Have you had Your VSauce Today Essay Example | Topics and Well Written Essays - 750 words

Have you had Your VSauce Today - Essay Example The videos are narrated by the creator of Vsauce, Michael Stephens, in his signature style beginning each video with â€Å"Hi Vsauce!† Vsauce provides educational content that is beneficial to students as well as general online users. The content is always interesting and intriguing, and arouses the curiosity of the users. The videos are about topics most people think about but do not try to actively investigate them. Questions about dreams and alien life are used to elaborate scientific research and phenomena because people are naturally curious about these topics. Vsauce videos explain such topics and encourage students to learn about things that puzzle them. Some of the videos that offer such intriguing content are What if You were Born in Space? and Why do We Get Bored?. After watching these videos, viewers are able to enhance their knowledge. In addition, the videos inspire viewers to be more observant of their surroundings. The information in the videos helps students de velop greater interest in science and other subjects. Entertainment is one of the main distinguishing features of Vsauce. Michael Stephens appears as the narrator in all the videos and ensures that the viewer remains engaged from beginning to end. The videos uploaded on the channel are informative and provide scientific explanations to the viewer. However, they are packaged in a very different way from regular informational videos. The captions of the videos, for instance, are worded in the same way as feature stories and articles on mainstream websites. This feature helps to attract readers to the content and view the videos to be entertained. For example, a video titled How Many 5-Year Olds Could You Fight? explains concepts of force and power. Another video titled Guns in Space discusses important concepts of space, gravity, and motion. The video discusses the theories and concepts introduced by scientists such as Newton and Einstein. This strategy of combining information with e ntertainment is the reason why the videos receive a large number of hits. Just two years after its inception in 2010, Vsauce reached a subscription level of 1 million users. The tools used in the videos are effective at explaining the concepts vividly. The videos combine the use of animated diagrams and photographs to illustrate abstract concepts such as gravity and motion. Such use of animated diagrams is effective in explaining temporal features of a concept (Lowe, 168). At times, a comic effect is created to make apparently complex subjects seem interesting. For instance, a video entitled We Can’t Touch Anything uses diagrams and animation effectively to explain atomic structure and contact between two surfaces. Another video titled What Can You do Without a Brain? uses teaching aids as well as animated illustrations to explain brain anatomy and neurological processes. This feature distinguishes Vsauce from other online educational content because it is lively and engaging . It uses techniques other than background narration and text to make concepts more explicit to the viewer. Vsauce makes educational content accessible to the target audience. Accessibility is vital to the success of distance education (Burgstahler, Corrigan, & McCarter, 234). With several alternatives offering similar services in the print and electronic environment, it is important for content providers to reach out to the intended audience instead of expecting

Vanity Fair & Male Vanity Essay Example for Free

Vanity Fair Male Vanity Essay Through the course of history as gender relates to either sex, the flamboyance of either gender is dependent upon culture. The male birds of the Amazon are typically more colorful than their female counterparts, and their mating dance is very unique in its structure, and the female for her part does not have to ‘go through the loops’ of such ritual as the male does. This is true for other animals as well from the battle of rams to the dolphin fights in the ocean; the importance of strength and beauty has dominated the sexual history of animals. This is also true for the human race, and in no other culture and time in history as in the Victorian culture is the human male more ‘colorful’ than the female. The idea of vanity as it is expressed in Vanity Fair will be explored throughout this essay. William Makepeace Thackeray explores this concept in his characters and how vanity, or the ‘color’ of the male gender in the Victorian culture, is the motif of everyday living for such protagonists. This idea will be presented in this essay will textual support from Vanity Fair as well as Laura George’s article The Emergence of the Dandy and Russell A. Fraser’s Pernicious Casuistry: A Study of Character in Vanity Fair. Throughout the course of the novel, Thackeray employs the recurrent theme of the â€Å"dandy† or as George states, â€Å"†¦sparks, fops, beaux, swells, coxcombs, popinjays, macaroni, butterflies†¦Ã¢â‚¬  (George 2), a term that can be used to describe â€Å"men who aspire to be genteel. † The dandy was envisioned by a man who went by the name of George Beau Brummell, as George states, â€Å"†¦Brummell frequently represented all that was abjected by modern masculinity: love of fashion, of fabric, of the shape and cut of one’s clothes. Brummell himself bore a complex relationship to the emerging regime of masculine fashionable austerity† (George 1). By focusing upon this concept of the dandy and the effects it can have upon an individual’s personality, Thackeray decides to focus upon his male characters, Joseph Sedley and George Osborne, in particular. While the other characters within the novel are capable of accepting whatever amount of dandyism they might have, it is these two characters that remain transfixed upon their ability to maintain being dandy, which ultimately lead them to their unfortunate deaths. They were too consumed with thoughts about appearance both physically and socially to the extent it affected their ability to function in the world of â€Å"Vanity Fair†. In other words, these characters are seen being prime examples of how Thackeray’s novel is concerned with how each â€Å"character’s presentation will determine their success or failure†. Soon after Thackeray introduces his readers to the world of Vanity Far, the reader learns too quickly that these characters belonging to the middle class aspire to be part of the aristocracy hence the role of the dandy coming into play. It has often been said that the â€Å"aristocratic dandies, is at once a unique person- the model of dandyhood for all time- an embodiment of a common middle-class fantasy of aristocratic distinction† ( Cole, 137), which is why we see many of Thackeray’s characters constantly finding opportunities to better themselves, and their rank in society. Sir Rawdon Crawley, for example, was the one of few characters belonging to the aristocracy and was happily willing to give it up when he married Miss Rebecca Sharp. In the passage, â€Å"By these attentions, the veteran rake, Rawdon Crawley, found himself coveted into a very happy submissive married man† (191) indicates that while Joseph Sedley and George Osborne would be unhappy had they lost their rank in society, Thackeray illustrates at how some people are content with the simpler things in life, things not involving money. The dandy or in the case of Vanity Fair, Sedly and Osborne were distracted by other things in life, despite their apparent unimportance to livelihood and more to do with ambiance, as George states of the dandy (and as it illustrates the dandy’s vanity in Thackeray’s novel); There are traces of the man of fashion as ‘thing’ usage earlier, but the habit seems to coalesce around the time of the Restoration, and for good reason. Throughout the tumultuous seventeenth century, the relations between masculinity and fashion were violently contested, as the various Stuart courts were accused of conspicuous consumption, luxury, and effeminacy (along with a regrettable tendency to belive in their own divine rights); as Puritans pointed to the theological meanings of clothes; as domestic texatile manufactourers (as opposed to traders) sought an economic voice; and as the stakes and status of imported fabrics changed. It was in this context, as David Kuchta has argues, that Charles II adopted the three piece suit as the new