent of the internet, mass media has almost been overtaken by social media. The teens have latched onto social media with intensity and this has had both negative and positive effects. Conclusion The relationship between teens, pop culture and the media (mass and social) is deeply symbiotic – and here to stay. The teens of today have grown up with mobile phones and internet access, information always at their finger-tips. Popular culture continues to affect teens in both positive and negative ways. On the other hand, teens also affect pop culture. The sophisticated teen of today is the creator and innovator of the future. Today I am going to talk about the topic: è ¯ Ã© ¢Ëœ Firstly, Ill present the causes of pop culture. Next, Ill give the consequences of this trend. Finally,Ill sum up the conclusion in the short sentences.

Improving Energy Efficiency in Buildings

Improving Energy Efficiency in Buildings Introduction Climate change is a major world issue, average temperatures have risen across the globe by 1oC between 1906 and 2005 with a more rapid increase over the last 50 years (Conserve Energy Future, 2017], this rise has been attributed to global warming (McGrath, 2017). Emissions of gases such as carbon dioxide (CO2) and Methane (CH4) contribute to this global warming and are known as greenhouse gases (NASA, 2017), though the Environmental Protection Agency in the United States of America stated in 2017 that CO2 was not a primary contributor to global climate change (McGrath, 2017). Energy use is a major producer of these greenhouse gases, governments around the world have put in place measures to reduce the production of these gases by introducing rules to improve energy efficiency (Conserve Energy Future, 2017]. In the UK energy use, can be broken down into 4 main areas, Transport, Domestic, Industrial and Services Sector (Department for Business, Energy, and Industrial Strategy, 2016). This report will look at energy usage of buildings and techniques that can be utilised to improve a buildings energy efficiency. UK Energy Usage The breakdown of the UKs energy usage across the 4 main areas in 2015 was as follows (Department for Business, Energy, and Industrial Strategy, 2016): Transport 40% Domestic 29% Industry 17% Services Sector 14% The fuels used to provide this energy were a mixture of Gas, Electricity, Solid fuels, Petroleum and Bioenergy (Department for Business, Energy, and Industrial Strategy, 2016). Both industry and transport use large amounts of energy undertaking their processes be it production lines or the operation of various modes of transport such as trains or buses rather than the running of buildings (Department for Business, Energy, and Industrial Strategy, 2016). Energy usage is fundamental to the operation of any building be it for lighting, heating, cooling, cooking or other services such as lifts (Wade, Pett and Ramsay, 2003), with most of this energy being provided by either gas or electricity (Department for Business, Energy, and Industrial Strategy, 2016). Thus, Improving the energy efficiency of a building can considerable reduce the amount of energy that is used. Over the last 30 years there has been a considerable increase in energy usage by office blocks due to the rise in the use of technologies such as large computers and the increased use of air conditioning systems (Wade, Pett and Ramsay, 2003). In the service sector office buildings are second to retail units in the levels of energy that they consume, and these office buildings contribute to 1.1% of the UK CO2 emissions each year (Pothitou, Connaughton and Torriti, 2015). Figure 1: Energy Usage of a standard Office and Efficient Office, Source: (Knissel, 1999) To become more energy efficient a building needs to use less energy to undertake the same tasks or role (International Energy Agency, 2017), as figure 1 above shows, improvements from a standard office block to a super-efficient office block can reduce energy usage by 70% (Knissel, 1999) Lighting In a commercial office, the lighting uses up to 50% of all the electricity consumed (Irish Energy Centre, 1995) and 35% of the total the energy consumption of the building (Knissel, 1999). Lighting can be broken down into several types these being access lighting, task lighting, emergency lighting and effects lighting (Irish Energy Centre, 1995). For a building to become more energy efficient attention needs to be paid to the lighting design to reduce the level of usage, technological advances mean that improvements in the efficiencies of lighting can be done in several ways (Energy Saving Trust, 2017), some of these can also be applied to existing office buildings without too