F. Scott Fitzgerald and the Lost Hope of Babylon Revisited :: Literary

F. Scott Fitzgerald and the Lost Hope of Babylon RevisitedF. Scott Fitzgerald is known as the spokes piece of music of the Lost Generation of Americans in the 1920s. The phrase, Lost Generation, was coined by Gertrude Stein to let on the young men who had served in World War I and were forced to grow up to find all Gods dead, all wars fought, all faiths in man shaken (Charters 489). Fitzgerald exemplified the generation that Stein defined. His family, with help from an aunt, put him through preparatory school and then through Princeton University (Charters 489). Fitzgeralds family hoped that he would stop wasting his conviction scribbling and would be serious about his studies (Charters 489). However, he left college before graduating and accepted a commission as a second lieutenant in the stiff Army during World War I (Charters 489). During his military service, he spent most of his time writing his first novel, This Side of Paradise (Charters 489). The peak of Fitzgeralds fame a s a writer came with the publication of The Great Gatsby, in 1925 (Charters 489). Fitzgerald, writing in the third person, reflected back fondly on the Jazz Age because it caliber him up, flattered him, and gave him more money than he had dreamed of, simply for telling people that he felt as they did, that something had to be done with all the nervous talent stored up and unexpended in the War (Charters 489).In the years of the 1930s and the Great Depression, Fitzgerald saw his own physical and emotional world collapse with the drop of his literary reputation and the failure of his marriage. Fitzgeralds last years as a writer were truly lost . . . writing Hollywood screenplays and struggling to finale his novel The Last Tycoon (Charters 489). Fitzgerald wrote approximately 160 stories during his career (Charters 489). Babylon Revisited, written in 1931, is one of his later works. It is considered more complicated emotionally than his earlier works because he shows less regret f or the past and more dignity in the face of real sorrow (Charters 489).Babylon Revisited focuses on Charlie Wales, a man who returns to Paris to observe his daughter and begin his deportment anew as a family with her. The title is appropriate because Charlie returns to Paris where, before the Depression hit, he and his wife lived a life of endless partying and spending of money, where everything had a price that he could afford to pay.

ATHLETIC BURNOUT :: essays research papers

Athletic staleness and burnout is a big problem for many of todays athletes whether they are at the amateur or professional level. The good thing some this problem that ends up in total and complete physical and emotional exhaustion is that it can be recognized when it is taking place. It can also be treated if the recognition comes at too late of a stage of the onrush of staleness and burnout. But the best remedy for athletic staleness and burnout is prevention of it in the first place. There are three different models that have been employ to explain the causes of athlete burnout.The first one is the cognitive affective stress model, which tells us that the athlete is burned out due to chronic stress on the mind and body during athletic competition and outside of athletic competition. The second is the negative training stress response model that argues that burnout happens as a firmness of over training. The last one, which is undimensional identity development and external control model suggests burnout is caused by social problems in the way that a sport is organized accept the athletes have no control over their environment.When diagnosing a player for staleness or burnout there are several behaviors that would make burnout noticeable. The first taleteller sign would be that a player is in a slump at some point during the season. Another sign would be serious lapses in the players practice performance and chronic fatigue. The behavior of the athlete in all in all situations seems to be deteriorating when burnout and staleness are taking place. But there are shipway to prevent complete burnout if the behaviors are detected early enough and coaches take heed to the warning signs. If the coach sees his players showing signs of lack of sleep, a sudden leaving of confidence, a look of depression, or emotional instability. He should know that the player is in staleness mode and complete burnout is inevitable if something is not done about it.If the p layer does go into complete burnout mode or is even in a staleness rut there are treatments for the player. The most effective of all treatments is psychological reprogramming. The coach should begin to focus the players attention on new goals in the short term and reward their positive behaviors. H e should give the players more rest time in between practice and games and allow them to take their mind off of competition and performance for a while.

Solutions to Electronic Waste Essay -- Recycling Electronics

Electronic and electrical equipment is essential part of busy world.It substitute hard human work and pee-pee it faster.The majority of mankind has computer at home or at work. In recent years changing of electronic equipment become faster overdue to obsolescence and fashion(Deathe et al. 2008, 322 ).The problem of e-waste influence on the future environment hangs over the modern society. E-waste also known as electronic waste.It means electrical and electronic equipment which is not suitable for use and fill the damps. Electronic equipment, such as mobile phones, computers, and televisions consist of hazardous materials, which pollute the environment and impact on humans health. By the National Safety Council leads 1.6 billion pounds and four times more pounds of plastic had been foretold to obtain from e-waste in 2007(Hosansky 2004, 20). There are a diversity of way of lifes to solve this problem, but for finding the more effective solution there are some criteria such as envi ronmental benefits, accessibility for people and feasibility. This paper will introduce and analyse remanufacturing and recycling using these criteria. This essay will argue that remanufacturing is the most effective solution by military rating of two proposed solving.One of the known solutions to e-waste is recycling. Recycling is the process of changing waste materials such as newspapers and bottles so that they can be used again (Macmillan 2007). concord to Bakar (2007, 1370) recycling has several parts of feasibility, the main aspects are dismantling and stages of separating. There are some recycling programs which help consumers to choose a convenient way to recycle their electronic equipment (Marquardt 2005). For instance, consumers can find programs on w... ... overcome.Waste Manage Res 200624(1)92-101.Macmillan English Dictionary for Advanced Learners.2007. CD. Macmillan Publishers Limited 2nd edition.Marquardt, K. 2005. High-tech TRASH. Kiplingers Personal finance 59, no . 1 88. Academic Search Premier, EBSCOhost (accessed October 21, 2010).PC3R Promotion Center, Household PC recycling 2008. http//www.pc3r.jp/e/home/index.html (accessed January 2008)Terazono A., S. Murakami., N. Abe,B. Inanc, Y. Moriguchi , S.Sakai, M.Kojima, A.Yoshida,J. Li, J.Yang , MH Wong, A. Jain, I. Kim, Gl. Peralta, CC Lin, T. Mungcharoen ,E.Williams.2006. Current status and research on e-waste issues in Asia.J.Mater Cycles Waste Manage. 8(1)1-12Yoshida A., T. Tasaki,A. Terazini.2007.Material flow of used PCs in Japan. In Proceedings of the 2007 IEEE nternational symposium on electronics and the environment.IEEE.p 46-51.

Grapes Of Wrath Essay -- essays research papers

Grapes of WrathThe book, Grapes of Wrath, follows the life of the Joad family, who live in Oklahoma during the Depression. The story begins with the restoration of Tom Joad from prison, where he has spent the last few years. He killed a boy in a bar fight and is now on parole. He is taken by surprise when he returns to Oklahoma only to find that his house is in ruins and his family is not there. He doesnt know that, while he was gone, the banks forced his family and thousands of others off their husbandry. Tom is accompanied by a former priest, Casey, who searches with Tom for his family. Tom and Casey find the Joad family at Toms uncles house. The family is preparing to effort west to California in hopes that they will find jobs and escape the Dust Bowl drought. The Dust Bowl drought has killed completely the farmers crops and the land has lost its richness. Tom decides to travel with his family, even though hes going against parole rules by leaving the state. The Joads travel w est with all twelve members of the family and Casey piled into an old truck. The trip to California proves to be hard when their grandpa dies just days after their departure. Truck problems are regular occurrences and the penetrating love tires the migrating family. They have very little money and they have many family members to feed as well as gas to buy. Tom is warned by families going O.K. east that there are no job opportunities in California. They say the Joads will be forc...

Comparing Sexy versus A Temporary Matter in Interpreter of Maladies Ess

Readers are often baffled by the openness of some stories where the ending can go either way they are put into situation where they must imagine or assume how the narrative does end. Open-ended stories can be found in Jhumpa Lahiris Interpreter of Maladies, where few stories of open-endings have an immense impact on the endorser by creating a hunger to know what happens next. There is always atomic number 53 very noticeable advantage open-ended stories have over close-ended stories, that is the impact on the reader. The impact that makes the reader think, imagine and creates immaculate suspense as the reader is following the life of the protagonist with utmost anticipation, further all of sudden the story ends and the readers first question would be ,what becomes of the protagonist?. scrawny ended stories have very limited scope for imagination and very little suspense towards the end. There is not as big an impact but the can be a guts of completeness and also the reader may f eel relieved that he knows what the protagonist has gone through from the beginning to the end. A story with an open-ending that may be discovered from the book is A Temporary Matter, where the ending is so open that there is a colossal sense of incompleteness, having followed the ordeals of the protagonist and knowing what may be a valid reason for a married couple to fall out of love. The ending does not differentiate the fate of the marriage which seems to be on the path of falling apart, but the words of the protagonist which is either the saviour of the marriage or the final campaign to keep the marriage together remains unknown in the end. The story with a considerably closed ending that can be found is blue where the protagonist has an affair with a married Indian ... ...rves the way for the plat, the theme is the central idea around which a literary piece revolves. Without the theme the plot would be meaningless and there would be nothing for the readers to derive from the literary piece. Without the plot, the theme would be meaningless as there would be nowhere to entrust the message the writer intends to give the reader. It can be said that the plot and theme are the two most important literary elements of a literary piece and are inter-dependant. In conclusion, I would like to say that an open-ended story has much more impact and imagery than a close-ended story. An open-ended story lingers about the readers thoughts and to some extent dominates the readers imagination. The plot and theme are the two most important literary elements in a literary piece and the piece would fail heavily without a good theme or a good plot.