sartorial model for masculinity (George 4) Joseph Sedley is the epitome of a dandy in Thackeray’s novel, and he illustrates of each of these points made by George. It seems that the gaining of wealth is the main preoccupation of the characters in Thackeray’s novel, and it was with the dandy that this wealth was displayed best to the public. Joseph Sedley’s nickname in the novel is ‘Waterloo Sedley’ because of his uncanny obsession with the Duke of Wellington. It seems that throughout the novel, Joseph Sedley, attaches himself to nobility purely on the grounds of their nobility as he relates himself with Lord Tapeworm despite his impecunious state merely because he is a lord. Joseph Sedley pays extra attention to his appearance, more so than the pages describing the women getting prepared to go out. In all, the essence of a dandy is one whose ego is larger than his humility and this is exceedingly true for Joseph Sedley as he does not concern himself with other’s judgments (except if they are noble) and eats and drinks and parties in a constant orgy around London (when he is in London). He does not like military life and is said to quaver at the sound of a canon at one point in the novel. Joseph Sedley fears any authority figure who could cut him down in front of nobility (such as his father) and he only pays attention to his own appearance and not to any politics, or other socially engaging conversation. Also, Joseph Sedley’s egoism is so large and his dandy state corresponds to this that he does not change throughout the course of the novel. Joseph Sedley believes that his state of being is appropriate and he is happy being who and what he is to care to change. It is through this fault of being a dandy and having such a large ego and such a selfish personality that Becky is able to ensnare him into marriage. With Rawdon Crawley’s rejection of the aristocratic ideal, Thackeray uses this to portray the idea of the dandy being solely a middle-class virtue. It appears that this â€Å" flamboyant aristocratic model of the eighteenth century was gradually rejected and supplanted by a restored and virtuous† (Reed) high class, which is why characters like Lord Steyne can still be considered dandy without sacrificing their own ideals; even though, he tries to exude his fantasies of Rebecca. Again, none of his actions can be compared to those of George Osborne. For example, when Dobbin publicly embarrasses George about the lack of affection he has towards his fiancee Amelia, George decides to prove his affections by purchasing a gift for his dear Amelia. Although George’s act of kindness is provoked as a gesture to prove his feelings for Amelia to the ever judgmental William Dobbin, he still decides to pursue what Thackeray displays as being a mockery of the middle-class gentleman. A true gentleman would not need to borrow money from his friend as George is seen doing when deciding to buy Amelia’s gift, to a man he is already trying to prove himself. George’s inability to conjure up the sufficient funds indicates his lack of knowledge of what it means to be dandy. In order to truly exude the essence of being a dandy, the use of flamboyance displayed in clothing as well as a countenounce of style must be utilized, which it seems George lacks as his countenance is spurred by jealousy and a certain essence of revenge and a little pride in his buying Amelia a gift, not as a dandy would buy a gift for the purpose of sharing their flamboyance but more to prove another man wrong, which is more ‘white-collar’ than noble (as the nobility in the definition of the dandy was the main element in society they wanted to portray). Here it seems that George, in the analogy of the animal kingdom and the male having to display his power and beauty in order to waylay other men from taking his choice in female, George is truly playing the part of the dominant male. Thus, his definition of a dandy may be split in half. His actions speak towards being too masculine and paying too much attention to the jealousy and revenge and pride in his nature on how much he loves his girl, while the other part of him is paying strict attention to his dandy nature in him buying her a gift in order to win her affections, thus ‘dancing’ for her. However it is in his intentions with the gift that George can most decidedly not be a dandy. In order to have a true lack of definition of a dandy to apply to George Osborne, a more thorough review of the main definition of a dandy is needed, as George writes, Anxieties about young sparks selling land in order to waste money on the transitory notions of fashion date at least to the Renaissance, but in the wake of the Puritan Commonwealth and in the midst of concern about Stuart affiliations with the French court, the political stakes of fashionable choices seemed particularly stark†¦Addison and Steel were particularly annoyed by the fops who troubled boundaries they were working to stabilize. That is, as fashionable consumption enriched manufacturers and shopkeepers at the expense of the aristocracy, Addison and Steele sough tot portray fashion itself as feminine in particular ways: as prone to ungovernable appetites, unreasonable fancies, and as generally wasting in its seductive powers. Men who gave into its allure risked becoming feminine, or risked losing their humanity altogether. The figure of the Romantic –era dandy, then, addressed old concerns, stirred up old fears, and challenged strongly defended distinctions between masculinity and fashion (George 5). According then to this statement, George’s obsession with proving himself to his fellow male friends would put him the category of half a dandy as he does not display all of the necessary traits that being a true dandy entails. However, it is his vanity that truly defines George’s personality. His vanity on how he will appear to his friends is what initiates his gift-giving and thus, it is vanity that is the main propellant to this character’s impetus on most of his actions in the course of the novel. His vanity in his own ego just like Sedley’s drives this character forward in Thackeray’s work, and it is vanity which engulfs him in relationship with Amelia. By failing to exhibit many of the traits of what defines a gentleman throughout the novel, George is seen trying to hold on to this idea of being a dandy, a trait he obviously lacks. It is in his pursuits that Thackeray appears to be a making a mockery of George and what he believes makes him superior to his much hated rival, Rebecca. However, the two of them are very much alike, each character is seen as taking advantage of each opportunity to better their position in society, and it is their pursuits that Thackeray allows the English class system to shine through in his novel. For instance, when Rebecca is seen writing a letter to her beloved Amelia about her first encounter with Rawdon Crawley where she writes â€Å"Your Indian Muslin and your pink silk, dearest Amelia, are said to become me very well. They are a good deal worn now; but you know, we poor girls cannot afford des fraiches toilettes† (Thackeray 115), Thackeray has her ending the letter with the story of her scarf. This scarf does not represent a gift, but a class distinction. He wants to remind his audience of the different privileges available to the middle class, and it is through the use of the dandy that his message is conveyed. In Rebecca’s position as a â€Å"penniless governess† her only exposure to anything Indian would be this scarf that Amelia herself did not want. This scarf appears to be Amelia indirectly displaying her thoughts of the lower class believing them to only be worthy of her trash—or it could also be her tactless manner and her own inability to see beyond the scope of her own world and thus her giving this as a gift is her ignorance being displayed in Thackeray’s novel and how privileged women are not always the smartest despite their positions. Interestingly, Rebecca took it as an act of kindness, and as something of value. It appears that by her taking advantage of the scarf it is her way of holding on to some piece of the middle class, her wearing of the garment is a way to fool people of the reality of her situation. Despite her tactless manner, it seems that Amelia is one of the only redeeming character’s in Vanity Fair, again this may be attributed to her ignorance, as Fraser writes

Outdoor learning its importance for childrens development

