English Literature Essays Shakespeares King Lear

English Literature Essays Shakespeares King Lear Select either two or three major speeches from the play King Lear (Shakespeare) and demonstrate, by close analysis, their relevance to issues in the play as a whole The two speeches I have selected from the play to conduct close analysis on are Lears speech in Act I Scene I (Lines 121 139) and Cordelias speech of Act V Scene VII (Lines 31-43). These two speeches are reflective of some of the strongest themes of the play: familial love, anger, wrath and, most of all perhaps, pride. The first speech is placed at the very beginning of the play just after Cordelia has refused to praise her father in the same over-effusive manner as her sisters, and Shakespeare conveys in a few short lines the almost uncontrollable anger of Lear: Lear: Peace kent! Come not between the dragon and his wrath. I love her most, and though to set my rest On her kind nursery We can note here the evocation of the dragon which, as Harold Bloom (1987: 90) tells us, is not only symbolic of the male, paternal anger but of the monarchy itself and recalls the Englishness of St. George. As if metonymic with the entire play, this symbol of royal wrath and anger is twinned with an image of childish reliance the nursery. The next lines however reverse this image juxtaposition as the aggressor, in the form Lear the dragon, is painted as the victim: Hence, and avoid my sight! So be my grave my peace, as here I give Her fathers heart from her.! The knot of guilt and innocence is one that recurs throughout the entire play but it is first suggested in this speech; for instance in the lines: Call Burgundy, Cornwall and Albany, With my two daughters dowers digest this third: Let pride, which she calls plainness marry her. We witness here what Freud called projection (1991: 213) or the imbuing of an emotion or character trait onto another person; it is Lears pride that we really see here, and Lears anger that dominates the entire first section of the play but the character himself deflects that onto the figure of his youngest daughter. Linguistically, the speech is suffused with exclamations (especially the first six lines) and the rhythms and lines themselves are short and staccato. There is also an alliterative use of harsh consonant sounds, for instance in the line my two daughters dowers digest this third (Act I, Scene I, Line 128) or The sway, revenue, execution of the rest (Act I, Scene I, Line 137). This sets Lears character as one that is unbending and proud; an important facet of the plays later narrative where his harmartia (to use Aristotles (1965) term) in the form of his paternal pride, is revealed and reversed. The speech ends with a foreshadowing of the narrative of the whole play: Beloved sons, be yours; which to confirm, This coronet part betwixt you. Here, Lear unconsciously evokes the rending apart of territory as he sets in motion the fissures and fractures in the fabric of the monarchy that the play examines. The speech by Codelia in Act V in many ways represents the reverse of Lears. It is here that Shakespeare underlines the notion of familial loyalty, of constancy and of love and comes after Cordelia has reiterated her dedication for her father. Had you not been their father, these white flakes Had challenged pity on them. Was this face To be opposed against the warring winds Straight away we can notice the change in tone here, the repetition of Ds, Vs and Rs in Lears speech has been changed to Fs and Ws, creating a more sonorous timbre evocative of Cordelias gentle nature and the spirit of reconciliation that runs throughout her speech. The imagery Shakespeare uses here is reflective of the mimetic use of Nature throughout the rest of the play; Cordelia mentions the winds, the dread-bolted thunder (Act I, Scene VII, Line 34), and the quick, cross lightening (Act I, Scene VII, Line 36) all of which reminds us of Lears exile on the moors and the suggestion that this represents, for Shakespeare, the uncontrollable forces of fate. As Jay Halio (2001: 37-38) suggests, the loss of control that is symbolically evoked by the image of Nature, is a result of the splitting of the Kingdom, that we have