Comparing Sexy versus A Temporary Matter in Interpreter of Maladies Ess

Readers are often baffled by the openness of some stories where the conclusion can go either way they are put into situation where they must imagine or assume how the story does end. Open-ended stories can be found in Jhumpa Lahiris Interpreter of Maladies, where few stories of open- stopping points have an immense impact on the reader by creating a hunger to know what happens next. in that location is always one very noticeable advantage open-ended stories have over close-ended stories, that is the impact on the reader. The impact that makes the reader think, imagine and creates immaculate distrust as the reader is following the life of the protagonist with utmost anticipation, but all of sudden the story ends and the readers first question would be ,what becomes of the protagonist?. Close ended stories have very limited scope for imagination and very little suspense towards the end. There is not as full-size an impact but the can be a sense of completeness and also the reader m ay feel relieved that he knows what the protagonist has gone by means of from the beginning to the end. A story with an open-ending that may be discovered from the book is A Temporary Matter, where the ending is so open that there is a colossal sense of incompleteness, having followed the ordeals of the protagonist and knowing what may be a valid reason for a married couple to fall out of love. The ending does not specify the fate of the marriage which seems to be on the path of falling apart, but the words of the protagonist which is either the saviour of the marriage or the final attempt to keep the marriage together remains unknown in the end. The story with a considerably closed ending that can be found is Sexy where the protagonist has an affair with a married Indian ... ...rves the way for the plot, the theme is the central idea around which a literary lay out revolves. Without the theme the plot would be meaningless and there would be nothing for the readers to derive from the literary piece. Without the plot, the theme would be meaningless as there would be nowhere to consign the message the writer intends to give the reader. It can be said that the plot and theme are the two most measurable literary elements of a literary piece and are inter-dependant. In conclusion, I would like to say that an open-ended story has much more impact and imagery than a close-ended story. An open-ended story lingers about the readers thoughts and to some extent dominates the readers imagination. The plot and theme are the two most important literary elements in a literary piece and the piece would fail heavily without a good theme or a good plot.

E-Books and Traditional Books

Throughout history of bulk, writing is the most significant way of communication and cognition sharing. Human written on the walls and stones in the beginning. After that opuss took the place of walls and stones. At the present time, thanks to technological advancement, lettering can write on electronic devices that called as e-books. This situation causes argument between e-book and paper book.It is argued that e-books will take the place of paper books in the future in spite of benefits of e-books people should paper books, since it causes negative results such as physical unsoundness on homosexual body, being less interactive and being easily copied. It is claimed that e-books can be read anywhere such as on the bus, in a cafe, subway, airplanes thanks to computer and smart phones however this advantages result in physical sickness on human body.Computers and smart phones can have hundred of e-books in their memories. For this reason their using atomic number 18as increasing day to day. Nevertheless this situation is not sufficient in terms of human health. Because of making heavy weather of electronic devices for instance looking at screen for a long time, some disorders unmistakable such as eye strain and headaches. Furthermore, collect to screen resolution lower than paper, reading on e-books is more awkward. It is clear that e-books devices are harmful for human body.Another frequently heard arguments in favour of e-books is based on thanks to e-books nature is protected, however electronic books without paper less interactive. It stated that forests are destroyed for paper. Therefore e-books are appearing like eco-friend. Nonetheless only old and broken trees are cut to produce paper. In addition, electronic books are lower interaction between reader and writer. As Stokes states e-books are make it difficult to easily mark them up via underlining, highlighting and marginal notes (n. d).In briefly, paper books should be preferred in terms of i nteraction. Although it is argued that e- books are more available in global world and they are more economic, they are make it difficult to duplicate. It is often maintained that when you have a laptop and wireless meshing connection, you can download all of books. Besides cost of e-books are lower than printed versions due to no printing expenses. However, e-books can be downloaded and shared via internet. Thanks to computer and smart phones, e-books are copied without difficult.Besides e-books can be easily hacked,stolen,lost on the internet without approval from the author or publisher. It is indicated in Wikipedia, duplicating of paper books in an amateur printing press is more difficult. To sum up, traditional books should be prefer by readers because they are more interactive, more reliable for preventing to copy and they do not have physical sickness on human body. Even if electronic devices are improved rapidly, none of them can not give friendliness and paper smell of tra ditional books to readers. They might be our closed friend whatever our age.

Character Study of Shylock and Portia in Merchant of Venice

portion Study of moneylender and our feelings for him as the play progresses 1) He is seen as a mercenary notes-lender approached by Bassoon for the loan of 3000 ducats with Antonio as the guarantor. The money is to finance Bassoon on his trip to Belmont to woo Portal whom he Is In sexual love with. He keeps debating on whether he should lend the money. Even when Antonio is a good man meaning he is financially sound, yet his money is invested in goods which ar in ships overseas. Therefore, his ventures are risky.How do you feel about Shylock here? Are you uncomfortable that he places so much Importance on money? ) Shylock is portrayed as a villain when he displays his unforgiving and vengeful nature. He has a deep-seated hatred for Antonio. He says,Cursed be my tribe If I forgive him Shylock Is a villain here to say that he hates Antonio so much that he could swear on the surname of his tribe. 3) Shylock Is crafty and pretentious. To exact his revenge, he tricks Antonio to sign a bail In return for the loan of 3000 ducats to help Bassoon.He uses haggling like a draw signed in a merry sport and This is kind offer. He agrees not to charge interest only when prefers a pound of Notations class if Antonio is not able to repay the loan. He pretends that he is not serious about the pound of flesh by saying If he should break his day, what should I make headway By the exaction of his forfeiture? Shylock goes on to buy his favor I extend this friendship. Antonio, being confident about the return of his investments in ships agrees to the terms of the bond. Do you see more of the villain in Shylock here?How are your feelings for Shylock here? Do you dislike him for being a schemer, for being so crafty yet so good at pretending to be friendly? Moreover, how are your feelings for him intensified at the Trial Scene when he insists n nothing but the forfeit of his bond even when Bassoon Is ready to pay him thrice the amount of money as utter in the bond? Do you see the villain at his worst here? Earlier on, Shylock is seen sharpening his knife to cut the flesh of Antonio and Bassoon gets so worked up that he calls Shylock a damned, inexorable dog.Do you feel so disgusted with Shylock at this stage as to hate him for being so cruel as to want a pound of flesh from a fellow human being? In other words, he wants Antonio dead. Quote the relevant lines spoken by Shylock from the place setting and what he does to cause you to feel disgusted and even hate Shylock. 4) Yet, In some ways, Shylock Is also seen as a victim when he recounts the pitiless way Antonio has treated him, does Shylock pose himself to be a victim? In Notations favor, do you think Shylock is now a sympathetic point of reference and deserves some pity from us?Describe how the events have turned against Shylock. Do you see him a victim here? 1)Since Shylock has attempted to stockpile Notations lifespan, Antonio has the big businessman to seize fractional of Shylock wealth, while the rest of the possessions provide be handed over to the state treasury. ) Shylock testament be condemned to death unless the Duke formally stopcels the punishment. 3) Shylock is told to fall on his knees and beg for mercy. This is a blow for someone who has so much pride in his own terra firma, calling his own nation sacred. He has lost all the dignity he had. 4)Shylock has nothing left for himself.He has lost his entire wealth and would rather die. He says muff take my life When you take the means whereby I live. The Duke says that the half of his possessions which should go to the state can be reduced too okay if Shylock is truly repentant. 5) Antonio adds that the fine can be polished but the half of Shylock possessions which should go to Antonio will be kept by Antonio until the death of Shylock on d execration conditions 6) Shylock has to become a Christian, a religion he detests. Professing a religion should be a personal choice but he is now forced to become a Christian. ) and the money kept by Antonio will be handed over to Lorenz who has eloped with Shylock daughter. 8) Shylock has been so complacent at the Trial before the events turned against him. He has been so confident but suddenly he has become the victim of his own scheme. 9) He is wholly with no one to help him. Antonio has his group of friends to support him and Portia who has come forward to help him for the sake of Bassoon. 10) Shylock is so shattered that he begs to be excuse saying that he is not well. How do you feel for Shylock here? Are you sorry that he has to end this way? Has he been victimized?Character Study of Portia and our impressions of her We are told by Bassoon that Portia is a lady of wondrous virtues. This is all that we know of her in this scene until she presides the case between Antonio and Shylock concerning the pound of Notations flesh that Shylock insists is legally binding and so e must have it. 1) In the Trial scene, we first see Portia (disguise d as Blather, a learned furbish up of Laws) as a gentle person who wants to settle the case in a harmonious manner and so she appeals to Shylock to show mercy towards Antonio with her silver-tongued speech on mercy.She touches on these aspects of mercy a) Mercy cannot be forced and has twice the blessings. It blesses the giver as well as the receiver. Therefore, Shylock will be blessed if he shows mercy. She is hoping that Shylock will be merciful after listening to this. B) Mercy is greater than sovereignty. It is a quality shown by God. Therefore, Shylock will exhibit a godly quality when he shows mercy while he executes scarceice. Portia appeals to Shylock to be merciful because if God had only acted Justly without demand for God to show us mercy, that same prayer also teaches us to show mercy to others.Portia says these words in the hope of softening Shylock tough heart and for him to moderate his insistence on Justice, which is to demand a pound of Notations flesh as stipu lated by the bond, with a show of mercy and to spare Antonio. 2) Portia is Just and will act strictly according to the law. When Bassoon offers to pay twice the sum saying l will be bound to pay it ten clock oer On forfeit of my hands, my head, my heart. Bassoon even tells Portia to tweak the law Just this once to stop the Jew from his evil doing.Yet, Portia maintains that there is no power in Venice that can alter the law. She does this to show that while she is out to help Antonio, she will not break the law and be criticized for her actions. 3) Portia is patient and perseveres to get Shylock to relent by offering him money. She gives Shylock one last chance to change his mind. She says Shylock, theres thrice the money offered thee. However, Shylock insists that he has made an oath in heaven and will not want to be guilty of perjury or false swearing.Again, Portia appeals to Shylock to take thrice the amount of money and bid her to tear the bond ?Take thrice the money bid me te ar the bond. 4) She is persistent in wanting to help Antonio and so comes up with an ingenious idea. Portia quibbles on the very words used in the bond to make Shylock become the victim of his own evil scheme Since Shylock insists on nothing but the bond, he will eave exactly that. Portia reminds Shylock that the words expressly are a pound of flesh. Shylock is to cut exactly one pound of flesh, no more or less.Next, there is no mention of blood?no Jot of blood. If he does shed one drop of Christian blood, his land and goods are to be confiscated by the state of Venice according to the laws of Venice. Portia adds The Jew shall have all Justice He shall have nothing but the penalty. Being trapped by the words of the bond, Shylock asks for thrice the amount of the money as stated in the bond. ) Once she is able to get Shylock at a disadvantage, she goes all out to chance on her mission of helping Antonio. Now, it is time for Portia not to relent.She says Shylock will have nothing b ut Justice and his bond. Shylock then asks for barely my principal but Portraits reply is that he will have nothing but the forfeiture. Moreover, Shylock has put himself into the power of the law in yet another way. It is stated in one of the laws of Venice that if a foreigner should attempt to take the life of a citizen , then the party whom he is scheming against has the power to seize half of he offenders wealth and the rest will be handed over to the states private treasury.The offender is to be condemned to death unless the Duke reprieves (officially make voids the punishment) him. Shylock has attempted to take Notations life so he has incurred the punishment that is Just mentioned. Portia tells Shylock to get down on his knees and beg for mercy. Disguise as Blather, a learned Doctor of Laws, to print everyone in court. Not even Bassoon, her own husband is able to recognizes her in court. She carried out her duties with dignity, starting with her eloquent speech, in the hope of moving Shylock o show sympathy towards Antonio.Even when Shylock refuses to be merciful, she does not give up but goes on to offer him money so that he will cancel the bond. However, when this fails to change Shylock mind, she becomes relentless with her ingenious idea of quibbling with the very words used in the bond, and so makes Shylock a victim of his own evil scheme. We are impressed by her intelligence and the way she handled the case so well that Shylock becomes cornered and cannot complain that she is ruthless because she is giving him exactly what he wants as stated in the bond