Outdoor learning its importance for childrens development When growing up I loved playing outside, in the local park or being taken to many country parks by my father. I class myself as being lucky to have grown up in a generation where playing outdoors was a regular occurrence, where boys and girls played together in mixed ability and mixed age groups. Having had two children myself I wanted to continue the great experiences that I had in the outdoors with my father. However I noticed a difference in the way that they and their friends accessed the outdoors. Both my children are boys but they still accessed the outdoors differently from each other and girls that they played with also had sufficiently different ideas about the outdoors. Having discovered that boys and girls all seemed to have different ideas about the outdoors I wanted to investigate this further. I particularly wanted to understand any differences in the way they accessed the outdoors as I remember being distinctly referred to as a tom boy. Chapter 2 Literature Review There has been much research focused on the outdoors, outdoor play, and outdoor education including sustainability and recreation activities. Taylor and Morris (1996) suggest that Outdoor learning is an important and integral part of a high-quality early childhood education curriculum. (pp 153) There are many skills encompassed within the term outdoor play or outdoor learning, therefore before starting there is the need to try and define the term outdoor play or outdoor learning. The Institute for Outdoor Learning (IOL) (2009) suggests that the term outdoor learning is a broad expression that can encompass play, education, skills, sustainability and the natural environment and may be referred to as experiential learning for children which takes place within the outdoors. Additionally The Collins English Dictionary (2009) refers to outdoor as the open air (pp 412), to play as occupying oneself in a game or recreation (pp 442) and to learning as gaining a skill or knowledge by practice (pp 337) therefore outdoor play could be defined as engaging oneself in a game or activity outside where you can gain new skills and knowledge. Consequently throughout this study the term outdoor learning will be used to refer to outdoor education, outdoor play and outdoor recreation activities . This study will encompass the role of outdoor learning including its importance for childrens development, the safety and risk involved in childrens outdoor learning and the anxiety that this causes for carers, gender issues relating to how boys and girls use the outdoor learning environment, and geographical, community and social perspectives focusing on the impact that they can have on a childs involvement with outdoor learning. To begin with we will cover the role of outdoor learning. The importance of outdoor learning and the beliefs that it contributes to childrens development and progress date back to Rousseau (1762) and Froebel (1826). These beliefs have been continued, explored and researched in depth with new emphasis being placed on Forest Schools and outdoor learning. Philosophies and theories about outdoor learning tend to focus on the natural environment and the effect that this can have on childrens development. (Frost 1992, Fjortoft, 2001and 2004, Bilton, 2004, Lester and Maudsley 2006, Forest Education Initiative 2007, Tovey 2007, and White 2008a) Boyd (1963) writes of Rousseau and how he was one of the first people who advocated developmentally appropriate education. Rousseau (1762) also wrote of the importance of growing up in the countryside and how this would create a more natural and healthy environment than the city. Froebel (1826) advocates the need for children to be provided with places to play where they can be nurtured and developed through experiences with the natural environment. Stevinson (1923) and Macmillan (1927, 1930) also promote the need for children to be in the outdoor environment. MacMillans The nursery school and The nursery school garden articulates the need for children to have free movement and experiences within the natural world around them. Much attention has also been given to the need for children to play and learn in the natural environment and the important role that outdoor learning plays in childrens growth, development and social skills. (Stevinson 1932, Fjortoft and Sageie 2000, Riley 2003, Bilton 1994, 2004, Callaway 2005, Moore and Wong 2007, Joyce 2007, Shackell et al. 2008, and Balls and Burnham 2008) Stevinson (1932), McMillan (1930) and more recently Frankel (2007) have stated that natural outdoor environments are good for the health and development of children and the improvement that playing outside has on childrens concentration, behaviour and speaking and listening. They have also suggested that we should provide suitable provocative environments where new provocations and opportunities are made possible. Studies have also been made and have shown that children benefit in other physical ways from playing in the outdoors and the natural environment. Positive effects and implications on motor development such as balance and co-ordination which will help children master their own bodies abilities in relation to the natural physical environment have also been recognised (Fjortoft 2001; Lester and Maudsley 2006). Dowling (2006) believes that outdoor learning can support childrens development and is a natural way of learning in an environment which is full of sensory experiences. The Office for Standards in Education (OFSTED) (2004) and the Department for Children, Schools and Families (DCSF) (2005 and 2008a) have also stated that outdoor learning can give depth to the curriculum and can enhance childrens physical, social and emotional development. Although much has been written that advocates the role of outdoor education it has been difficult to find a study that disputes the role of outd oor learning in the development and education of children. Despite this evidence Edgington (2002) and Fjortoft (2004) believe that much of the developed world and on a micro-level; some practitioners have neglected the use of the outdoor environment. They suggest that this can be due to both weather related issues and concerns over the potential risks involved with playing and learning within the outdoors. Certainly, my own experiences in settings have shown that when the weather is bad the practitioners and the children stay inside, on only one occasion have I seen practitioners and children outside regardless of the weather. Additionally consideration needs to be placed on childrens safety when involved in outdoor learning. Numerous people have suggested that todays children do not have free access to the outdoors due to parents concerns over safety and risk. Perceived problems such as traffic and fear of crime or abduction have led to parent anxiety which can have a profound effect on childrens play and has led to many children being kept at home safe from harm (Ball 2002, Portwood 2005, Palmer 2006, Tovey 2007, Carruthers 2007, DCSF 2008b, and White and Stoecklin 2008). Nevertheless there is considerable discourse about the need for children to encounter risk. However we should also consider the difference between risk and hazard in terms of childrens safety and development. RoSPA (2010) identifies a hazard as something that has the potential to cause harm and risk as the likelihood that harm from a particular activity or hazard will actually be realised. By helping children to understand the risks involved in certain activities they can begin to make informed choices regarding their actions as Cook and Heseltine (1999) state Children need challenge so that they can learn about risk, their own capabilities and to develop the mechanism for judging it in controlled settings (Cook and Heseltine, 1999, pp 4). Joyce (2007) also states that encountering risk helps children to learn about responsibility. The DCSF (2007, 2008c, and 2008d) express the need for children to experience a balance between risks and fun. They suggest that not everything should be made safe and that children need to recognise and understand about risk as it is an essential part of growing up. Conversely Stine (1997) and Knight (2009) suggest that we should try to make things as safe as possible but still facilitate childrens risk taking. They acknowledge that by allowing children to take risks we will enable them to learn respect for the environment, keep