already looked with the Lear speech of Act I and only resolves itself at this precise point in the play. The latter parts of the speech hint at Cordelias role as a restorative force; she literally makes her father human again after the treatment he is given by her sisters: Mine enemys dog, Though he had bit me, should have stood that night Against my fire; and wast thou fain, poor father, To hovel thee with swine, and rogues forlorn, In short and musty straw? Here Shakespeare layers image upon image of baseness and animality to suggest not only how far the King has been reduced but also how true and loyal Cordelia is. In the two speeches we have looked at here, we have seen many of the themes of King Lear and also some the plays complexity. The play is, at once we could assert, concerned with both pride and constancy, anger and gentleness, wrath and restoration and the two speeches I have selected show this in microcosm. Each one also represents important points in the character development of Lear himself; his initial rebuke of his daughter evoking the false pride of the all too powerful monarch and Cordelias speech prompting his character reversal. A close analysis of these two speeches reveals just how Shakespeare weaves grand themes and narratives into the very fabric, the very minutiae of his text, evoking in an audience an almost subconscious appreciation of philosophical and thematic intents. Works Cited Aristotle (1965), The Poetics, London: Penguin Bloom, Harold (1987), William Shakespeares King Lear, New York: Random House Freud, Sigmund (1991), The Essentials of Psychoanalysis, (London: Penguin Halio, Jay (2001), King Lear: A Guide to the Play, London: Greenwood Press Shakespeare, William (1982), King Lear, published in The Tragedies, London: Aurora pp.218-239

Macbeth and Lady Macbeth are Not Evil Essay -- GCSE Coursework Macbeth

Macbeth and Lady Macbeth are Not Evil Macbeth and Lady Macbeth are good people with poor judgment. It is unfair for Malcolm to describe them as "this dead butcher and his fiend - like queen". In the beginning they are a respected couple sharing a loving relationship. Their downfall is not due to evil, but caused by their ambition for Macbeth, sparked by the witches' prophecy. Macbeth's indecision on whether or not to kill Duncan, and Lady Macbeth's begging of the spirits to take away her feminine qualities, demonstrate that ruthlessness does not come easily to them. Macbeth is a Scottish nobleman and important kinsman of King Duncan, whose devising and heroic leadership of a winning tactic in a battle show his talent, courage and loyalty to his country. He is well respected, and after his feat of braveness, Duncan believes him worthy to receive the title of Thane of Cawdor, which is a huge honour to Macbeth. The problem with this, though, is that it helps to spark his ambition, which, we find later, is his tragic flaw. Lady Macbeth is a loyal wife with ambitions for her husband. She believes that Macbeth deserves to be King, but thinks that he is too nice to do anything about it. She does not think that he could kill Duncan on his own. She is supportive of Macbeth, and is willing to do what she can to help him get what he wants. She is basically a caring and loving person, though, so she pleads with the Spirits to take away her tenderness and femininity and make her ruthless: " Come, you spirits that tend on mortal thoughts, unsex me here, and fill me, from the crown to the toe, top full of direst cruelty." (I.v.38-41). This evidence on Macbeth and Lady Macbeth proves that, at the beginning of the play, they are bo... ...omen Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997. Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964. Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993. Schlegel, August Wilhelm. Criticism on Shakespeare s Tragedies . A Course of Lectures on Dramatic Art and Literature. London: AMS Press, Inc., 1965. Shakespeare, William. Tragedy of Macbeth . Ed. Barbara Mowat and Paul Warstine. New York: Washington Press, 1992. Steevens, George. Shakespeare, The Critical Heritage. Vol. 6. London: Routledge & Kegan Paul, 1981. Wills, Gary. Lady Macbeth and Evil. Oxford: Oxford University Press, 1998.