How Does the Setting Enhance the Atmosphere in ‘The Strange case Of Dr. Jekyll and Mr. Hyde’? Essay

The Gothic cause was at its highest popularity, when Robert Louis Stevenson wrote The Strange Case of Dr Jekyll and Mr Hyde. The Gothic movement was about the darker side of life and mans soul, and indeed romance, morbidity and death. In the novel this exploration of mans darker side is taken to the extreme. Where in that location is the belief that there ar literally two sides to a person, in the novel the two sides are split. With that duality, you in addition get a change in setting and this enhances the atmosphere. Advance in science and medicine influenced minds and questioned beliefs of the Victorian age.For example, does Mr Hyde ever come out in the day? This is because of the darkness in him is accentuated outside by night and shadows. He appears in gloomy surroundings in toughened circumstances, and situations. For example, in the Carew murder a fog rolled over the city which is resembling a carpet of gloom and horror desc cobblers lasting before you even know what i s about to happen. After its happened you get the great chocolate coloured iciness come over the city. Darkness and night have deeper connotations, apart from everyone disliking the dark.The murder of Danvers Carew was also in darkness, which represents the connection mingled with dark, blackness and evil. There was a replete moon, which is well kn make to emphasise eerie settings. Dark represents evil and people are scared of the dark. This is because when youre in the dark you cant see and its unknown who or what is some you. Just like it is unknown what actually causes evil. Mr. Hyde himself appears physically evil in his features, because he is the polar opposite of Dr. Jekyll.The relationship between Dr. Jekyll and Mr. Hyde coincides with night and day. As Dr. Jekyll is usually in day, in wealthy surroundings and Mr. Hyde, where he lives is a messy old house in Soho and creeps around in the night. In this house, he has a housekeeper with an evil face, smoothed by hypocrisy so in fact, it appears that everything to do with him is not good. The house itself that Mr Hyde lives in is in dismal quarter of Soho. Before the book goes on to say what happened on page 27, it sets the scene. It is made out to seem like some hellish underworld, with a glow of rich, lurid brown and even the light is weak against the darkness in the setting a haggard shaft of daylight would glance in between the swirling wreaths. This weakness of light could also be telling you that good against the darkness and evil in the book is powerless.This is like with Dr. Jekyll ending up taken over by the badness- Mr. Hyde. Dr. Jekyll actually likes being Mr. Hyde more than himself, because he is younger and free compared to the restraints of Victorian middle class respectability. He is younger in Mr. Hyde because his bad side has not yet been fully developed. He calls it haggard because he wants to give the impression that its old and tired. Then, when Mr Utterson is visiting Dr. Jekyll, it is late in the afternoon, so this could be symbolising that there is light now but soon there will be darkness, i.e. evil. I believe that when Robert Louis Stevenson was writing this book, his own life has influenced the setting, as he used to live in Edinburgh where there were two parts, the old, grimy and poor parts in the centre of the city and the rich, posh suburban houses.These opposites in setting- the rich suburbs contrasting with the dark back streets emphasises and night with day make Mr. Hyde and Dr. Jekyll seem even further apart and yet they are the same person. This also adds to the effect of mystery in the plot, like at the beginning not knowing what events would occur. In night, when he appears for example, he lay and tossed in the gross darkness of the night. Then he has a nightmare, which is a sign that bad things are to come and the dark symbolises that also.Robert Louis Stevenson himself had bad dreams and nightmares in his childhood, maybe this relates to the man in the story. The mental landscape of the writer reflects in this book. His nightmares, the people in the Victorian age who lead a dual life. For example, when he was younger, him and his mate Charles Baxter would go out and pretend to be lower class and go to taverns. They would lead a dual life, just like that of Jekyll and Hyde, except they could in the end control whether they become that person or not.To conclude, duality runs throughout the whole of this book, withday/night, good/bad, Jekyll/Hyde, wealthy suburbs/grimy back streets, respectability (boring)/freedom (exciting). I think that his life experiences and feelings play a large part in the story and its inner meanings. In this book you can see that the setting relates greatly to the plot and Jekyll and Hyde. I think Jekyll and Hyde could relate to people in modern day society, because most people put on an act and go intot portray whom they really are deep down inside. Yet, when they are put in a disparate pl ace and time, with different people with different behaviours and morals, they are suddenly let loose as a different person. The connection to the story with Jekyll not coming back in the end and Hyde taking over could be applied to this behaviour. Because, when someone puts on an act for such a long time, not only do the people surrounding, but also the person who is doing this, starts to believe that the person they have made out to be cannot be distinguished from the real person inside. So, overall the setting enhances the atmosphere a great deal more than you can perceive because of the underlying connotations and meanings.