themselves safe and develop competence. However Stephenson (2003), Carruthers (2007) and Sandester (2009) have suggested that too many safety issues about risks within childrens play are leading to too many rules and regulations which have made it difficult for practitioners to provide suitable activities, implicating that making a setting hazard free will make it c hallenge free. Despite this fact many other researchers have discussed the importance of rules, regulations and risk assessments. They agree that using risk assessments and involving children within this process will ensure children s safety, whilst still allowing practitioners to offer adventurous and risk taking activities. (Bilton 2002, 2004, Callaway 2005, White 2008a, and Knight 2009) Nevertheless Bache (2006) comments that risks are exaggerated and that all children no matter how well supervised will undertake some risk. Furthermore where a child lives may impact on their attitudes towards outdoor learning. Within the literature reference is also made to geographical, community and social issues in relation to outdoor play or the lack of it. Hart (1979), Nabhan and Trimble (1994) and Garrick (2004) have all commented on and researched childrens outdoor play and their findings showed that geographical perspectives such as having access to wild areas or a simple garden played a part in the way children accessed the outdoors within their immediate and wider environment. They also highlighted the importance of having experiences with nature and the emotional experiences and intimacy children can develop from this such as a sense of place and belonging. Additionally Valentine and McKendrick (1997) suggest that although many cities and towns provide children with formal facilities such as playgrounds most children would prefer to play in flexible environments such as open spaces and waste ground. However we should also consider the social factors in regards to childrens outdoor play. In reference to social issues Tizard, et al. (1976) conducted a study that showed children from working class backgrounds opted to spend 75% of their time outside and that their co-operative play was more evident outside than inside. They also wrote of how working class children were more likely to play outside than middle class children. Millard and Whey (1997) also conducted studies on children in English housing estates and findings from their interviews and observations of children highlighted childrens enjoyment of physical active outdoor play and the opportunities that it gave them to socialise. However Carruthers (2007) writes of how many children no matter of their class; outside of school hours and without adult supervision; would naturally gravitate towards outdoor spaces and the natural environment where they would make their own games. Saracho and Spodek (1998) have also written about social classes and outdoor play and how children from working class backgrounds are more mature in their outdoor play and that their attention spans and concentration are much greater when playing outside than those of children from middle and upper class backgrounds. However these are only two perspectives and there is no other research evidence to either support or disclaim these findings. Besides which deliberation of childrens gender should also be taken into account in terms of outdoor learning. Gender focused studies have highlighted play choices made by boys and girls when playing and learning outside and inside. Many have concluded that boys undertake more physical play outdoors, whilst girls are more sedate. Suggestions have also been made that boys sometimes tend to dominate the outdoor space and that there can be danger that outdoor spaces can come to be seen as boys territory. This has reflected gender stereotyping found in other studies about how boys and girls make choices within their play. (Tizard et al. 1976, Sanders and Harper 1976, Braggio et al. 1978, Hart 1978, Lott 1978, Henninger 1985, Bates 1986, Hutt et al. 1989, McNaughton 1992, Cullen 1993, Bilton 2004, Jarvis 2007, and Maynard and Waters 2007) There has been insufficient research to disclaim these findings and all found research has shown that there are gender differences in the way children play. The literature suggests that great importance has been placed on the outdoor and natural environment and how it provides rich opportunities for the growth and development of children. There has also been much written about the adults role and the type of environment that practitioners should provide. This has not been covered within this literature review but we need to take note that these play a significant role in the way children will access the outdoor learning environment. There has been some reference to social and geographical issues and how these could aid or hinder childrens views of what the outdoors may provide for them. Significant research has also been placed on risks and safety and whether both parents issues and beliefs and practitioners beliefs have had an impact on the way that children within our society are accessing the outdoors. However gender issues have only touched upon the choices that children make when playing outdoors. This has led to me believing that t here is a need to understand if there are differences in the way that girls and boys actually access the outdoors; do boys spend more time outside than girls? Are the children hindered by what is on offer? This study is focused on gaining a deeper understanding on each of these issues in two early years settings. Chapter 3 Methodology This chapter will identify the methods and techniques that have been used to gather the primary research for this study and the context in which the study was undertaken. Firstly the overall methods that have been used to collect data will be discussed and explained using a rationale. Next it will address any issues of validity and reliability during the research process. Finally the ethical issues which may arise will be identified and any measures that have been taken to address these will be discussed. This research study will use both quantitative and qualitative methods to discover whether there are any differences in the ways that boys and girls access outdoor learning. The qualitative research will be obtained through semi-structured interviews with foundation stage practitioners and non-participant observations of children engaged in outdoor learning. Bell (1987) refers to qualitative data as Understanding individuals perceptions of the world. (Bell, pp 4) Bell (1987) has identified one way in which qualitative research may be suited to this study. Through the use of interviews and non-participant observation this study will be concerned with listening to, observing and understanding individuals. Nixon (1981) suggests that studies involving children should be most appropriately researched using qualitative methods such as observations and interviews. As this study is child based using interviews and observations will provide rich and deep data which in turn will enable me to fully comprehend both practitioners perceptions and childrens integration with outdoor learning. Despite this two quantitative methods (questionnaire and tally chart ) were also used within this study in order to gain numerical data in regards to the amount of time spent outdoor learning by both boys and girls and the types of activities that they undertook when outdoor learning. As discussed this study uses four different methods of data collection; interviews, non-participant observations, questionnaires and tallies. Therefore my study encompasses different sources of evidence to compare and combine in order to reach a better understanding of my research question. Cohen (et al.) (2000) refer to this as triangulation. Roberts-Holmes (2005) suggests that Triangulation gives the researcher the opportunity to check out their evidence from a range of sources (Roberts-Holmes, 2005, pp 40) By using triangulation within this study I will be able to back up and enrich numerical data with information about the participants and their explanations and understandings. The data collection methods for this study will now be discussed in more detail outlining the advantages, disadvantages and rationale for each. 3.1 Observations The first and second methods of data collection for this study were qualitative and quantitative observations. These observations were carried