Emergency management Essay

The safety of child will always be my number one priority. I will always try my best to protect children in my care from hurting themselves, however, accidents do happen. My premises have been checked and they meet the requirements of the Early Years Foundation Stage in England. I also regularly review, update and practise my safety routines, including fire drills. As a registered childminder, I am legally required to have a valid first-aid certificate. I can administer basic first-aid treatment, and my first-aid box is clearly labelled and easily accessible. It is stored in my utility room. Parent contact numbers are with the first-aid box. †¢ I hold written permission from parents in Childs Record Folder to seek emergency treatment for their child if it is needed. †¢ All accidents will be recorded in an accident book. †¢ As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. A NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. I also have an arrangement with another registered childminder to provide emergency back-up cover if necessary. In the event of an accident whilst child in my care: †¢ First, I will reassure the injured child while making sure that the other children in my care are safe. This may mean strapping a baby in a buggy or sitting an older child somewhere where I can see them. †¢ Then, if possible, I will deal with the accident. If not, I will ring 999 for help. †¢ If I have to accompany or take a child to hospital, I will either take the other children with me, or call my emergency back-up cover. This will be another registered childminder or known responsible adult. These people will be known to you (please see below) If there is an accident or emergency, my emergency back-up cover may contact you and you will be expected to collect your child straight away. If I manage to deal with the accident myself, then I will tell the affected child’s parents immediately. If I accompany or take a child to hospital, I will contact their parents and ask them to meet me at the hospital. If I have an accident, I will get the nearest responsible adult to help, while my emergency back-up people are being contacted. After every accident, however minor I will: †¢ Record in my accident book †¢ Ask you to sign the report and then provide you with a copy If the incident requires any medical treatment: †¢ Inform Ofsted within 14 days of an incident occurring †¢ Inform my Insurance †¢ Contact the NCMA for advice/support In the event of an accident in the Childs home: †¢ Parents must inform me on child arrival of any accident at home and record it in the back of the accident book. †¢ If I will see an evidence of injury on a child which has not occurred whilst in my care and has not been reported to me, parents will be asked for information on the incident and instructed to write in the accident book I will do my best at all times to make sure the children in my care are safe, reassured and kept calm. Emergency back-up cover |Back-up registered childminder |Known responsible adult I have read and understand the Accident and emergency policy. I give my permission for the named emergency back-up people to have my contact details for use in an emergency. I give permission for my child ________________________ to be taken to hospital and be given emergency treatment providing every effort has been made to contact me. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for review | 27/07/2012 | Illness and emergencies policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home. It is my policy to keep children safe when they are in my care, promote good health and take necessary steps to prevent the spread of infection within my childcare setting: †¢ I will promote hand-washing in warm soapy water before eating or handling food and after using the toilet †¢ Each child will also have access to kitchen towel, which I will provide for each child under my care †¢ I will promote the use of tissues for children with coughs and minor colds †¢ All children in my setting who are excluded due to having an illness or an infectious disease such as a severe cold or stomach upset will not be allowed to return until they have been free from illness for 48 hours. This is in order to minimise the risk of the transmission of an infection to other children, myself or members of my family †¢ If a child arrives at my setting with a disease or illness I believe to be infectious or that poses a risk to the other children in the setting or myself I will expect the child not to attend my setting until they have been well for the recommended period of time (In accordance with the contract agreed with parents I expect to be paid for the child’s place even if they are excluded from my setting due to an illness or infectious disease) Children and babies can often become unwell with very little warning, if this happened whilst child in my care: †¢ I will contact you and expect you to pick up your child immediately and not return to the setting until your child well again †¢ If you cannot then an emergency contact will be called instead †¢ All parents are expected to provide emergency contact numbers other than their own in case they are unavailable to come and collect their child themselves I will inform the parents of the other children in my setting if there a child I care for has a diagnosed infectious disease If I, or one of the members of my family have a confirmed infectious disease, I will inform you as soon as I am able. (As I will not be able to offer my childminding service I will not charge you for the time the service is unavailable, as agreed with you in our contract) I am happy to care for a child with common coughs and colds providing they can join in with a normal day and do not need medication I will not accept a child with a high temperature as this is usually the first sign of illness and a very high temperature can sometimes lead to convulsions (Please do not bring your child if they are obviously ill as I will refuse care. Remember that I will not be able to give your child the extra atten tion that they need whilst care for other children.) I will ensure Ofsted is notified of any serious accident, illness or injury to any child whilst in my care, and the action taken in respect of it. Notification must be made as soon as is reasonably practicable, but in any event within fourteen days of the incident occurring. If you knowingly bring your child when ill this is a breach of contract and trust and in serious cases could result in termination of our contract By signing this policy you are agree that you have read and adhere to Illness and emergencies policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Behaviour policy Behaviour policy statement: I aim to offer a quality childcare service for children and parents. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in my care. †¢ By providing a happy, safe environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up. †¢ I do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care. †¢ I endorse positive discipline as a more effective way of setting boundaries for children. Behaviour Procedure: †¢ I keep up to date with behaviour management issues and relevant legislation by taking regular training from NCMA and Early Years Service and by reading relevant publications, such as Who Minds? †¢ I agree methods to manage children’s behaviour with parents before the placement starts. These are discussed with parents during initial visits before the contract is signed to ensure appropriate care can be provided. A copy of the house rules will be given to the parent to encourage positive behaviour. †¢ Wherever possible I try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. †¢ I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. †¢ I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present. If I do not share the same first language as the child’s parent, I will find a way of communicating effectively with them. This may include seeking guidance from the local early years team. †¢ I work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. †¢ I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. †¢ All significant incidents are recorded in an incident book and will be shared and discussed with the parents of the child concerned so that together we can work to resolve any behavioural issues. †¢ From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents. †¢ Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. †¢ I encourage responsibility by talking to children about choices and their possible consequences. †¢ I aim to be firm and consistent so that children know and feel secure within the boundaries I set. †¢ I will respond positively to children who constantly seek att ention or are disruptive. †¢ I will help children maintain their self-esteem by showing I disapprove of their bad behaviour not the child themselves. I encourage appropriate behaviour by: †¢ Setting a good example, I aim to be a positive role model as children copy what they see. Children learn values and behaviour from adults. †¢ I readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that I value the child and it helps to build their self esteem. †¢ I praise children to their parents and other people when they have behaved as expected. †¢ I try to be consistent when saying â€Å"no† and explain reasons why it is not appropriate and considered unwanted behaviour. †¢ My expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child. †¢ I try to involving children in setting and agreeing house rules. Children are guided away from doing things which: †¢ Are dangerous or hurtful or offensive to someone else †¢ Are dangerous to the child †¢ Will make the child unwelcome or unacceptable to other people †¢ Damage other people’s property. By signing this policy you are agree that you have read and agree with my behaviour policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Safeguarding policy Safeguarding policy statement: My first responsibility and priority is towards the children in my care. If I have any cause for concern I will report it, following the local Safeguarding Children Board procedures in England. I understand that child abuse can be physical, sexual, emotional, neglect or a mixture of these. I must notify Ofsted in England of any allegations of abuse, which are alleged to have taken place while the child is in my care. Procedure: †¢ I keep up to date with child protection issues and relevant legislation by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. †¢ I have copies of, and am familiar with, the local Safeguarding Children Board procedures. Every six months I check that I have the latest version of the relevant procedures. †¢ I have a copy of the relevant booklets and guidance; I have read them and understand them. If I am concerned about a child’s welfare, I may contact the local authority, the NSPCC, the National Childminding Association (NCMA), or other relevant support services for advice, providing this does not affect confidentiality. Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information. Parents must notify me of any concerns they have about their child and any accidents, incidents or injuries affecting the child, which will be recorded. I work together with parents to make sure the care of their child is consistent. If I notice: †¢ significant changes in behaviour †¢ unexpected bruising or marks †¢ any comments made which give me cause for concern †¢ deterioration in general wellbeing which causes concern I will implement the local Safeguarding Children Board (LSCB) procedures in England, without delay to minimise any risk to the child. I will call the local social services’ duty desk and follow it up with a letter within 48 hours. I will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk. The national standards for registered childminders in England and Wales require me to let Ofsted know of any concerns that I have reported without delay. If a child tells me that they or another child is being abused, I will: †¢ Show that I have heard what they are saying, and that I take their allegations seriously †¢ Encourage the child to talk, but I will not prompt them or ask them leading questions. I will not interrupt when a child is recalling significant events and will not make a child repeat their account †¢ Explain what actions I must take, in a way that is appropriate to the age and understanding of the child †¢ Write down what I have been told using exact words where possible †¢ Make a note of the date, time, place and people who were present at the discussion †¢ Then report my concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation. If an allegation is made against me, I will report it to Ofsted and social services following the Safeguarding Children Board procedures in England. I will also contact NCMA’s safeguarding children service on for advice and support. In all instances I will record: †¢ Child’s full name and address †¢ Date and time of the record †¢ Factual details of the concern, for example bruising, what the child said, who was present †¢ Details of any previous concerns †¢ Details of any explanations from the parents †¢ Any action taken such as speaking to parents. It is not my responsibility to attempt to investigate the situation myself. By signing this policy you are agree that you have read and agree with my