much work having to be undertaken other methods need major alterations to incorporate into older buildings and are more suited to new buildings or buildings going through major refurbishment (The Renewable Energy Hub, 2016). The simple replacement of existing lamps within light fittings can reduce energy usage, with more modern fluorescent tubes being 25% more energy efficient than older versions and compact fluorescent lamps using up to 75% less energy than an old tungsten lamps (Irish Energy Centre, 1995), these tungsten lamps having been invented over 100ÂÂ   years ago(Energy Saving Trust, 2017) Light Emitting Diodes lamps (LEDs) are also now available and are up to 80% more efficient than the tungsten lamps (Energy.gov, 2013), when invented in the 1960s LEDs were no more efficient than tungsten lamps it has only been in the last ten years that great improvements in their efficiency has been achieved (Energy.gov, 2013). This method of energy efficiency can be applied to existing buildings without too much trouble but does have a cost over and above normal maintenance costs of changing the lamps but by the energy saved the LED lamps can pay back their extra initial cost within 3 years. (Corkhill, 2014). Another area where lighting can be made more efficient is insuring that it is only used when required and that lights are turned out when not in use (Open Technology, 2016). The use of sensors such as proximity or absence detection also means that the lights come on automatically when occupied and turn off after a period of non-occupancy (Open Technology, 2016), the dis-advantages of this can that someone sitting still at a desk may not activate the sensor and the light may go out while they are still there. Office areas can also be divided into different lighting zones with different controls for each zone, lights then only need to be on in areas of the office that are occupied or being used (Knissel 1999) leading to further efficiency.ÂÂ   The use of daylight sensors to adjust the amounts of artificial light used when there is sufficient natural light helps reduce energy usage (Carbon Trust, 2017). This may be achieved by having lights that either switch off or dim depending on levels of natural light in an area and can be used alongside lighting zones so that the lights closest to the windows dim separately when the natural light levels increase (Open Technology, 2016). Dimming controls and timers can also be utilised to minimise energy usage, it may be that less lamps operate at a lower light level at certain times of the day such as during the evenings or night while cleaning of the office is being undertaken (Open Technology, 2016). The room layouts can also play a part in energy efficiency by positioning desks to make more use of natural light and by painting walls and ceilings light colours can maximise the effectiveness of the lights (Irish Energy Centre, 1995). Thermal Comfort All individuals working in an office want to feel comfortable and not to be either to hot or too cold no matter what time of the year it is (Seton, 2015). There are 6 factors which can affect the thermal comfort of people within an office environment, these can be broken down into environmental factors and personnel factors (HSE, 2016). The 4 environmental factors being Air Temperature, Air velocity, radiant temperature and relative humidity (Harish, 2017), the other 2 factors are personnel these being clothing and metabolic heat (HSE, 2016). The Chartered Institute of Building Services Engineers (CIBSE) have identified several elements of a building that will affect the thermal environment these being items such as glazing, ventilation, air tightness, thermal mass, plant and equipment, waste heat along with working patterns, activities and workforce profile (Seton, 2015). CIBSE also provide recommendations on the temperatures levels, air supply and illuminance to provide a comfort level that will be acceptable to 80% of the occupants (Woods, 2015), this does though mean that there will be 20% that do not find it comfortable (Woods, 2015). Due to personnel preferences, it is not possible to find settings that are acceptable to all occupants and the recommendations are levels deemed to be a healthy office environment (HSE, 2016) Figure 2 CIBSE Comfort recommendations for Offices Conditions Temperature (Â °C) Air Supply per person (l/s/person) Illuminance Noise Rating (NR) Summer (Light Clothing) 22-25 8 500 35 Winter (Warm Clothing 21-23 8 500 35 Source: CIBSE Guide A: Environment Design 2015 (Woods, 2015) Many office blocks have heating, ventilation and air conditioning systems (HVAC) to maintain these comfort levels (Carbon Trust, 