out in two different settings in Kettering; these were a Nursery setting and a Reception setting within a primary school. Nisbet and Entwistle (1974) suggest that when undertaking observations the observer needs to make them self invisible so that they do not affect the observed. To do this you need to have previously met the children and as closely as possible follow the same procedures for observation as the setting you are conducting your research in. Therefore the researcher made sure that she attended the settings on a number of occasions before conducting the research so that she was able to build relationships with the children beforehand and reduce the reactivity effect. Greig et al. (2007) believe that observations are helpful in two ways; observing a child in the natural environment will give the research a real world edge direct experience facilitates the researchers ability to understand complex individuals and situations (Greig et al. 2007, pp 122) As this research was designed to find out how individual children access outdoor learning, observation provides an ideal base to start from. They will also provide many insights into the first hand experiences of the children. However as Scott and Morrison (2006) propose observations may be Affected by the values and judgements brought to the observation by the observer (Scott and Morrison, 2006, pp 168) The observer may have a specific agenda and see what they want to see, however the researcher in this case had conducted many previous observations and was able to observe the children naturally leaving the specific agenda of differences between boys and girls behind. The observations were carried out in a way that all children were treated as and observed as individuals. Despite the many disadvantages of observations especially the amount of time consumed writing the observations up they did enable the researcher to gain an insight into the childrens outdoor learning. The use of quantitative observations in the form of tally charts also enabled the researcher to gain numerical data which added more depth to the study. 3.2 Semi-Structured Interviews The second method of data collection for this study was semi-structured interviews. These were conducted with the practitioners at each setting where the research was carried out. The interviews aimed to find out the practitioners views of the way the children within their care accessed outdoor learning and if they had noted any specific differences between boys and girls. One of the important reasons for choosing semi-structured interviews as a research method was that they can provide a more personalised approach and as Bell (2005) suggests adaptability. By using a semi-structured approach to interviews the researcher was able to take on the role of facilitator by asking set questions but also allowing the development of any issues as they arise throughout the interview. Roberts-Holmes (2005) recommends that when conducting an interview you must have a sound knowledge of the subject that you are researching so that you can remain focused and conduct an informed interview. Through completion of the literature review the researcher was able to identify key areas which would need clarifying during the interview process. Also by conducting a face to face interview any misunderstandings on the part of the interviewer or interviewee could be checked and clarified immediately. However a disadvantage of the semi-structured interview according to Opie (2004) and Bell (2005) is the danger of bias creeping in (pp 166). They suggest that this can occur in many ways either intentionally or unintentionally and by selecting questions which are phrased to support your argument. This was a difficult process to go through and the questions were written and re-written many times to ensure that they were not pre-conceived in anyway. Therefore this issue was addressed within the research process. Additionally there is also the issue of the time involved in scribing the interviews, arranging times to suit all the individuals involved and gaining informed consent. These issues were addressed by firstly writing to the settings involved and asking for their consent to be interviewed. (See appendix) Furthermore arranging times and places which would suit the individuals helped in the process of the interview. In regards to time related issues although transcribing the interviews was time consuming, the researcher did however gain particular insight into the way these practitioners identified outdoor learning in terms of the children in their care. 3.3 Questionnaires The third method of data collection for this study was questionnaires. These were sent to parents of children within the two settings used for this study. The questionnaires aimed to give numerical data to this study. This data was gained by asking closed questions stating amounts of time children spent outdoors and how they played when outdoors. However open questions were also used so that parents or carers could expand on their findings, therefore resulting in more detailed data and also possibly identifying other issues which may not have been addressed by the researcher. Furthermore the researcher used questionnaires as they seemed to be less time consuming especially within a time limited study such as this. Moreover it could be suggested that questionnaires are unbiased as the researcher is not able to influence the answers. However, Scott and Morrison (2006) suggest that there is the potential for questionnaires to have potential bias built into them through the researchers a genda. When drafting the questionnaire there were extreme difficulties in phrasing the questions so that they were not biased towards the researchers own agenda. However after many draft copies and conducting a pilot of the questionnaire the questions became less biased and more open towards the respondents. Bell (2005) suggests that a further disadvantage of the questionnaire is the non-response. However in this instance the researcher sent out one hundred questionnaires and received seventy five back this in itself could be seen as a disadvantage in terms of the time needed to collate all of the data. Despite the disadvantages of this method of research, the high response to the questionnaires enabled the researcher to obtain numerical and qualitative data. 3.4 Selecting the Settings and sample children The researcher chose to carry out the research in two early years settings which gave children free flow access to the outdoors. This allowed the researcher to observe children without any limitations in regards to the way children access the outdoor learning that is available to them. The settings were a sure start nursery and a reception unit within a primary school, which gave the researcher access to a range of ages of children to observe, as there may also have been differences regarding age as to how the children accessed outdoor learning. The settings were also chosen as they were known to the researcher which meant that professional relations had already been built with staff at the settings. However, although these relationships were already in place, this was not regular and there was no personal contact with the researcher which may have biased the study. The practitioners involved in the interview process were also chosen from the two settings involved within the study. The practitioners involved had many years of experience within the early years and in regards to childrens development. This meant that they were able to give the researcher a deeper insight and understanding in to the way they had seen children access outdoor learning in their prospective settings. The children involved in the research were randomly chosen from the children whom the researcher had been given permission to observe. However to ensure an even mix of children within the research two boys and two girls were chosen from each setting which meant that eight children were involved overall. After the eight children were chosen their parents/carers were informed again and they were also made aware of their right to withdraw their child at anytime. 