BSc Participant

These approaches drive out be implemented through the following systems, analytical, participatory, regulatory, protected area, systems approach, socio-cultural approaches and stinting approaches. Command and control regulations- Its an approach where political authorities law pack, by enacting a law, to bring about a behavior and use an enforcement machinery to get people to obey the law. Its an environmental precaution strategy where the government or responsible authorities sets standards to protect and manage the natural resources. This technique covers the regulatory and protected areas approaches.In snake god the regulations involve the bylaws, legislative, reserved or protected areas and bio monitoring. The government of zombie construct national parking areas like Generous National park, sanctuaries, Safari areas, recreational areas, botanical gardens/ reserves, state forests. The maintenance of biodiversity, natural resources and associated cultural resources. This approach worked wellspring in Zombie as this was evidenced by the creation of many national and recreational parks thought it resulted in some negative impacts to the communities where these projects were d single.Some of the problems were hole of communities, poaching of the resources by the nearby communities for example the recent issue where 20 elephants were killed in Kari The approach of protected areas in town is appearing no to be considered when different developments are taking place in Zombie. A good example when the city council of Chitchatting gave residential stands on wetland areas of Zinged 4. A nonher good example its the face of the new shopping mall that is along Hare-Bylaws road, that place was reserved by the city fathers of Hare as a wetland.This shows that the approach of protected areas in towns is not considered. This evidences the conflicts between economic development and conservation of resources using this approach. Another challenge faced by Zombie f rom these protected areas is land, some of these areas require very blown-up pieces of land, and for example the Generous National Park is approximately 5000 km, and this is a very large piece of land that can be used for other economic uses. But on the other hand these areas can serves as income generation to the country through CEO-tourism.Another approach involves the regulatory policies and pieces of legislation. On legislation arioso acts lay down been post in place to date for the management of natural resources in Zombie. Some of the acts and policies are Forest, Minerals, Wildlife, Environmental management behaves. Some of the enactments are Native husbandry Act (1951), National lay & Wildlife Act (1975), National Parks & Wildlife Amendment Act (1984), Communal Land Act (1982) and the Water Act (1976).Described below are some of the Acts The Zombie Environmental Management Act (2004) provides for the sustainable management of natural resources and protection of the env ironment the prevention of pollution and environmental degradation. The Act also provides for the preparation of a National Environmental Plan and other plans for the protection of the environment. The implementing 134 agency of the Act is the Environmental Management Agency and Ministry of Environment and inherent Resources Management. The primary strategy corporeal in the Act is crystallization.The Environmental Management Act is now the supreme environmental Law in Zombie. Another act is the Forest Act of 1954, the management of woodland and forest products is embodied in the Forest Act and the Communal Land Forest Produce Act. The Forest Act (1954) provides for management of wood resources molded Zombie although its focus is state forests and on private land. The main management strategy in both acts is to establish conditions under which forest produce can be used and to determine and regulate the extent of that use.Both Acts rely on the crystallization of activities in order to protect and regenerate forest produce. The Forest Act creates forests officers who have general police powers of seizure and arrest. Designated officers or forest officers under the common Land Forest Produce Act do not have power of arrest. These arrests may only be made by rest officers in Communal Areas where the charge is for an offense under the Forest Act (Camaraderie, 2000). Parks and wildlife Act (1975), the Act is administered exploitation of plants, trees and wildlife.Camaraderie (2000) argues that the Act seeks to protect natural plant life and prohibits its sale without a permit. However it allows pants to be harvested by the proprietor or occupier of land for use in the home of occupier. It further allows harvesting indigenous plants where the area is needed for cultivation and construction. All the regulatory legislation described above was enacted using the top- down approach. The masses were not consulted so as to incorporate their knowledge in the conservation of the resources hence the defilement.If participatory approaches had been used, indigenous knowledge could have been harnessed into the statutory acts. Although Acts mentioned above are vital to the country, they are failing to curb depletion of forest resources. Mismanagement of these forest resources is rife peculiarly in most Communal Areas of Zombie regardless of the existence of the legal frameworks. One of the major causes of the misuse of forest products, especially trees, is arguably the fact that people are nearly ignoring traditional beliefs and indigenous knowledge systems in the sustainable management of natural resources.Economic Instruments approach- this is natural resources management strategy that uses the concepts of economics meaning it deals with the market. By dealing with the market it means it deals with the demand and supply. This approach uses economics to manage or regulate the environment by using supply and demand to downplay the impact of the human ec onomy on ecosystems. This approach changes the behavior of resource users through subordination of natural resources in the form of tax incentive, user charges f the resource, soft credits that enables the good management of natural resources, pollution charges to the polluter of the environment.The method employs approaches like analytical and system approaches to achieve its natural resources management prosperously. The method uses the polluter -pays principle. The economic instruments used by this approach involve taxes or charges that are paid by the producer or firms. Since the producer is existence taxed this increases prices, which provides both opportunity and incentive for innovation eventually the innovations are so successful that prices end up below what they were before the source shortages occurred Aeolian Simonys blueprint of Ultimate Resource).The success of this technique depends on market developments and market variations. In Zombie economic benefit was identi fied as a major driver for sustainable natural resources management. The approach involves use of economic benefits as incentives to drive sustainable management of natural resources. Participatory approach- this involves empowering local communities to take up guardianship and stewardship over natural resources. Communities derive economic benefit by using natural resources as alternative land use.The most common participator programmer one in Zombie is the Community based Natural Resources Management (CPRM). The CPRM is where existing natural resources within an area are managed as a commercial initiative at community level in a sustainable and productive manner. It has ecological benefits, it also makes sound economic sense by maximizing on the resources that are available and reducing the reliance on external inputs. The programmer started late sass with CAMPFIRE programmer, initiated by Zimmermann Department of National Parks and Wildlife Management, the wildlife, to rural c ommunities.Because of its successful internationally in enabling immunities to derive a sustainable livelihood from wildlife management, the programmer achieved a great deal in terms of setting a stage for CPRM in Zombie. The problem with the CPRM was not covering all the resources it was mainly focused on wildlife management. This presents a greater challenge to other resources since many Zimmermann communal areas are largely devoid of Wildlife. However to a larger extent the programmer was effective on managing natural resources in Communal areas of Zombie.This is because the programmer seek to decentralized the management of natural resources to rural communities which ivies these communities sense of ownership over the resources thereby motivating citizens to participate on managing the resources in their community. Another example of the participatory approach done in Zombie was the SAFARI MIT programmer. The participatory approach has been found to be an effective means to ma nage natural resources since the community its self-importance is in charge of managing their available resources thereby creating the sense of ownership among them.This approach is believed to bring cost-savings over mandatory policies for regulators, while encouraging individuals and communities to take holistic strategies to break ND manage their natural resources efficiently (Khan, 2001 Lyon & Maxwell, 2004). Another approach used in Zombie is the system approach which encompasses critical view of system body politic and the ecosystems approach. Ecosystem approach maintains or restores the composition, structure and function of natural and modified ecosystems for the goal of long-term sustainability.This is an integrated approach made up of protected areas approach, CPRM and the Turnaround Natural Resource Management (TORN). TORN is a board that manages resources found on the boarders of Zombie and its neighboring countries. A good example where this board work in effect its b etween the South African- Zombie boarders. The Turnaround approach rises after a number of factors which includes, the need to better manage shared resources the drive for economic appendage through regional integration and development, the need to foster community participation, promote peace and security and embrace the forces of globalization.This was evidenced by the construction of the game park that stretches from Zombie to South Africa for the management of wildlife and other resources found between the boarders of these two countries. However, despite these envisaged benefits of Turnaround natural resource management (TABOR), there are legion(predicate) concerns arising from these initiatives ranging from community normalization, inter community conflicts and inter state inequity in the distribution of benefits.

Macbeth: The Bloodbath Essay

Macbeth is by far the falliest of William Shakespeares plays. It begins with a civil war combat between the Scottish and Norwegian army, where Macbeth embodies his heroic and courageous figure. However, Macbeth eventually transforms into a villain, who absents the innocent with a lust for power. For the most part, blood is symbolic of violence and destruction. The commonplace repetition of this imagery represents the murder, and the emotion following the murder, which is delinquency. Shakespeare uses imagery of blood throughout the play to exemplify and express the guilt of Macbeth and Lady Macbeth afterward their works. After separately murder, the act of guilt and regret increases. However, Macbeth soon accepts the fact that he will never be the same after murdering Duncan, which hardens him. Since he will never be the good captain he was at the civil war, he goes on cleanup position left and right. Shakespeares nuance use of blood imagery traces Macbeths moral transformat ion from good to evil.Though Macbeth is known as an evil figure throughout the play, him as the heroic captain towards the beginning exemplifies the good eccentric he could take up been. During the civil war, Macbeth is known as a wounded captain who performs an action that is unlike him through the rest of the book. After Macbeth completes his good deed, he says, For brave Macbeth (well he deserves that name), / Disdaining Fortune, with his brandished steel, / Which smoked with bloody execution (1.2.18-20). Macbeth has killed Macdonwald, a leader of the Norwegian forces fighting the Scottish. The blood that pours out of Macdonwalds flesh represents good blood. The murder is for the sake of Scotland, which brings peace and victory. As a result of victory, Macbeth is apt(p) a new title Go, pronounce his present / remnant, / And with his former title greet Macbeth (1.3.74-6). Duncan has given the title of Thane of Cawdor to Macbeth. However, this victory is very much the beginning of Macbeths downfall because of his gradual lust for power.Although guilt and regret express Macbeths concern for the deeds he has done, he soon accepts the fact that he will never be the same after Duncans murder. The good blood that is shed after the murder of Macdonwald is the only good blood in the play. After Macbeth murders Duncan, he begins to realize that he will never be the same, Will all abundant Neptunes ocean wash this blood / Clean from my hand? No, this my hand will rather / The multitudinous seas incarnadine (2.2.78-80). The blood imagery represents his life ever-changing forever because the blood of Duncan (the murder) will never go away. Not even Neptune, the God of the sea can wash it away. This murder is used for only Macbeths benefit, which sheds bad blood. In addition, the blood imagery also epitomizes the guilt and regret that follows the murder. Macbeth has now dug himself in a hole that is nearly impossible to convey out. After the death of Banquo, there are a series of times where Macbeth meets the ghost of Banquo.Once Macbeth sees him for the second time, he says, I am in blood / Stepped in so far that, should I wade no more, / Returning were as tedious as go oer (3.4.168-170). Macbeth says that he expertness as well continue killing because he has nothing to lose. It is like he is an evil, immortal killing machine that will not stop. He has already killed Duncan, Banquo, and will soon kill the family of Macduff. Moreover, Macbeth is regretting his crimes because he thinks about returning to his old self. Though Macbeth seems to love Lady Macbeth unconditionally, blood and murder has brainwashed him so much, that her death does not even faze him. Lady Macbeth is the reason for the start of Macbeths downfall. Furthermore, she brainwashed, taunted, and persuaded him to kill Duncan, which led to his collapse. After Macbeth hears about the cry of his woman, he says, I have supped full with horrors, / Direness, familiar to my slaughte rhouse thoughts, / Cannot once start me (5.5.15-17).Macbeth exemplifies his decline and is not bothered by this cry because he has experienced his own bloody terrors. massacre and blood has scarred his life forever, ruining his relationship with his wife. During the final face off between Macbeth and Macduff, Macbeth says, But get thee back. My soul is too much charged / With blood of thine already (5.8.6-7). The blood imagery represents each and every one of his murders in the past. Furthermore, Macbeth admits his burdens to Macduff and is reluctant to fight him. Macbethis conscious that he has already killed his family and is sure of killing him too if they fight. As a result, Macbeth is the one drowning in his own blood by the blade of Macduff.Shakespeare uses blood imagery to ultimately stress the overwhelming guilt and regret that Macbeth feels after each murder. It is like a reminder of the wicked crimes that have been committed. In addition, blood imagery guides the reader through Macbeths lane and transformation from good to evil and his downfall. Blood and murder blind Macbeth from what is and was most important to him at the start Lady Macbeth. It is almost as if his life tarnished and is empty as more blood piles on throughout the play. After Duncans death, his mind revolves solely around his lust for power, which leads to his downfall.