2017), figure 1 earlier in this report shows that in a standard office these systems use up to 42% of the all the energy consumed by the office block (Knissel, 1999). For the most efficient use of these HVACs systems it is important to design the buildings fabric to reduce the load imposed on these HVACs systems (Harish, 2017). For example, radiant temperature can involve both heat gain and heat loss through the structure, this is especially so near large windows, in these instances the structure can be designed with solar shading such as brise soleil or reflective blinds on elevations facing the sun to reduce solar heat gain (Harish, 2017). The windows can also be designed with triple glazed glass along with blinds that have thermal insulating properties to help reduce heat loss during the cooler months of the year (Harish, 2017). These measure help reduce the amount of work that either the cooling system or heating systems must undertake (Knissel, 1999), the disadvantage that any shading or blinds have is that they reduce the amount of natural light entering the building leading to the extra usage of artificial lighting. Heating in office buildings is usually provided by a central boiler (CIBO, 1997), the efficiency of the boiler can depend upon the fuel used, back in 1997 the typical energy efficiency for boilers based on fuel varied greatly as shown in figure 3. Figure 3 Typical Efficiency for New Boilers in 1997 Fuel Full Load Efficiency % Low Load Efficiency % Coal 85 75 Oil 80 72 Gas 75 70 Biomass 70 60 Source: (CIBO, 1997) Improvement in technology has meant boiler efficiency has greatly improved since 1997, micro combined heat and power (mCHP) boilers are now available for offices and domestic properties, prior to 2006 these were only economically available on extremely large scales (The Renewable Energy Hub, 2016). CHP boilers simultaneously generate useful heat and electricity making better use of the fuel being used (Ecoliving, 2017). Figure 4 Micro Combined Heat and Power Boiler Schematic. Source: (The Renewable Energy Hub, 2016). These combined heat and power boilers can be up to 98% efficient, with the electricity produced being either used by the building or returned to the main grid (The Renewable Energy Hub, 2016). A disadvantage of CHP is that it is only useful in a building that requires both hot water and electricity, if other methods are used for heating and hot water is only used for washing then a CHP is not practical (Dinneen, 2014). As well as improved efficiency of boilers and air conditioning systems better controls also help reduce energy usage, for every 1Â °C lower that the heating is run it reduces energy usage by up to 8% (Carbon Trust, 2017) so setting heating levels at the lower level of 21Â °C set by CIBSE rather than the upper winter level of 23oC can reduce the energy usage by up to 16%. In open plan areas controls to both heating and cooling should also not be accessible to the occupants as there could be instances where one individual turns up the heating in their area and another turns down the air conditioning in their zone and the two systems then try to work against each other (Carbon Trust, 2017). Some areas of a building such as computer hub rooms will require cooling all year due to the heat generated by the equipment within them (Wade, Pett and Ramsay, 2003), the use of a heat recovering system can be utilised to use this heat for other parts of the building reducing the load put on the heating systems and reducing the energy usage (Energytechs, 2017). These heats recovering units operate by using hot air from within the building to heat fresh cool air from the external environment (Energytechs, 2017) this warmed fresh air is then circulated around the building reducing the heating requirements (Wade, Pett and Ramsay, 2003) Figure 5 Heat Recovery Unit, Source: Energytechs, 2017 Conclusion Technology and energy efficiency of services for buildings is continually improving this can be seen by the advances in LED technology for lighting and the use of Combined Heat and Power boilers in smaller scale buildings that have advanced over the last 20 years (Wade, Pett and Ramsay, 2003). Buildings can only be built as energy efficient as the technology available at the time of construction, some energy efficiency measures can be installed later if the technology becomes available but this can be costly and disruptive (Wade, Pett and Ramsay, 2003) It is though important when considering energy efficiency of buildings services to ensure that comfort levels for occupants are maintained for the tasks they are undertaking and are not compromised to achieve great energy efficiency (Irish Energy