3.5 Validity and Reliability Cohen et al. (2007) define validity as an Important key to effective research for if a piece of research is invalid then it is worthless (pp 133) They suggest that validity can be addressed through the depth and scope of the data attained and in the extent to which triangulation has been used. Therefore the issue of validity has been addressed through the use of many different techniques to research the study. This will give the researcher greater confidence in their findings especially if they all result in the same conclusion. Additionally in terms of qualitative data consideration needs to be given in regards of respondents answers to questionnaires as their opinions and perspectives will contribute a degree of bias within the study. However Agar (1986) argues that the in-depth responses and involvement of respondents in the research will secure a sufficient level off reliability and validity. On the other hand Cohen et al. (2007) argue that this may be insufficient and therefore the data collected must be representative in terms of the question to be answered in order to have validity. This issue of validity has been addressed in terms of the types of questions asked in both the questionnaires and semi-structured interviews. As this study involves both qualitative and quantitative data and Cohen et al. (2007) suggest that in terms of reliability these are both different, the researcher will strive to address issues in both contexts. In regards to quantitative data both Bell (2005) and Cohen et al. (2007) suggest that the type of data collection used needs to be able to be reproduced and present similar findings in order for it to be reliable. The questionnaires used in this study are easily reproduced and may give similar findings, however there may also be the case that the results may not be entirely similar as they represent individuals opinions which will differ on every occasion that the questionnaires are reproduced. Brock-Utne (1996) promotes the use of qualitative research and recognises the holistic approach that it gives to research studies and suggests that the reliability in this case can be seen as dependability. Moreover Cohen et al. (2005) suggest that observations if carried out especially if they can be repeated and are given the same interpretations can also be reliable. Therefore the methods of observations and interviews can be both reliable and dependable; however again there is always the possibility that different outcomes may be gathered depending on the times, settings and individuals involved in the observations. The research within this study can be deemed both valid and reliable due to the triangulation methods used and that each method of research used can be easily replicated and completed again and again with the majority showing similar findings. Additionally all of the research methods used are directly related to the question identified and as Burton et al. (2008) promote the validity and reliability of any research carried out Will be largely determined by the extent to which the findings are directly related to the issues or problems identified at the outset..the selection of appropriate methods and how systematically the have been employed (pp 168) Also the disadvantages and advantages of each method of data collection used in the study have been carefully considered before being used within the context of this study. 3.6 Ethical Issues Any researcher should consider ethical issues when conducting primary research with people as Burton et al. (2008) advise all researchers have one shared responsibility and that is a duty of care to all individuals involved in the research process. BERA (2004) is an association which sets out specific guidelines for researchers who are undertaking educational research they to propose that researchers need to ensure that no harm comes to the participants. BERA (2004) also establishes that the researcher should ensure that all participants within the research are fully aware of their rights and roles. Bell (2005) agrees with this and also suggests that researchers need to gain informed consent from all participants involved within the study. This issue was addressed by communicating with all participants their rights and confidentiality before the research was undertaken. Letters were sent to each setting included within the study which clearly outlined the study and asked for consent to carry out interviews and observations (Appendix ), telephone calls were also conducting in regards to arranging times. Another ethical issue outlined by BERA (2004) is that In the case of participants whose age.may limit the extent to which they can be expected to understand or agree voluntarily to undertake their roleIn such circumstances researchers must also seek the collaboration and approval of those who act in guardianship (pp 7) This issue was addressed by the researcher sending out letters to all parents/carers or guardians of the children within each setting asking for their consent for their child to be observed. The letters outlined the study, confidentiality and anonymity, and the right to say no or to withdraw from the study at anytime. Parents/ carers or guardians were also informed again if their child was chosen for the research and again were informed of their right to withdraw their child at any time. (Appendix ) BERA (2004) and Bell (2005) also recognise the importance of making sure that any participants involved in the study are not put under any stress, discomfort or intrusion during the research process. This issue was addressed by the researcher visiting both settings on a number of occasions so as to reduce intrusion and for the children to become familiar with another adult in their setting. Consideration also needs to be given to the questionnaires used and the ethical issues surrounding this. The researcher made contact with the participants of the questionnaire through covering letters. These letters fully informed the participants of the outline of the study and how the data collected from the questionnaires would be used; participants also had the right not to reply and to withdraw their information at any time throughout the process of the study. In conclusion due to the time limitations and small scale of this study there are bound to be limitations of the research process, some of which were discussed previously. However much deliberation and careful consideration was given to the reliability and suitability of the research methods used, which provided both q

Terry Kays To Dance With the White Dog :: To Dance With the White Dog

The Power of Love in Terry Kay's To Dance With the White Dog Terry Kay said there was a grand romance of life between his parents. (179). Kay captures his parent’s undying love and celebrates his family in his novel To Dance With the White Dog. Kay believes that his parent’s love still carried on, even after their death. Sam and Cora Peek’s love is portrayed through the white dog that Sam saw licking up grease on his back porch. Strangely, the white dog looked just like a dog that Sam and his wife had when they first were married. Another factor that makes the occurrence of the white dog even stranger is that it did not show up at Sam’s house until after Cora died. Kay said that his parents had an undying love; he uses his novel to express his parent’s love. Kay also notes that true love does not recognize the concept of time and can possibly carry on lasting for eternity. Whenever Sam Peek needed anyone, the white dog was there for him. The White dog would only show herself when she felt necessary. One night Sam Peek’s hip was bothering him very bad. Sam got out of his chair to get a pain pill but hit the floor soon after. The white dog strangely opened the door and was running around the yard. Kate, one of Sam’s daughters, saw the white dog. The white dog was trying to protect Sam and was only there for him in times of crisis. The white dog was possibly Cora’s undying love extending from heaven. Cora wanted to be there for Sam regardless of the boundaries and she was able to through the white dog. Later on in the book, Sam died from cancer. Sam’s youngest child, James, went to his parent’s grave. â€Å"James walked into the plot, between the grave mounds of his mother and father, and he knelt. Then he saw them: across the chest of sand on the grave of Robert Samuel Peek, he saw the paw prints, prints so light they could have been made by air.† (178). Cora did not have to worry about Sam since he was finally with her in heaven. So as soon as Sam died, the white dog disappeared. Terry Kay believed that there was an undying love between his parents. That was evident in the short time the white dog was with Sam.