Safeguarding Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Useful telephone numbers NCMA allegations and complaints service for anyone concerned about the welfare of a child 0845 880 0044 NCMA Safeguarding Children Service 0845 880 0044 NSPCC child protection helpline – 24-hour helpline for people worried about a child 0808 800 5000 Equal Opportunities Policy Equal opportunities statement: I always aim to offer a quality childcare. I give all children in my care the opportunity to reach their full potential. Sometimes this means adapting an activity to the child’s ability and stage of development, providing additional resources or giving one child more attention and support than others during a particular activity or routine. I value and respect the different racial origins, religions, cultures and languages in a multi-ethnic society valuing all children equally, and treating each with equal concern and without discrimination. All children in my care are given the opportunity to play with all the toys (subject to health and safety with children under 3 years of age). No toys are just for girls or just for boys. I try to ensure my toys reflect positive images of children and people from different cultures and with different abilities. I have toys and resources that challenge stereotypical ideas on what careers are open to men and women. Equal Opportunities procedure: No child in my care will be discriminated against in anyway, whether for their skin colour, culture, gender, ability or religion. I will challenge any remarks that I feel are inappropriate. I will make sure that I actively promote equality of opportunity and anti discriminatory practices for all children: †¢ I encourage the children in my care to learn more about their own culture and to find out about the culture and religions of other children. We do in this in a fun way through sharing books, colouring sheets, cooking and eating food from around the world and celebrating special festivals. I provide resources such as woks and chopsticks, dressing up clothes, crayons and pencils. †¢ I encourage the children to develop a healthy respect of each other’s differences and to value everyone as an individual. †¢ I encourage Parents to share with us any festivals, special occasions or artefacts, which may enhance the children’s learning and understanding. By signing this policy you are agree that you have read and agree with my Equal Opportunities Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Emergency Evacuation Procedure In order to keep the children and myself safe I have developed the following procedure to evacuate my home in the event of an emergency. This may be as a result of a fire, flooding, gas leak etc. The children will regularly practice the evacuation procedure with me so they will not be alarmed in the event of the situation being real. Practices will be carried out on different days of the week to ensure all children practice and the details recorded in the evacuation log. †¢ Sound the alarm (this is a whistle) †¢ Evacuate the children using the safest and nearest exit available (Babies and toddlers will be carried to safety) †¢ Take: o Attendance Record for the day o Contact numbers o Mobile phone †¢ Assemble across the road from the house (at the end of the garden if leaving via the rear of the house) †¢ Contact the emergency services †¢ Comfort and reassure the children †¢ Arrange safe place for the children to stay until parents can collect them †¢ Follow the instructions of the Emergency Services †¢ Do not return to the building until the Emergency Services have declared it safe to do so Unexpected Closure of Childminding Service I will do my best to provide a service for the hours and times that I have been contracted to work however very occasionally it may be necessary to close my childminding service. This may be as a result of me being unwell and therefore unable to work. If I have a cough or a cold I will continue to work, however if my illness is contagious then I will not be able to work, until I know I can not pass on the infection to the children or their parents. I will try to provide as much notice as possible if I am unable to work. There may be other occasions when I am unable to provide a service, for example: †¢ Following emergency evacuation of my premises (see evacuation policy) †¢ Loss of power to my home †¢ Mains water turned off †¢ Heating broken †¢ Flooding †¢ Medical emergency for myself or a member of my immediate family †¢ Death within the family I will advise parents as soon as I can if I am unable to provide a service. I will work with parents where possible to find temporary emergency childcare from amongst local childminders. I will not charge you if I am unable to provide a service. Childminding Safety On Outings Policy When taking Children on Outings it is essential that proper planning is done to ensure the safety of all children involved. I obtain written parental permission for all routine and special outings. I inform parents of any planned special trips for example to the coast or a local farm. I ensure that I take with me everything I may need, emergency Contact cards for the children, First Aid Kit, Nappies and changing bag (if required) spare clothes, mobile phone, drinks and a healthy snack. I have developed plans on what to do in the event of an emergency. I carry a contact card for each child. I have also a card on me that explains that I am a registered Childminder. I will make sure to organise outings to fit in with the needs of the children, and ensure that I have the necessary equipment and resources to keep them safe. Olly’s house rules My workplace is also my family home and I would expect all adults and children that I welcome in my home to treat me, my family and my belongings with respect. I have a few house rules that all children will be taught and expected to follow whilst in my home. This is for the safety and well being of everyone. †¢ We keep our coats, shoes and belongings tidied away †¢ Adults/Children leave dirty or muddy shoes at the door †¢ We wash hands after going to the toilet/touching the animals/before and after eating †¢ We like eating our meals at the table †¢ We walk in the house (Running, jumping, throwing, fighting or wrestling we enjoy when we play outdoor) †¢ Older children not allowed pick up babies or toddlers †¢ We say please, thank you and sorry when needed †¢ We will be kind to each other and look after each other †¢ We play nicely with the toys †¢ Sharing is a good thing to do and good manners should be used at all times †¢ We all walking together hading hands when out and about †¢ And we remember to have fun!!! (

Comparing Thoreaus Civil Disobedience and Orwells 1984...