Centre, 1995) Modern technology makes more use of automated controls to assist in improving energy efficiency within buildings, this helps to remove occupants interference with controls and the potentially unbalancing of the systems resulting in more energy usage. As already mentioned earlier in this report the guidance figures given by CIBSE will only be acceptable to 80% of the occupants (Woods, 2015) the other 20% will be looking to alter the settings to suit their requirements so good communication with the occupants on the reasons the strategy for control settings will help with the implementation of the energy efficiency measures (Irish Energy Centre, 1995). References Carbon Trust, 2017, [Online] Available at: https://www.carbontrust.com/resources/guides/energy-efficiency/lighting/ [Accessed on 15th March 2017] CIBO, 1997. Energy Efficiency Industrial Boiler Efficiency [Online] Available at: http://invenoinc.com/file/Energy-Efficieny-adn-Industrial-Boiler-Efficiency.pdf [Accessed on 25th March 2017] Conserve Energy Future, 2017. 35 Surprising Facts about Global Warming. [Online] Available at:ÂÂ   http://www.conserve-energy-future.com/various-global-warming-facts.php [Accessed on 14th March 2017] Corkhill, K. 2014. LED Payback Calculation [Online] Available at: http://www.jarvislights.com/led_payback_calculation_blog/ [Accessed on 23rd March 2017] Department for Business, Energy, and Industrial Strategy, 2016, Energy Consumption in the UK [Online] Available at: https://www.gov.uk/government/collections/energy-consumption-in-the-uk [Accessed on 14th March 2017] Dinneen, P., 2014. Pros and Cons: Combined heat and Power (CHP) [Online] Available at: http://www.kinsley-group.com [Accessed 23rd March 2017] Ecoliving, 2017. What is CHP? [Online] Available at; http://www.ecolivinguk.com/combined-heat-power/what-is-chp/ [Accessed on 25th March 2017] Energy.gov, 2013. History of the light bulb [Online] Available at: https://energy.gov/articles/history-light-bulb [Accessed on 21st March 2017] Energy Saving Trust, 2017. Energy Efficient Lighting [Online] Available at: http://www.energysavingtrust.org.uk/home-energy-efficiency/lighting [Accessed on 23rd March 2017] Energytechs, 2017. Heat Energy Recovery Ventilation [Online] Available at: http://energetechs.com/heat-recovery-ventilation/ [Accessed on 23rd March 2017] Harish, A., 2017. How to Improve Thermal comfort in an Office Environment. [Online] Available at: https://www.simscale.com/blog/2016/07/improve-thermal-comfort-office/ [Accessed on 21st March 2017] HSE, 2016. The six basic factors [Online] Available at: http://www.hse.gov.uk/temperature/thermal/factors.htm [Accessed on 21st March 2017] Irish Energy Centre, 1995, Energy Efficient lighting in OfficesÂÂ   [Online] Available at: http://www.seai.ie/Publications/Your_Business_Publications/Technology_Guides/Energy%20Efficient%20Lighting%20in%20Offices.pdf [Accessed on 15th March 2017] Knissel, J., 1999. Energy efficient Office Buildings [Online] Available at:- http://www.iwu.de/fileadmin/user_upload/dateien/energie/energy_efficient_office_buildings.pdf [Accessed on 23rd March 2017] McGrath, M., 2017. Extreme an Unusual Climate trends continue after record 2016 [Online] Available at: http://www.bbc.co.uk/news/science-environment-39329304 [Accessed on 21st March 2017] NASA, 2017. Global Climate Change, Vital Signs of the Planet [Online] Available at: https://climate.nasa.gov/evidence/ [Accessed on 14th March 2014] Open Technology, 2016, Intelligent Lighting Controls [Online] Available at: http://www.opentechnologyuk.com/ligo/ [Accessed on 15th March 2017] Pothitou, M., Connaughton, J. and Torriti, J. 2015, Energy Demand Working practices in Office Buildings [Online] Available at: https://www.reading.ac.uk/web/files/tsbe/MaryPothitou_TSBE_Conference_Paper_2015.pdf [Accessed on 14th March 2017] Seton, 2015. Thermal Comfort in the workplace [Online] Available at: http://www.seton.co.uk/legislationwatch/article/thermal-comfort-workplace/ [Accessed on 21st March 2017] The Renewable Energy Hub, 2016. Micro Combined Heat and Power [Online] Available at: https://www.renewableenergyhub.co.uk/micro-combined-heat-and-power-micro-chp-information/how-does-microchp-work-in-a-home-or-business.html#jump_21929 [Accessed on 25th March 2017] Wade, J., Pett, J. and Ramsay, L., 2003, Energy efficiency in offices: assessing the situation [Online] Available at: http://pett-projects.org.uk/wp-content/uploads/2009/03/ACE-Research-2003-05-Energy-Efficiency-in-offices-Assessing-the-situation-report1.pdf [Accessed on 14th March 2017] Woods, P., 2015. CIBSE Guide A: Environment Design 2015, LONDON: Chartered Institute of Building Services Engineers.