Barriers Of Entering A Foreign Market

Going abroad with our business has been the talk of the globalization age. In this global society, there are growing reasons of why we should expand our business to foreign markets. First, companies are like continuously growing organisms. It cannot exist without the search of growth or of potentials of growth.This is why mangers cannot afford to live in the illusion that their local markets will be sufficient to sustain the need for continuous growth (Khan, 2005). Second, having an established business overseas will strengthen companies’ financial safety significantly by offsetting domestic seasonal fluctuations.Third, expanding to foreign markets is an excellent choice for enhancing companies’ market shares. Fourth, with the extensive promotion of globalization and US’ effort to combat trade protections, there are significantly more enhanced facilities to support foreign investments today compare to a decade ago. In short, entering foreign markets is an importa nt and contemporary discussion subject (Zacharakis, 1996). However, managers have also realized that the decision to internationalize market shares contains considerable amount of risks and barriers.Some of the most recognizable barriers are cultural and language barriers, environmental issues, political issues, etc. In this paper, we are detailing those barriers and providing case examples to strengthen the arguments. II. Barriers of Entering a Foreign Market II. 1. Cultural and Language Barriers In this discussion, we will start with what is probably the strongest factor that influences expansion to foreign markets. Managers have long accepted that in internationalization considerations, differences between home culture and the culture of foreign countries are significant.Culture is a complex term. It consists of various factors like languages, religions, social norms etc. Thus, companies generally spend considerable portion of their time learning about the culture of the foreign target markets. This is also true whether managers decided to establish new firms in foreign markets or collaborating with foreign partners. Studies also indicated that cultural issues influence the manner in which companies perform their international expansion. Firms generally increase their commitment in investing to a particular foreign target market in predictable stages.First, they will use export agents to learn about the country’s culture. This type of foreign investment will change along with time and enhanced knowledge about local culture of the target market. II. 2. Business Environment Barriers The local business environment has also been an influential factor that strongly affects foreign expansion activities. For instance, companies can have the problem of not having the sufficient good image in a society that has local preferences. Reputation is the issue resulted from the local business environment condition of several markets with local preferences.Some consu mers have more confidence or tendency to purchase local products rather than foreign made. Despite the extensive marketing efforts performed by foreign companies to take away local market share, they still lagged behind local products, even ones with less marketing budget. II. 3. Political and Government Regulations Barriers Other barriers are political in nature. Governmental policies can create enormous effect on company’s success or failure in entering foreign markets. China is the most apparent example of this premise.The Chinese markets have been closed from foreign investors for decades before a massive governmental revolution created opportunities for foreign investment. The government opens chances for FDI inflow. Furthermore, supports foreign investment by means of incentives, property rights protections, etc. Afterwards, economic records indicated that the country has been experiencing one of the most rapid growths in the world, with an average annual GDP growth per centage of 10% for the last decade. In short, governmental policies have significant importance in international expansion.III. Several Cases from 2001-2006 In this paper, I will provide several examples of cases involving foreign entry barriers mentioned above. Despite the similar nature of barriers in each cases, each country has their own tendency of foreign trade barriers. III. 1. Entering Indonesian Markets Indonesian is seen as one of the most economically potential markets in Asia today. Its abundant amount of human resources and cheap labor has been considerable attractions for international investors since the country recovered from its economic crisis.Nevertheless, the country is recorded to have several issues that might hamper international investment toward local markets. First, in terms of governmental policies, the country is still enacting several import and export restrictions to protect local consumers and to ensure that local necessities are fulfilled before forei gn investors could take a share of the market. This could mean higher tariffs, longer bureaucracy, etc. Second, the country has a unique set of culture.Cultural analysts and foreign managers operating in local markets described the country as being comfortable in doing things their own way and refuse to have it challenged (Forrest, 2001). The importance of physical presence of superiors, the lack appreciation toward punctuality and the respect for age and seniority is several of many things that must be learned about Indonesian culture before entering local markets. Learning informal business etiquettes are often as important as learning formal ones, or sometimes more important.For example, there is a significant cultural practice in Indonesia when commonly, Indonesian managers tend to hire their relatives and friends regardless their competences. This situation is inappropriate for Australian or American companies since they consider it as nepotism (Dowling & De Cieri, 1989). III. 2. Japanese Firms Entering US Markets In the case of Japan companies’ expansion to US markets, the case lies in condition of US’ business environment. Most US consumers prefer national products rather than foreign ones. This creates significant challenges for Japanese companies targeting US markets.Some Japan companies perform large marketing effort to facilitate their presence in US local markets. However, as mentioned previously, some of these efforts did not work as planned. Locals could still easily take control of the market share. This is identified as the barrier of reputation. The study of Japanese companies who enters US market revealed that some Japan companies chose collaboration with local brands in order to win local preferences rather than performing endless marketing campaigns that could have weak effects (Chen, 2003).Concerning the decision making, for example, Japanese managers tend explore the roots of problem before making a particular decision. In c ontrast, American managers are likely to adopt straightforward approach (judgmental behavior) that is much efficient than Japanese approach but less effective. Following link, inform the practice of Japanese culture in terms of big typhoon etc (http://www. brovision. com/) and http://www. mccombs. utexas. edu/research/ciber/executivevideotapes. asp. sssIn foreign countries, for instances, Japanese companies like Toyota and Honda that realize their HR practices are unacceptable by non-Japanese culture may come up with an unfortunate solution by hiring employees under distinct employment categories that lack of job security (Hersey, 1972). III. 3. United States and China In the recent case of United State’s commerce department and the government of China, another foreign trade issues caused by local business environment appear. US Department of Commerce’s assistant secretary stated that China has been using technical regulations as a barrier of trade barriers.This is don e by imposing certain quality standards that would effectively band certain products from entering the Chinese local markets. US department of commerce are currently fighting to oppose this type of trade barriers using diplomatic means (‘United States’, 2005). Bibliography Chen, Shih-Fen. Zeng Ming. 2003. ‘Japanese Investor’s Choice of Acquisition vs Startup in the US: The Role of Reputation Barriers and Advertising Outlays’. International Journal of Research in Marketing. Retrieved February 14, 2007 from brandeis. edu/ibs/faculty_publications/chen/japanese_acquisitions.pdf Dowling, P. J. , Welch, D. E. & De Cieri, H. 1989, ‘International joint ventures: a new challenge for human management’, Proceedings of the fifteenth conference of the European international business association. Helsinki, December, 1989 Forrest, W. , Bidgood, M. 2001. Cultural Aspects of Business. American Indonesia Chamber of Commerce. www. aiccusa. org Fiedler, Fre d E. 1965. Engineer the Job to Fit the Manager. Harvard Business Review. Vol. 43 Hersey, Paul. Blanchard, Kenneth H. 1972. Management of Organization Behavior. New Jersey: Prentic- Hall Inc. Kenna, Peggy.Sondra, Lacy. 1994. Business Japan: A Practical Guide to Understanding Japanese Business Culture. McGraw-Hill Khan, Asim. 2005. Business Management Inc. Retrieved February 14, 2007 from www. themanager. org/strategy/Deciding_to_Go_International. pdf ‘United States Combating Use of Standards as Trade Barriers’. 2005. US INFO. STATE. GOV. Retrieved February 14, 2007 from http://usinfo. state. gov/xarchives/display. html? p=washfile-english&y=2005&m=May&x=20050513162339ajesroM0. 5901605&t=livefeeds/wf-latest. html Zacharakis, Andrew. 1996. Academy of Management Executive. 10(4): 109-110.