Civil Disobedience and 1984 In Orwell’s 1984, the government is all controlling, all manipulative, and all knowing. They maintain every aspect of their member’s lives and monitor them constantly. Conversely, in the context of Civil Disobedience, the government is a form of direct democracy. People have their right to vote and the right to openly express their opinions. The main character of 1984 lives in constant fear of his government while Thoreau argues with his and suggests a variety of ways to cause reformation, he has the freedom of expression much unlike Winston. This is an essential point when trying to suggest any of Thoreau’s ideas to reform 1984 socialistic government. There is also no hope of rebellion from actual party†¦show more content†¦Being a member of the Party, Winston must maintain constant loyalty to the government, or at the very least, sustain the appearance that he does. â€Å"A Party member lives from birth to death under the eye of the Thought Police. Even when he is alone he can be sure that he is alone.† (Orwell, p. 210) With the incorporation of spies along with Telescreens, Winston has no true privacy. He couldn’t decide to completely or even remotely remove himself from the government because he would immediately be caught by the Thought Police. Not only that, but he continues the unjust action of rewriting and reworking pieces of media to accommodate the need for Big Brother to always be right. This is his government job and with he that, he works for a cause he stands against. The idea of disassociating oneself from the Party is irrational, their government supplies food, clothing, housing, and a purpos e. Although the war is a huge faux to maintain all its members with poverty, they are still dependant of the Party to survive. To leave the Party is to openly admit Thought Crime—the same as committing suicide . When Winston and Julia are captured by the Thought Police and sent to the Ministry of Love, one assumes they shall soon endure ruthless torture before being killed, but that is not truly the case. The two

About the U.S. Department of Justice (DOJ)

The United States Department of Justice (DOJ), also known as the Justice Department, is a Cabinet-level department in the executive branch of the U.S. federal government. The Justice Department is responsible for enforcing the laws enacted by Congress, administration of the U.S. justice system, and ensuring that the civil and constitutional rights of all Americans are upheld. The DOJ was established in 1870, during the administration of President Ulysses S. Grant, and spent its early years prosecuting members of the Ku Klux Klan. The DOJ oversees the activities of multiple federal law enforcement agencies including the Federal Bureau of Investigation (FBI) and the Drug Enforcement Administration (DEA). The DOJ represents and defends the U.S. government’s position in legal proceedings, including cases heard by the Supreme Court. The DOJ also investigates cases of financial fraud, administers the federal prison system, and reviews the actions of local law enforcement agencies according to the provisions of the Violent Crime Control and Law Enforcement Act of 1994. In addition, the DOJ oversees the actions of the 93 U.S. Attorneys who represent the federal government in courtrooms nationwide. Organization and History The Department of Justice is headed by the United States Attorney General, who is nominated by the President of the United States and must be confirmed by a majority vote of the U.S. Senate. The Attorney General is a member of the President’s Cabinet. At first, a one-person, part-time job, the position of Attorney General was established by the Judiciary Act of 1789. At the time, the duties of the Attorney General were limited to providing legal advice to the president and Congress. Until 1853, the Attorney General, as a part-time employee, was paid substantially less than the other Cabinet members. As a result, those early Attorneys General typically supplemented their salary by continuing to conduct their own private law practices, often representing paying clients before state and local courts in both civil and criminal cases. In 1830 and again in 1846, various members of Congress tried to make the Attorney Generals Office a full-time position. Finally, in 1869, Congress considered and passed a bill creating a Department of Justice to be headed by a full-time Attorney General. President Grant signed the bill into law on June 22, 1870, and the Department of Justice officially began operations on July 1, 1870. Appointed by President Grant, Amos T. Akerman served as America’s first Attorney General and used his position to vigorously pursue and prosecute Ku Klux Klan members. During President Grants first term alone, the Justice Department had issued indictments against Klan members, with over 550 convictions. In 1871, those numbers