Troy Movie Notes

troy= the ikon(post classical d epic poemtion) * Troy is the almost right alliance against the Greeks * Agamemnon com humanityds the world all the ground * Achilles has disappe bed from the army. A boy goes to find him, * Achilles m early(a) is goddess as washbowlt be knock downed (Contemp) * Nester persueds Achilles to urge the big guy because of Time. He cant stand to lose his pride * Achilles, son of genus genus Paris * Achilles kills the big guy with one stab * thither is a huge feast , thrown by Agamemnon and Helen, to drink to peace, between troy and Sparta * Helen and Paris are lovers behind Menelauss back.Hektor goes to see what they are doing. * Helen is afraid to wear the necklace because she is afraid that she allow be caught and Paris will be killed or shipped outdoor(a). Before she met him, she was a ghost. * Agamemnon commands all the Greek forces to fight. * Hektor contendns paris not to endanger Troy * Paris kidnapped Helen. Hektor is upset. He talks near ly his fathers love (Paris and Helen were already in love with each other, the Gods didnt ground Helen to Paris) * Menelaus wants to kill Helen. The Trojans spat in my eye * He asks Agamemnon to go to war with him. He said yes. Menelaus is very angry and calls to sail after the Trojans * If troy falls, I control everything- Agamemnon. They need Achilles * Nestor said that you dont need to control him, you need to release him. About Achilles * Achilles is like a secret weapon to the Trojans * Odysseus is in Greece. Agamemnon needs to ask him something. There is a engagement to the PCD about how Odysseus is involved in the war * Achilles and Patrokolas are cousins * Achilles doesnt want to fight for Agamemnon. Odysseus wants him to fight for Greece * Achilles talks to his mother. She thinks that he should fight.She wants his name to become TIME and KLEOS, if he fights Your glory walks hand in hand with your doom * He travels to Troy with the Greeks * Paris and Helen get married in Troy. Hektor and Paris are greeted by their father, Priam in Troy * Hektors wife is Andromache * Briseis is Paris and Hektors cousin * Hektor doesnt want to see his country fall because of his brothers selfishness. * Priam has worked 30 years for peace and he will still fight many wars if it means that Paris can be happy. * Everything is in the will and hands of the Gods Priam * Helen- Sparta was never my home * Priam prays to the Gods Hektor cares a pile about family. Everyone is preparing for war- the Trojans. Everyone gives tallyerings to the Gods * Hektor is incharge of the army * honor the gods, love your woman and fight for your country Hektor * . you know what is beyond that beach. Immortality, take its yours, Achilles * Give him too many battles and the men will forget who is king. - Agamemnon * They retreat back to the city and Achilles orders everyone to steal from the Trojans synagogue * He cuts off the head of the statue of Apollo at the Trojans temple. * Achilles sne aks inside the temple, and the Trojans follow him nevertheless they get ambushed.Their temple is destroyed * Achilles fights for him honor, hector fights for his country. Why kill you now, prince of Troy when there is no one here to see you fall- Achilles. He wants people to see it because cleanup a prince will give him great honor, fame and Time and Kleos * You speak of war as if it is a games, but how many wives for you think will be pain with the loss of their men- hector * Agamemnon is worried that the thought of power will get to Achilles head and everyone will forget that he is their leader * They kidnap Brisis and give him to Achilles I want what all men want, i just want more Achilles * Everyone is presenting gifts to Agamemnon even though he didnt fight. * Young men decease and old men talking. You know to keep out of the politics-Odysseus * You came here because you want your name to last the ages Agamemnon * History remembers kings not soldiers Agamemnon * Agamemnon ta kes Brisis for his own. Achilles gets very angry * They want a war, we will give them a war. * The Trojans are buring on the fire because of one youthful desire * Paris and menlaus fight for Helen Helen tries to run away but hektor finds her. Their husbands died because Im here-helen * This is about power not love- hektor * Achilles smashes up his tent * I will stay until Agamemnon groans to stick out Achilles back- Achilles * I blame you for nothing, everything is in the hands of the Gods. - Priam * The Trojans come out very out numbered * The agreement between Agamemnon and Achilles didnt happen on the second day like in the exposure, it happened in the tenth year of the Iliad * The fight takes place in book three of the Iliad I see 50,000 men bought here to fight for one mans greed- Hektor * I didnt come here for your wife, I came here for troy Agamemnon I came here for my honour menelaus * In the Iliad, Paris was a man before Achilles was born because he got Helen at Theitis and Priams Wedding- Achilles parents. * There was a crow crowing before paris went to fight Menelaus * Because Paris didnt fight, the Greeks ardour the Trojans. Hektor kills MenelausHektor fights with Ajax. He takes a while to die because he is god-like. This happens in book 7 * Menelaus doesnt die in the Iliad, neither does Ajax.Ajax committees suicide. Menelaus takes Helen back to Sparta in the Iliad * Odysseus and Achilles seem to have a better understanding about the practicalities of war unlike Agamemnon * Odysseus warms Agamemnon about retreating. * The first 8 books of the Iliad have been. * Agamemnon promises Menelaus that he will bring Troy to the ground * Hetkor fights for his country, Achilles fights for his pride Agamemnon * The Greeks are about to burn Brisis, Achilles prize but Achilles rescues her. * Achilles develops a protective relationship with Brisis. Gods envy us because we are mortal Achilles * Brisis tries to kill Achilles but they end up sleeping with each o ther. If she wasnt willing she would have had stabbed him. * It wasnt until book ? that Achilles got Brisis back. Brisis is the cousin of Hekor in the movie and in the Iliad she isnt royalty. * Achilles put forwards Odysseus to start loading the ship because they are going home. * the world seems fair to you, but when you are king, there are very few choices which are simple Odysseus * Some cartridge holders you have to serve in order to lead- Odysseus * Patricolus is very upset with Achilles. You betray all these men just to see Agamemnon lose- Particolus * The gods spare our calls. Now it is time to destroy a weak army- Priest * Yesterday the Greeks underestimated us, we should not return the favour- Hektor * Hektor thinks that attacking the Greeks is a mistake * The Greeks are packing up their ships and returning * Brisis and Achilles have developed a loving relationship. She wants him to stay but he is leaving. * The Trojans attack the Greeks with fire arrow s and they are ca ught of guard. Around book 15-16. The Greeks attack back.They send down balls of straw and stick with catch on fire from the fire arrows. They cause lots of destruction. They Greeks are outnumbered and off guard. * Odysseus seems scared and worried. * Menelaus doesnt die in the Iliad but dies in the movie. Due to the relationship with Menelaus, Helen (in the movie) is seen as a Romeo and Juliet relationship due to the fact that the audience will understand this because Menelaus is portrayed as evil and bad * Time is no longer heroic. Giving the gifts to Agamemnon because he won the war is wrong because he didnt fight and win the war. Patroclus pretends to be Achilles and Hektor believes him. He kills patroclus and everyone is quiet. They all now that Achilles is going to be very angry at this. * Patroclus wore his armor. Achilles didnt know that Patroclus fought for him. In the Iliad, Achilles told him to fight for him. * Hektor knows that Achilles is going to come after him and so he tells his wife to save people. * Agamemnon This boy has just save this war for us about Patrocluss expiration * Achilles agrees to fight again * All of Troy is deserted Achilles travels to the gates of troy to find Hektor * Hektor says good bye to his family because he knows that he has angred Achiiles. * Achilles stabs Hektor twice and then drags his dust around the castle walls which his family is distraught over. His father collapses. He drags his body back to the greek camp. Briseis is distraught and cries. * You lost your cousin and I had mine taken away Briseis * Priam comes in the night, as a secret. He kisses the hands of Achilles * I have done what no other person on earth has done before.I have kissed that hands of the man who killed my son. Priam * Book 24 * Youve taken everything from me, my eldest son, my heir to my throne Priam * He begs to have Hektors body returned, * You are still my opponent in the morning. - Achilles you are still my enemy tonight but even enemies can show respect - Priam * Achilles cried over Hektors body * Achilles wraps him up and returns him * He is the best man I have ever fought We will not fight for 12 days for the funeral Achilles * He also lets Briseis go with Priam. If I have you, I didnt mean to * Achilles to Priam you are a far better king than the one leading this army * The funeral process for Hektor begins. This is the end of the Iliad. The director continues with the movie * Odysseus watches a man make a ply for his son back home and he thinks about attacking Troy by using a Giant horse. * The anger in the movie is definitely less. * The Trojans go down to the beach and see no ships, dead men and a Giant horse * The priests thinks that it is a gift to the Gods.They think that they should bring it back home. * Paris thinks they should burn it. * They bring it back home to Troy and bring it inside the gates. Everyone is happy and dancing * The dog is a reoccurring theme in the movie. * A Trojan rides around the coast and sees all the Greek ships. He is shot before he has a chance to tell the people of troy. * Inside the Trojan gates, the Greeks are escaping from the Horse and killing everyone in the city. They send a signal to let all of the other Greeks into fight. They urn down houses * Agamemnon yells to let troy burn * Priam is very upset * Hetkors wife takes people down the passage way Hektor showed her. Paris wants to stay and fight. * Achilles is looking for Briseis * Paris is the archer * Odysseus kills nester * The Greeks destroy the temple. * Agamemon kills Priam * Agamemon i s killed suddenly by Briseis. Achilles save her but paris shoots him in the Achilles and in the chest. He dies. Briseis loved him. He still managed to stay alive. Chaos is brought to a standstill. The Greeks, using Troy cremate Achilles. The Trojans who escape find a new home in the mountain. * If they ever tell my story, let them tell that I walked with Giants. Let them stay that I lived in a ti me of Hetkor, breaker of Horses. Let them stay that I lived in the time of Achilles * There are many differences in the ending. They want to give the viewers a happy ending. Paris is killed before the Trojan horse and Helen went back to Sparta with Menelaus * There is no villain in the iliad * Patricolus is older than Achilles in the Iliad but in the movie it is the other way around.Troy Movie NotesTroy, directed by Wolfgang Petersen (2004) is an epic war film based on Homers Iliad. In ancient Greece, the passion of two of literatures most notorious lovers, Paris, Prince of Troy (Orlando Bloom) and Helen (Diane Kruger), Queen of Sparta, ignites a war that will devastate a civilization. When Paris spirits Helen away from her husband, King Menelaus (Brendan Gleeson), it is an insult that cannot be suffered.Familial pride dictates that an affront to Menelaus is an affront to his brother Agamemnon (Brian Cox), powerful King of the Mycenaeans, who soon unites all the massive tribes of Gr eece to steal Helen back from Troy in defense of his brothers honor. In truth, Agamemnons pursuit of honor is corrupted by his overwhelm greed he needs to conquer Troy to seize control of the Aegean, thus ensuring the supremacy of his already vast empire. The walled city, under the leadership of King Priamand (Peter OToole) defended by mighty Prince Hector (Eric Bana), is a citadel that no army has ever been able to breach.One man alone stands as the key to victory or defeat over Troy Achilles (Brad Pitt), believed to be the greatest warrior alive. Arrogant, rebellious and seemingly invincible, Achilles has allegiance to nothing and no one, save his own glory. It is his insatiable hunger for sodding(a) renown that leads him to attack the gates of Troy under Agamemnons banner but it will be love that ultimately decides his fate. Two worlds will go to war for honor and power. Thousands will fall in pursuit of glory. And for love, a nation will burn to the ground.This was an excit ing action packed film, which had plenty of historical accuracies and inaccuracies and for the most part follows Homers Iliad. Many similar films in this time period portray the gods as more important and powerful than the humans. In fact, this movie almost completely ignores the gods and instead places the focus on the warriors themselves. I think the film tries to portray the Trojan War in a manner in which it could have actually happened. Achilles acknowledges that he is not the son of a goddess and is not immortal or invulnerable. The movie basically shows us how a rumor can blossom into a legend unto itself.Achilles legend becomes immortal. We see that the elders who continually refer to their so-called gods, and they come across as fools. When Hector refers to the fact that Apollo did not light down Achilles for desecrating the statue. It is obvious that Hector seems to doubt the gods he has been taught to worship. Achilles disrespects the gods by decapitating the statue for the god Apollo, proving that both characters have little respect for the gods. Compared to the Iliad and historical facts the gods were always centered on everything. Throughout time, men have waged war. Some for power, some for glory, some for honor and some for love.