Character Sketch of Ethan Frome Essay -- Essays Papers

Character Sketch of Ethan Frome â€Å"Guess he’s been in Starkfield too many winters. Most of the smart ones get away† (6). That, said by Harmon Gow, was definitely how Ethan Frome could be described. Too many winters in Starkfield had taken its toll on Ethan, and it was obvious to see. Ethan, â€Å"the ruin of a man† (3), just hadn’t gotten out of Starkfield in time. Now, as the narrator related, â€Å"There was something bleak and unapproachable in his face; and he was so stiffened and grizzled I took him for an old man† (4). Ethan had clearly become a depressed individual and had been for a very long time. Ethan was very sad man. Ethan never got to finish his studies and thought about it from time to time. Even at the beginning of the book when the narrator dropped his copy of Popular Science, it was obvious Ethan had a sad, nostalgic tone about him as he talked about the fact that he used to study in that field. Ethan was also sad that he had to come home every night to a woman who didn’t love him. Zeena was a self-absorbed woman whose only happiness came from other’s grief. The moment she left town every minute of Ethan’s life became better. The thought of Zeena even made him jump as shown in this quotation: â€Å"Ethan, a moment earlier, had felt himself on the brink of eloquence; but the mention of Zeena had paralyzed him† (84). Ethan was also sad because he couldn’t run away with Mattie and live in another place with her. This is extremely evident in this quotation: â€Å" A moment...

Debating and discussing the benefits and drawbacks

Thematic instruction is a method of learning that is going more and more outstanding within schools across the state due to the Government ‘s instruction reappraisal and their proposed new course of study for 2011. The switch to this method of instruction is intended to assist reorganize the traditional capable countries into ‘thematic ‘ countries of acquisition, easing the force per unit areas on schools to learn purely to the course of study and give their instructors the freedom they need in order to make cross-curricular thematic lessons. This study will try to specify both thematic and cross-curricular instruction and discourse their several advantages and disadvantages. Shoemaker ( 1989 ) states that a cross-curriculum instruction is one that is set up so that schoolroom topics overlap with one another, the method efforts to convey together legion facets of the course of study into assorted lessons to reflect the ‘real universe ‘ such that pupils can â€Å" utilize cognition learned in one context as a cognition base in other contexts † ( Collins, Brown, & A ; Newman, 1989 ) . Shanahan ( 1995 ) agrees with this definition, he states that â€Å" thematic instruction is a method of forming learning about subjects or subjects doing it possible to incorporate direction across nucleus countries†¦ Thematic units are designed to promote pupils to dig deep into subjects developing both an consciousness and apprehension of bing connexions across thoughts. † The above definitions suggest that thematic and cross-curricular instruction is indispensable for kids to tie in that accomplishments learnt in one category are of import to ols for finishing undertakings within other topics in school and undertakings outside. Applebee, Langer, & A ; Mullis ( 1989 ) study why the alteration to this method or instruction is necessary â€Å" while pupils are larning the basic information in nucleus capable countries, they are non larning to use their cognition efficaciously in thought and logical thinking † Marzano ( 1991 ) and Perkins ( 1991 ) construct on this ; they believe that these methods work towards turn toing some ‘recurring jobs ‘ in instruction, one in peculiar being that of stray accomplishment direction. Ofsted ‘s study ‘The Curriculum in Successful Primary Schools ‘ ( 2002 ) in which it was noted that successful schools were the 1s in which â€Å" The instructors recognised that where links are effectual they enable students to use the cognition and accomplishments learned in one topic to others. † Because cross-curricular and thematic instruction involves the linking of activities that are designed around subjects or subjects every bit good as traversing legion countries within the National Curriculum they â€Å" provide an environment that Fosters and encourages procedure acquisition and active engagement of all pupils † ( Fisher, 1991 ) , this would therefore aid instructor turn to the different acquisition manners of students within their schoolrooms. A claim that Komorowska ( 2001 ) backs up, saying that because â€Å" teaching kids is non systematic, the methods and techniques chosen by the instructor are of a higher significance than their consequences. † With respects to the diverse acquisition manners that kids have, experts have