An Occurrence at Owl Creek Bridge

An Occurrence at Owl Creek Bridge Introduction ‘An Occurrence at Owl Creek’ is set in the American Civil War and tells of the execution of Peyton Farquhar, a civilian confederate sympathizer (Sparknotes.com, 2007). The story throws us to different times: the ‘present’ moment of the execution, the past that led to the execution and most notably, to an ‘imagined present’ (Sparknotes.com, 2007).Advertising We will write a custom essay sample on An Occurrence at Owl Creek Bridge specifically for you for only $16.05 $11/page Learn More But there’s is no clear distinction between the reality and the imagination if each is to be judged on its own right. Just as the real world has people who can be hungry and tired and in need, so is the world that Farquhar imagines. It is this playing around with time, this irregular time sequence that makes this story famous. From a psychoanalytic point of view, it is quite evident how Bierce’s own life is an in fluence to this story. Besides having himself been a soldier, Bierce was an outspoken opponent of realism, which insisted on reflecting life as it is, ‘without any subjection whatsoever to creativity of the mind (Sparknotes.com, 2007). Analysis The story is a reflection of some of the issues that Bierce seemed to have been interest in. These include: Reality versus Illusion: Bierce seemed to be of the thought that the line between reality and illusion is not a very obvious one; that these two work side by side (Sparknotes.com, 2007). Bierce, to an extent, manages to bring the audience with him into this thought. The final section, Peyton’s escape to his family, is quite believable in its own right. Of course, there’s a possibility of the reader being confused. Here’s why. The final sentence in section I is â€Å"The sergeant stepped aside† (Sparknotes.com, 2007), at this point, we expect that Farquhar is plunging to his death. Now in section III he is ‘really’ escaping to his family; the reader is caught between a fact, as told by the storyteller, and the reality of Farquhar’s escape as created by words.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The confusion created by a conscious/subconscious awareness that Farquhar is plunging to his death visvis his escape, or the acceptance that he is actually escaping, are a reflection of Bierce’ success at making us see that, in spite of the gap between them, the difference between reality and illusion, what it takes to move from one to another, is not so obvious. Bierce also explores the aspect of liquidity of time (Sparknotes.com, 2007). The story moves from the present to the past and finally to the imagined. This structure reflects how fluid time is, as well as the conflict between its competing variants. Section II interrupts the continuing proces s of Farquhar at the edge, starting to plunge down to his death (Sparknotes.com, 2007). In section III, Peyton has gone into a completely timeless realm, free from the hands of time as counted down by the actual second-hand of a clock. Farquhar manages to do in his mind/imagination what can’t be done in the actual world within the seconds it takes him to go over the edge and the rope breaking his neck. In the end, Bierce’s seems to say that time is subjective, that it can be manipulated to suit need, as does Farquhar. Bierce’s story was seen as a breach of the traditional rules of narration, especially the ending of the story. Bierce’s conclusion is not really of the expected form as it questions the nature of resolving a story (Sparknotes.com, 2007). The conclusion here becomes a distortion of the reality as it is known; Farquhar, in a sense, manages to ‘outlive’ his execution because though his life ends in the first section, his story stil l extends. Bierce’s unique plotting sees conflicting versions of truth live side by side inside the same story (Sparknotes.com, 2007). In spite of this, Bierce still does his story within the conventions of literature: the story starts, develops and ends; he employs tropes such as motifs and symbols, as well as features of drama such as realism, foreshadowing and tone (Sparknotes.com, 2007). Realism involves making an imaginary world as believable as possible. For authenticity, Bierce gives a vivid and believable description of the setting at the bridge where Farquhar is to be executed: from the time to the position of planks and rope; from the positioning of the soldiers and their guns to their conduct at the ritual of execution (Sparknotes.com, 2007).Advertising We will write a custom essay sample on An Occurrence at Owl Creek Bridge specifically for you for only $16.05 $11/page Learn More Again, although the revelation at the end of Farquharâ€⠄¢s imagination is unexpected and shocking, Bierce, by talking of how things ‘seem’ to Farquhar as opposed to what is actually happening is a foreshadowing (helped by the change of tone) of the actual death of Farquhar. Conclusion Finally, it is quite notable the way that Bierce uses imagination to get into Farquhar’s head. Here is a dying man who does not speak his mind, he only imagines it. Yet Bierce takes the â€Å"seat of God†; that he’s able to get into Farquhar’s head (Sparknotes.com, 2007). In the end it is this fruit of imagination that brings all that makes this story different and remarkable, both in the arena of literary works, as well as for the reader. Reference Sparknotes.com. (2007). An Occurrence at Owl Creek Bridge. Web.