Culture-Bound Syndromes

Mental health functioning is main(prenominal) regarding a persons well-being, being able to interact with others in a healthy manner, and contributes most things to individuals through communities and society. Culture-bound syndromes atomic number 18 conditions that argon specialised to finical shades. The agricultures that experience, express, and deal with culture-bound syndromes in un wish government agencys is extremely common. LaVeist and Thomas (2005) state of matter that culture-bound syndromes be clusters of symptoms more common in some cultures than others (p. 01). There atomic number 18 symptoms that are found in all nations, cultures, and similarly recognizable worldwide but nevertheless are different at the equivalent time. Culture-Bound Syndromes Culture-bound syndromes, alike kn accept as culture- special(prenominal) syndromes, have been defined as clusters of symptoms more common in some cultures than in other cultural groups (LaVeist & Thomas, 200 5, p. 101). Although many mental disorderlinesss are well known in specific cultures, these disorders are at least somewhat erudite by the culture in which they are found.More importantly, the topic of culture-bound syndromes has been a controversial topic since they have reflected the different opinions of anthropologists and psychiatrists (WHO, 1992). Consequently, researchers have had some catchyy emphasizing culture specific dimensions of indisputable syndromes. Some studies have suggested that the most beneficial aspect of defining culture-bound syndromes is that they represent an acceptable way to define specific cultural responses to certain situations.According to Guarnaccia and Rogler (1999), researchers have referred to culture bound research on culture-bound syndromes serves strategically to tighten the integration between cultural and clinical knowledge, while providing insights into issues of symptomatic universality and culturally specificity (p. 1326). The role of biology in the development of culture-bound syndromes, therefore, has proved to be of tump over. Interest in culture-bound syndromes has increased over the last few decades.Similarly the treatment in a diagnostic sort treatment of these disorders has over the last several(prenominal) years gained attention (Guarnaccia & Rogler, 1999). Clinicians are presented with plenty of challenges when dealing with culture-bound syndromes much(prenominal) as how to cite them. Several questions clinicians present include the stability of culture-bound syndromes, the common nature of these disorders across cultures, and the similarity of symptoms between syndromes (APA, 1994).Similarly, the question of whether culture-bound syndromes should be included in the diagnostic criteria of occurrent psychological unwellnesses or as individual entities themselves is also debatable (APA, 1994). A nonher issue concerns the relationship between culture bound syndromes and standard diagnostic organ izations such as the DSM. Of specific concern is that they do non easily conform to the categories within the DSM due to significant differences across cultures.These differences are due to differing views of self and existence as well as the different ways cultures express certain disorders (APA, 1994). Guarnaccia and Rogler (1999) referring to the DSM classification system in that it addresses certain concerns active differing cultural boundaries, and in dealing with the classification methods certainly deal with the reliability and validity of the non-universality of cultural experiences in relation to mental illnesses.The fact that each culture-bound syndrome is individually associated with point sets of illness responses, it is difficult to define precisely the definition of the culture-bound syndromes as a unit. Culture-bound syndromes as therefore comprised as several different illnesses and afflictions. LaVeist and Thomas (2005) thoroughly expresses the dynamic nature of culture-bound syndromes when they state The symptoms of mental disorders are found in all nations and in all cultures there are recognizable symptoms that are common worldwide.Mental health researchers have not yet been able to determine whether culture bound syndromes are indicative of ace or more possibilities that include distinct disorders that exist only in specific cultures, and reflect different ways in which individuals from different cultures express mental illness, as well as reflecting different ways in which the cordial and cultural environment interact with genes to rise disorders, or any combination of these. (pp. 01) With the following learning in mind, it should be mention that not all disorders are considered pathological some behaviors are seen as ways of expressing and communicating tribulation to members of a certain culture and are seen as culturally accepted responses (APA, 1994). In fact, cultures experience, express, and cope with feelings of distress in various ways that may counter what westbound societies see as common. Furthermore, at times these cultural differences are referred to as idioms of distress.Understanding the expression of these idioms (for example somatization, which is a physical representation of distress that is commonly accompanied by symptoms such as abdominal or chest pain, tenderness palpitations, dizziness or vertigo, and blurred vision) allows clinicians to be more aware of the diagnoses they give (LaVeist & Thomas, 2005). Culture-bound syndromes can also appear to be similar within several cultures. Furthermore, a culture specific syndrome can be categorised by various things.The APA (1994) characterizes culture specific syndromes as the following categorization as a disease in the culture, familiarity within a widespread culture, people with lack of familiarity of specific conditions from other cultures, and the use of folk medicines that particular cultures use as a conditioned sense of usage within a specific culture. More specifically, culture-bound syndromes are not the same as geographically localized diseases with specific biologic causes, such as kuru or sleeping sickness, or genetic conditions limited to certain populations, like sickle cell anemia (APA, 1994).Discussions of culture-bound syndromes have often touch on the amount of different categories of syndromes present in the world today. Many culture-bound syndromes are actually specific cultural representations of illnesses found elsewhere in the world. Some of these responses are not necessarily psychological illnesses but rather are explanatory mechanisms like witchcraft (Simons & Hughes, 1985). Beliefs in witchcraft could seem to be a little farfetched as a type of culture-bound illness however, it is supposed that witchcraft can lead to behaviors that can be seen as disordered.This concept is of particular concern to medical and psychiatric anthropologists because culture-bound syndromes provide ex amples of how cultural specific symptoms can evolve into psychological illnesses. Just because these responses may not begin as disorders, however, does not devalue the fact that they are illnesses and should be taken seriously (Simons & Hughes, 1985). The American Psychiatric Association (1994), states that the Western scientific perspective characterizes culture specific syndromes as imaginary and has no way of clearly being able to show why someone cannot understand that perspective.According to the APA (1994), doctors will share many things about a disorder with the patients and armed service them try to understand how they see their particular disorder they also use folk medicine treatment if the patient asks for that if it is a culture-bound syndrome. Another thing is that a physician may falsify a patients perspective to offer folk medicine treatments that are available or by chance for a new and improved treatment strategy. Lastly, the clinician should educate the pati ent on being able to recognize their condition as a culture-bound syndrome so that the clinician may treat them as they see fit.Guarnaccia and Rogler (1994) said that specific conditions are very challenging within medical care and illustrate rarely discussed aspects of fundamental aspects of physician to patient relationships, a diagnosis that is the best fit for the way of looking at the body and its diseases are easily negotiated if both parties can be found. Restrictions of the diagnostic classification systems of culture-bound syndromes have complications with certain additions within the iagnostic classification systems and have raised many questions. It is not quite clear on whether culture-bound syndromes are actually different from conventional syndromes or if they are just categorically different. Some people like to argue that some culture-bound syndromes are not just limited to specific cultures but are widely experienced throughout the world. Many of the syndromes that have been labeled as culture- bound are compromised by many mixtures of indicators that have been witnessed collectively.Culture-bound syndromes are lacking in diagnostic regularity and legitimacy making it extremely difficult to reach widespread straightforward criteria to describe these illnesses because of problems in language. In the development of the DSM, its designers tried to create a diagnostic system that was well-suited with a broader and more worldwide medical organization system that is, the International Classification of Diseases, Injuries, and Causes of Death (ICD) authentic by the World Health Organization (WHO, 1992).Therefore, the DSM implements a medical model of diagnosis for which many mental disorders, regardless of whether their background is biological or psychological, is viewed as mental illnesses and requires treatment. Furthermore, this model is implicit and assuming that mental disorders are under the compromise of behavioral or psychological symptoms that can form definable patterns or distinct forms of a particular syndrome (Guarnaccia & Rogler, 1994).The authors of the DSM definitely made a careful choice to accept a clear-cut categorization of mental illnesses. It is important to notice, however, that the DSM does not make the assumption that all mental disorders are discreet entities with absolutely no boundaries. Finally, before methodology is discussed, examples of what culture-bound syndromes actually are is important to include. The typeface of Koro provides an example of shifting diagnostic