identified three ( hypertext transfer protocol: //www.time4learning.com/learning-styles.shtml ) : Auditory scholars remember by speaking out loud, like to hold things explained orally and may hold problem with written instructions. Auditory scholars may speak to themselves when larning something new. Ocular scholars easy retrieve ocular inside informations and prefer to see what they are larning. They prefer to compose down instructions and may hold problem following talks. This type of scholar enjoys art and drawing ; reads maps, charts and diagrams good ; fascinated with machines and innovations ; dramas with Lego ; likes labyrinths and mystifiers. Kinesthetic scholars prefer activities that allow them to make what they are larning about. Haptic scholars like to touch things in order to larn about them and wish to travel around when speaking or listening. Shows you instead than Tells you. Through the usage of thematic and transverse curricular instruction, schoolroom instructors are able to provide for these three distinct groups of scholars and, hence, make an ambiance in which each group remains interested in the lesson therefore battling any ennui and increasing the students ‘ potency for larning. Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy ( 2004 ) , â€Å" What makes good primary instruction great is the merger of excellence and enjoyment. Children learn better when they are excited and engaged – but what excites them and engages them best is genuinely first-class instruction, which challenges them and shows them what they can make. † Which falls in line with Larsen-Freeman ‘s statement ( 2000 ) that larning becomes even more effectual due to it being â€Å" facilitated in a cheerful environment † , and Resnick ‘s ( 1989 ) claim that this method increases students ‘ motive for larning and their degree of battle because they can see the value of what they are being taught and become more actively engaged in the lesson as opposed to the isolated accomplishment larning that other methods offer. It is, nevertheless, of import to see general larning features every bit good as the antecedently mentioned groups of features and how these are successfully manipulated through the usage of these methods. Thaiss ( 1986 ) , Krogh ( 1990 ) and Jacobs ( 1989 ) all write that kids that are able to utilize fact-finding accomplishments to research what they are larning, and interact with other members of their acquisition community, whether that ‘s other students, instructors or schoolroom helpers, really learn more than those kids that are non encouraged to inquire inquiries and portion sentiments with other scholars. Vygotsky ( 1962 ) gives us an account as to why this technique is successful. He pointed out that kids who have different accomplishments, learn from each other. This is because through the encouragement of probe, oppugning and working together, students are given the chance to see undertakings from the point of position of others. Finally, the humanistic attack in learning emphasises the importance of single and typical features of a human being and the desire for fulfillment. In instruction it means student-oriented learning instead than teacher-oriented one Biskup ( 1990 ) . Fisher et Al says, â€Å" what promotes creativeness is a oppugning schoolroom, where instructors and students ask unusual and ambitious inquiries ; where new connexions are made ; where thoughts are represented in different ways- visually, physically and verbally ; where there are fresh attacks and solutions to jobs ; and where the effects of thoughts and actions are critically evaluated. † In a humanistic schoolroom, such as the 1 that uses thematic and cross-curricular methods, the instructor is non merely a protagonist and assistant but besides a scholar. This is because the work is based on subjects that the instructor may non be used to, it brings the instructor down to the same degree of the kid and the student about takes charge in look intoing by inquiring inquiries. The instructor ‘s chief function is to make an ambiance in which scholars feel relaxed and do non hold any suppressions therefore scholars ‘ endowments are exploited during the learning procedure. Of class, whilst there are legion benefits to utilizing these methods, there are besides a figure of drawbacks which must be considered. David Hart, former general secretary of the National Association of Head Teachers, â€Å" Theme-based instruction will disfavor students in the passage to secondary. And it will do the secondary instructor ‘s undertaking much more hard. † This is to state that even though there may be benefits to learning like this within a primary schoolroom, students heading from a mostly thematic based manner of learning could perchance happen that the generic manner of learning within secondary instruction i.e. topic-based acquisition, hard