increased to 3,000 indictments and 600 convictions. The 1869 law that created the Department of Justice also increased the Attorney Generals responsibilities to include the supervision of all United States Attorneys, the prosecution of all federal crimes, and the exclusive representation of the United States in all court actions. The law also permanently barred the federal government from using private lawyers and created the office of Solicitor General to represent the government before the Supreme Court. In 1884, control of the federal prison system was transferred to the Justice Department from the Department of the Interior. In 1887, enactment of the Interstate Commerce Act gave the Justice Department responsibility for some law enforcement functions. In 1933, President Franklin D. Roosevelt issued an executive order giving the Justice Department responsibility for defending the United States against claims and demands filed against the government. Mission Statement The mission of the Attorney General and the U.S. Attorneys is: â€Å"To enforce the law and defend the interests of the United States according to the law; to ensure public safety against threats foreign and domestic; to provide federal leadership in preventing and controlling crime; to seek just punishment for those guilty of unlawful behavior; and to ensure fair and impartial administration of justice for all Americans.†

Educating Children With Special Educational Needs

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance. Working with SEN/disabilities: All settings are responsible for ensuring that children with special educational needs or disabilities (SEND) have their needs met. This usually means adapting the environment and resources to meet children’s needs. (Where the need arises Lynmore Nursery may also employ an additional member of staff). Sometimes the extent of a child’s needs is not clear until they start at the setting. The EYFS framework makes it clear that settings must think ahead of the arrival of children with specialist needs and seek appropriate support and help for both the child and family. Lynmore Nursery , like other settings have the following policies in place – SEN, Inclusion and Equality Opportunity policies in place, with procedures for access and support for children with specific needs. Lynmore Nursery has a designated special educational needs coordinator (SENCO) – the manager who is responsibility for children with specialist needs. The SENCO’s refers children to specialists with parental permission and advising parents of additional support in the area, such as support groups. Working with parents and carers: Lynmore Nursery tries to include parents and carers in their children’s learning andShow MoreRelatedSpecial Education: a Look at the History1279 Words   |  6 PagesSpecial Education: A Look at the History Tracy Len Baier November 23, 2011 Abstract The purpose of this paper is to address the historical landmarks and legislation that have formed and created our current special education system. 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A Fight for Survival free essay sample

She tried to encourage the tributes to be happy about being chosen; that it is somewhat of an honor to be selected to participate in the Hunger Games, yet was unsuccessful. The Hunger Games is the first book in an amazing trilogy written by Suzanne Collins, that follows the story of Katniss Everdeen and how she survives The Hunger Games. The Hunger Games is an annual tournament where the Capitol randomly picks one female and one male from each district to compete against one another for survival. Katniss follows the Hero’s Journey in The Hunger Games because she met her Mentor, was Tested and made Allies and Enemies, and went through an Ordeal. When the Hero meets the Mentor she is looking to gain confidence, insight, advice, or training for the Ordeal. The Hero also seeks experience and wisdom from her Mentor. A Mentor in The Hunger Games is the victor of the previous or past Hunger Games who is meant to train the tributes from their district to survive. Haymitch, the last living victor of District 12, becomes the official Mentor of Katniss and Peeta. He tells them to get the people of the Capitol to like them so they can gather sponsors, who will give sponsor gifts during the Hungers Games. Haymitch mentions that even the simplest things could save them. Before the Hunger Games began, Haymitch tells Katniss and Peeta to stay alive and not to go to the cornucopia; to go to high grounds and to find water. If she steps off the pedestal before the Hunger Games begin, bombs will go off (The Hunger Games). At one point in the story, Katniss was burned and needed medicine. Haymitch tried to get her some sponsors so they can give her gifts that will help her heal; in this case Haymitch managed to convince a sponsor to send Katniss some medicine (The Hunger Games). Not only did Katniss meet her Mentor, another part of The Hero’s Journey that Katniss followed next was the Tests, Allies, and Enemies. As the movie progresses, Katniss is tested in many different ways that will show her who she can trust and who she cannot. Katniss, along with the other tributes, were tested based on their training scores, their first mpression, and their performances during The Hunger Games. Katniss impressed the sponsors during her training and scored an eleven. Cinna, her stylist and probably the most normal person Katniss meets in the Capitol, becomes her ally. He was there for Katniss when she admitted to him that she is afraid of not being able to impress anyone during her interview process. Cinna suggested that she should be herself and to imagine that she is ta lking to him instead (The Hunger Games). Another ally Katniss made was Rue, a 12 year old tribute from District 11. Their alliance began when Rue warned Katniss about the nest of tracker jackers; which helped Katniss get away from the other competitors who were surrounding her. Rue also helped Katniss blow up their enemy’s food and supplies; which resulted in Rue’s death (The Hunger Games). Katniss’s enemies are the other tributes of the Hunger Games. Her main enemy however, is Cato; a fearless, over confident District 2 tribute. Cato is the Shadow of the story. The Shadow does whatever he can to stop the Hero, Katniss, from succeeding. Katniss’s encounter with Cato and the other competitors, including Rue and Peeta, happens in the Ordeal, which is another step she follows in the Hero’s Journey. The Ordeal begins as soon as the cannons fire and the tributes step off the pedestal. Right off the bat, eleven out of the twenty-four tributes died. Katniss manages to survive and climbs up a tree to stay safe (The Hunger Games). Game-Makers are the people who control and manipulate The Hunger Games. They control the number of deaths, creates and designs the arena, as well as the animals that were generated. Game-Makers are the Threshold Guardians; providing tests and obstacles during the Hero’s Journey. An example of an obstacle is when the Game-makers created a fire to try and kill Katniss because she was too far away from any the other tributes and any danger. Katniss survives but was severely burned. Her mentor, Haymitch, tried to gather sponsors for her so they can send a sponsor gift. He succeeds and Katniss receives medicine to heal her burns (The Hunger Games). An announcement was made that two people may win the Hunger Games as long as they are from the same District. After Katniss and Peeta Mellark, the other Tribute of District 12, are caught up with each other, Katniss helps Peeta recover from his injuries. Peeta, in this story, is the Shape Shifter. The Hero never knows the true intentions of this character as he puts doubts in her mind and is never really on one side. An example is when Peeta was once allied with Cato and his small group, who were out to get all the other tributes, including Katniss. She was surrounded by Cato’s group and the only way she managed to escape was when she let a nest of tracker jackers fall over the group while they were asleep. These genetically altered wasps cause extreme hallucinations and are so deadly that they can cause death (The Hunger Games). Many of the tributes in Cato’s group died because of the tracker jackers and Katniss managed to get away with Peeta and Rue’s help. However, Katniss was stung and suffered with hallucinations, taking her a few days to recover. When Peeta was well enough to move on, after Katniss brought him medicine, the Game Makers created mutant dogs that chased the last three survivors, Peeta, Katniss and Cato, all to the Cornucopia. Cato, Katniss, and Peeta struggled on top of the Cornucopia as the mutant dogs tried to attack them. Cato tried to use Peeta to stop Katniss from killing him but failed, fell off the cornucopia, and died. Right then, an announcement was made that only one victor is allowed to survive. Katniss outsmarted the Game Makers and decides to commit suicide with Peeta and he agrees. Before the deed was done, the Game makers changed their mind and agreed to let both tributes of District 12 become the victors (The Hunger Games). Meeting the Mentor, being Tested and making Allies and Enemies, and going through an Ordeal was how Katniss Everdeen followed the Hero’s Journey in The Hunger Games. Her Mentor, Haymitch was successful in helping Katniss gather sponsors that may as well have saved her life. Allying herself with Rue and becoming the enemy of Cato was how Katniss followed The Tests, Allies, and Enemies step of The Hero’s Journey. Finally, going through an Ordeal where the Hero confronts her most difficult challenge and defeats the enemy; these three steps are how Katniss Everdeen followed the Hero’s Journey in The Hunger Games.