classifications because of changing decisions about which symptoms are predominant.For example, Koro was first categorized as a somatoform disorder on the basis of the perception of the discomfit persons intense preoccupation with a somatic concern, the retraction of the penis (Bernstein & Gaw, 1990). More youngly, Koro was categorized as an anxiety disorder and noted that others have associated Koro with panic disorders (Le vine & Gaw, 1995, p. 1323). Second, the debate of the relationship between culture-bound syndromes and psychiatric disorders according to symptoms is evident in the case of Latah Levine & Gaw, 1995). More specifically, a debate about Latah focuses on which theoretical perspective should prevail Simons and Hughes argued that the predominant feature of Latah is the neurophysiological startle reflex, culturally elaborated into Latah in Malaysia (Simons & Hughes, 1985, p. 1323). Therefore, each disorder represents responses specific to certain cultures while also explaining the different ways cultures respond to events. MethodUnderstanding culture-bound syndromes requires looking at multiple sources that give a broad range of information regarding the topic. For this paper I matte up that it was necessary to use the American Psychiatric Associations Diagnostic and Statistical Manual of Mental Disorders because it gives plenty of information regarding culture-bound syndromes. T he Diagnostic and Statistical Manual of Mental Disorders is extremely useful in the fact that it allows a health educator to become more acquainted with culture-bound syndromes that are unique and unusual to our specific field of study.Guarnaccia and Rogler and their research on culture-bound syndromes is informational in that they give a comprehensive look at culture-bound syndromes through the classification system and allow one to focus more on specific syndromes, such as Koro and Latah. LaVeist and Thomas from Chapter 5 in Minority Populations and Health are rattling informational along the lines of mental health, mental illness, and mental health problems.They give a more thorough explanation of basic background information on the antecedently stated information and topics and yet still remain in-depth when looking at specific aspects of mental health. They describe mental health, mental health problems, and mental illness in more detail and allow for the interpretation of oth ers reading their work to help fuel ones own judgments on those topics. I also used various sources to address other topics relevant to culture-bound syndromes. For example, Bernstein and Gaw specifically addressed Koro, which I used as an example of a culture-bound syndrome.Another example, Simon and Hughes addressed Latah, I felt it was necessary to use examples of both Koro and Latah to help show what culture-bound syndromes were exactly and what they meant to cultures that were not American and how the cultures that were affected by these syndromes. The method I used for identifying and locating sources primarily dealt with trying to invite a broad aspect of culture-bound syndromes and basic information on this particular subject. The rationale for choosing the specific sources was along the lines of being able to find enough useable information that could allow me to get my points across.When searching the electronic databases and the library at Central Arkansas University I w as mainly looking for a broad range of topics that could fulfill the various information needs I had for this paper. I wanted to look at the topic on multiple levels, including cross-cultural, the way culture-bound syndromes affect others, and the ways in which these disorders are specifically associated with mental illness. Analysis & Discussion The grouping of culture-bound syndromes into qualified diagnostic categories usually is based on a perception of their principal indicators.But the bigger issue itself of classifying a majority of symptoms is definitely challenging, as exemplified in the cases of Koro and Latah. Problems most definitely arose when conclusions were built on general, typical descriptions of the syndrome that are then cerebrate with the textbook criteria of psychiatric diagnoses. The present method of studying the same set of readings and engaging in the classification process with them does not, from my viewpoint, call forth the consideration of culture- bound syndromes.The approach of trying to find the right classificatory organization by basing it on the similarity between certain symptoms that include maybe one or two of the same grouping within the syndrome as well as the DSM groupings as the main organizing arrangement of significance to the culture-bound syndromes is not expected to produce new answers to the questions about the classification system. There are many syndromes that have different names that are seen from a variety of cultures that are basically the same set of behaviors, but culturally are explained in slightly different ways.Occasionally, on certain remote instances the arrangement of the behavior that is recognized as a culture-bound syndrome occurs in an area that is far from individuals where the termed and elaborated syndrome is an endemic. Conclusion & Recommendations Some major challenges that can help the classification system out is that the same distress responses may be stated differently as a re sult of cultural cues, language variances, and changes in experience.In addition, the American Psychiatric Association (1994) notes that some examples of cultural structuring and or human behavior knowledge regarding illnesses are stated in Western classification systems more commonly known as the DSM. Thus, the challenge to categorize culture bound syndromes, whether as diverse syndromes or as part of an already categorized illness, is an activity that is inseparably tied to a certain culture. as well as it has been suggested the ways that cultures and their social methods can limit the expansion of an internationally valid system of identification.Guarnaccia and Rogler (1999) suggests that classification of culture-bound syndromes are better than recording symptoms due to the fact that examining the stage setting and symbolic structure of cultural reactions yield a better turnout. The main themes of most discussions over culture-bound syndromes is that such illnesses personalize symptom patterns that are somewhat linked in some significant way to the specific cultural setting in which they have occurred within.Because most of the syndromes are separate from the theoretical outlook of the Western medicine systems, they are quite often disregarded in serious analyses and therefore are carelessly overlooked for helpful mediations. These disorders appear to reside in a figurative twilight zone of psychiatric diagnosis and are viewed as highly mysterious. To nearly everyone, the behavior and outlooks common to ones own culture seem natural and/or rational in most parts, while those derived from other cultures appear abnormal, culture-specific, or arising from irregular conditions.Most clinicians are more than belike to think through the justification of culture when presenting a patients problem, especially when he or she is from a cultural setting other than the clinicians own. However, cultural factors are a considerable part of every disorder and expressive in the outlook of specific components. Nonetheless, all psychiatric illnesses are culture bound to a certain degree. The divisions of psychiatric illnesses of culture-bound syndromes are those found only in inadequate cultural areas.Though culture does shape all illness behavior, it is constantly hypothetically informative to ask why any given syndrome appears to be present or not in a given culture. In recent years, the mindfulness of cultural diversity and of the role of culture in all illnesses has greatly been improved. Because of the interpretations into the relationships between individual psychopathology and culturally firm practices and beliefs that the study of culture-bound syndromes offers, an affaire in these syndromes has grown greatly over the past several years.Health educators in dealing with culture-bound syndromes would be able to help Center for Disease Control officials in many aspects. Since culture-bound syndromes are very common among many cultures around t he world, health educators who deal with particular syndromes could help assess and implement many programs that can help with assessing many syndromes that afflict many cultures throughout the world. In a classroom setting, health educators can teach students how to spot syndromes and treat them to an extent in which helps their particular culture, community or society.Health education programs that are use within colleges and universities can stress that culture-bound syndromes are very serious and need to be treated like any other mental health disease that we as educators deal with and try to diagnose every day. I believe that policies and procedures that are already implemented within our culture are doing a good job in trying to handle culture-bound syndromes. Educationally, I believe that there are definitely some great programs that try to help with identifying and dealing with culture-bound syndromes.References American Psychiatric Association (APA). 1994). Diagnostic and Statistical Manual of Mental Disorders, Fourth fluctuation DSM-IV. Washington, DC. Bernstein, R. L. , & Gaw, A. C. (1990). Koro proposed classification for DSM-IV. American Journal of Psychiatry, 147, 1670-1674. Guarnaccia, P. J. , & Rogler, L. H. (1999). Research on culture-bound syndromes New directions. American Journal of Psychiatry, 156(9), 1322-1327. Hall, T. M. (2008). Culture-bound syndromes in China. Retrieved from http//homepage. mac. com/mccajor/cbs. html LaVeist, T. A. , & Thomas, D. (2005). Mental health. In T. A. LaVeist (Ed. Minority populations and health An introduction to health disparities in the United States (pp. 83-107). San Francisco, CA Jossey-Bass. Levine, R. E. , & Gaw, A. C. (1995). Culture-bound syndromes. Psychiatry Clinic North America, 18, 523-536. World Health Organization (WHO). (1992). International Classification of Diseases, 10th Edition (ICD-10) Classification of mental and behavioral disorders. Geneva, Switzerland. Simons, R. C. , & amp Hughes, C. C. (1985). The culture-bound syndromes Folk illnesses of psychiatric and anthropological interest. Dordrecht, Netherlands.