to set to. Thus disfavoring the student ‘s learning experience, compared to schoolmates who are used to this type of instruction. Further drawbacks of the methods include the demand for ongoing coaction between instructors and planning, as the subjects must be carefully and thought through in order for them to be meaningful and do sense within the course of study. Chris Woodhead, states in his study of 1992 that, â€Å" It ‘s harder for instructors to construction a consistent proviso in the topics that are deserving analyzing if they ‘re seeking to build links between these topics every bit good. † The excess work that Woodhead remarks on is necessary for the success of the methods because the intertwining of the course of study within that one subject, as stated earlier, may be hard and would necessitate a batch of planning and coaction with other members of staff, and without this excess work from the instructors it is possible that some content that could be covered may be missed. Finally, with respects to planning, the resources available to instructors within a school could besides be a possible obstruction for the two methods. For illustration a school may non hold sufficient ICT resources for all twelvemonth groups to utilize in order to develop these accomplishments during literacy or numeracy lessons. There is besides the possibility that within these Sessionss that some students get confused and lose sight of the chief constructs of the activity or lesson. This could be down to hapless planning and administration of the instructor or due to the student being over-stimulated with the many different activities in gesture within the lesson, therefore, ensuing in the student being ‘spread thinly ‘ across the lesson, go forthing attempts for larning uneffective. The cross-curricula and thematic methods of instruction can be good to instructors and pupils, as discussed antecedently they allow kids to larn in a manner that is most natural to them. As Scott and Ytreberg ( 1990 ) province: â€Å" some kids develop early, some later. Some kids develop bit by bit, others in springs and bounds. It is non possible that at the age of five all kids can make x, at the age of seven they can all make Ys, or that at the age of 10 they can all make z.. † This is to state that kids are all different human existences larning things at different rates. These methods allow all students to pick up the intended acquisition aims and ends through this fact-finding procedure, it ‘s through this procedure that the students become more responsible and engaged in their ain acquisition. In consequence this ‘levels the playing field ‘ leting the students to successfully finish the acquisition aim in their ain manner and within the intended perio d of clip. However, it would be prudent to take to these methods with cautiousness as the drawbacks discussed do look to hold footing such as

A Gothic novel Essay

‘How far can we accept Mary Shelley’s Frankenstein as a typical example of the Gothic Tradition? Focus on specific examples of the genre to illustrate your answer. ‘ Many critics have named Mary Shelley’s Frankenstein as a Gothic novel. A traditional Gothic novel can be described as, ‘ tales of the macabre, fantastic and supernatural. ‘ In the beginning, the word Gothic implied ‘medieval’, but with time its meaning altered, until its emphasis lay on the macabre. Many of the best gothic novels show examples of invention and produce moments of horror far greater than pieces that are less emotive. Frankenstein fits into this category. Victor Frankenstein is an ambitious, although misguided inventor, looking to solve the secret of life. In her introduction, Mary Shelley declares her desire to ‘curdle the blood and quicken the beatings of the heart. ‘ This type of language immediately signals to the reader that Frankenstein should be placed in the gothic genre. Gothic novels are generally said to include some of the following elements. They should be set in a castle with an atmosphere of suspense and mystery, there should be supernatural or otherwise inexplicable events, am ancient prophecy, omens, portents, visions, high or overwrought emotion, women in distress or threatened by a powerful, impulsive, tyrannical male, and finally the metonymy of gloom and horror. Frankenstein does not really include any of these points to the excess. It is not set in a castle and the language cannot really be said to be mysterious, as we are narrated clearly throughout. Can it still be said to be a gothic novel, even without any of the conventional gothic traits? The term gothic covers a wide variety of texts and is by no means easy to define. It is not that straightforward to therefore relate Frankenstein to other gothic novels. However, some certain elements of Frankenstein can be determined as gothic, even though other parts may not fit the pattern.