Assessment of Learning Essay

estimate for schooling and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the situation bemuse assessment in comprehensive Settings in similitude to the application of the concept of sound judgement for didactics to pupils with superfluous educational requisites (SEN). A signifi dejectiont aspect of inclusive assessment in do that emerged from the on-going discussions with jump out Experts was the concept of estimation for development.References to this concept feces be found in the majority of intention Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, legal opinion for education can be seen as a qualitative type of assessment procedures. This type of assessment as well referred to as constructive or on-going assessment is usu tout ensembley carried out in classrooms by class teachers and profe ssionals that transaction with the class teacher. It usually refers to assessment procedures that inform teachers approximately pupils acquisition and guides them in planning the next stairs in teaching.As a central task within the second phase of the chest drop, a decision was taken to explore in more depth the concept of judicial decision for accomplishment and how this can be applied to assessment in inclusive settings. Two activities were conducted A review of available literary works considering the concept. This was a short review of English language materials (please see the reference list at the overthrow of this document) Discussions with all pouch Experts. Information from the initial review of available literature was presented to childbed Experts as a stimulus for their discussions.This led to the Experts being asked to forge on the inequalitys between perspicacity for information (formative, ongoing assessment) and legal opinion of Learning (summativ e assessment) using the following parameters PARAMETERS PURPOSE GOALS sound judgement FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and tuition Promotes further steps in learning Focuses on up(a) Develops pupils skills of reflection Collection of information about what has been achieved (a record of marks) Comp atomic number 18s withtargets that have been pre-established.Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils P arnts Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan .Adapted from Harlen (2007a) The key difference between judging for Learning and estimation of Learning can be identified as the purpose for which teachers and otherwise professionals gather depict of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to prevent in mind that perspicacity for Learning aims at improving learning Assessment of Learning aims at ensuring accountability (of schools and teachers). Assessment for Learning explores the likely for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning) Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation.The actors involved in Assessment for Learning ar able to provide insights into get along that a pupil has achieved and how the school contributed to this development the actors involved in Ass essment of Learning include professionals who atomic number 18 external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may non ever so know the school con textual matter and life in the necessary detail to provide insights into pupil learning.Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the all important(p) element in understanding the potential difference between the use of the term Assessment for Learning ordinaryly by educators as it is most a lot utilize for poser within the run into Country Reports and the use of the term within a interrogation context. Overall, Assessment for Learning is concerned with collecting test about learning that is used to adapt teaching and plan next steps in learning.Evidence 2 www. european-agency. org about learning is crucial as it indicates if on that point has been a shift (o r not) in a pupils learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also grownup them information on how they may have learned it and how best they can learn in the future.The feedback provided during Assessment for Learning contributes to a pupils reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is oftentimes described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive feedback intertwine with their teachers.The essential aim of employing the feedback loop topology within Assessment for Learning is to promote pupils meta-cognition that is their own understanding of no t just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment right multitude (2002) who describe Assessment for Learning as the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.(Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils own understanding of how learning is taking broadcast and how it can be authentic. This is particularly pertinent as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the whimsy of Assessment as Learning in Western and northerly Canadian Protocol for Collaboration in Education, 2006).These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (t hat is as in the image Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN.Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997 Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3 pupils themselves.Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN?If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning a relevant concept The most main outcome emerging from the discussions of the Project Experts is the system that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is n ot whether Assessment for Learning can be applied to pupils with special educational needs, but instead how it can be applied.However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most strict needs. In particular, engaging pupils with profound and multiple learning difficulties in the feedback loop was seen as being challenging. However, project experts reflections on this potential difficulty can be summed up as follows students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment.Assessment for Learning methods and tools In relation to tools for Assessment for Learning, Project Experts feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential me thods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil.4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation.Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for stud ents with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil fundamental interaction that occurs in the Assessment for Learning feedback loop.Project Experts indicated that questioning pupils with SEN is also possible and necessary but only if the questions are framed in a way that allows pupils to have enough time to answer (the wait time) and if different stimuli to entertain questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered In addition, Project Experts also indicated that the portfolio if complemented with other information, for example the pupils IEP or specialist therapeutic programmes could be a tool for dialogue with other professionals and parents.Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularl y self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000).Assessment for Learning implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for engineer and deputy school managers to monitor planning and assessment more home/school diaries, informal chats reviews, send for calls. www. european-agency. org 5.School managers a re crucial actors for the development of an organisational ethos that recognises pupils involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils.Conclusions All of the contributions from the project experts were unhurt the concept of Assessment for Learning as currently understood by countries, but most importantly for this debate also as described in the research literature is valid for all pupils including those with SEN. From the discussions held with Project Experts, this proposition can be developed further Assessment for Learning concerns all pupils and from an inclusive side there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils requirements.Building on this assertion, four main findings can be highlighted 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils reflection on their own learning (i. e. the interaction between the pupil and teacher during the feedback loop).For pupils who use alternative forms of communication this feedback process cannot operate in the traditional language based wa y. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented for example belt up observation in structured situations which allows teachers to assess pupils likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstreamsettings to improve educational provision for all pupils.In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupils full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point.More detailed examination research a nd also the wider scattering of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe.For the full text of this paper including direct quotations from Project Experts relating to the key findings please go to http//www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning Beyond the Black Box. Cambridge University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation Electronic source available online athttp//www. qca.or g. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box Raising Standards through Classroom Assessment London Kings College. Harlen, W. (2007a) Assessment of Learning. London Sage. Harlen, W. (2007b) The Quality of Learning assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al.(1997) Effects of task-focused goals on low-achieving students with and without learning disabilities American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Bi rmingham Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning why, what and how. London Institute of Education, University of London.William, D. and Leahy, S. (2007) A theoretical foundation for formative assessment.In J. McMillan, H. (ed. ) Formative Classroom Assessment Theory into Practice (pp. 29-42). New York Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown righteousness of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.