Edgar Allan Poe Paper Essay

Poe’s Writes his writing based on his real life, and makes it shocking, scary just like how his life was. His life leads him to write his literature like horror, scary, and more. Poe was alone after his mother death. He wrote a poem named â€Å"Alone† that he wrote related to how he felt he was alone. Poe didn’t like his foster father, and didn’t get along with him. He wanted revenge on his foster father. A letter that he wrote to John Allan called â€Å"Letter to John Allan† That letter described how he felt about his foster father. All the literature he wrote was related to his own life experience. In Poe’s literature he has always one character that dies at the end. Poe always thought that his foster father insulted him a lot. He wrote a story name â€Å"The Cask of the Amontillado† which was similar to how he felt about his foster father. That story was about two persons, and one of them thought that the other insulted him, so he w anted revenge. That was the same thing that Poe wanted to do to his foster father. The death of Poe’s mother really impacted his life, and his writing. In the poem â€Å"Alone† he wrote that â€Å"From childhood’s hour I have not been as other were†¦.† That meant that he didn’t had the childhood like others had. Most children’s have parents but he didn’t he was alone by himself. His life was full of tragedy, so was his literature. For example the poem â€Å"Alone† that he wrote had this â€Å"Then in my childhood in the dawn of a most stormy life†¦.† That meant he has a life full of tragedy, and his life was very hard staring from childhood. Edgar Allan Poe’s life was one of many sorrows and difficulties, filled with death of close family members and many broken loves. Poe wanted a revenge on his foster father. He wrote a letter to him that described how he felt about him. Poe didn’t get along with his foster father because he thought John Allan was loose, and John Allan didn’t leave a penny for Poe before John Allan’s died. In the letter he wrote â€Å"Send me I entreat you some money immediately, as I am in the greatest†¦.† That line meant he wanted some money, he was asking for money from him. The letter that he wrote he showed no shame because he thought he deserved it for what John Allan said about him. For example in the letter he says â€Å"Again, I have heard you say (when you little thought I was listening†¦.† That line in the letter meant he has overheard John Allan say that â€Å"he meant nothing to him.† Poe’s foster father, John Allan was always insulting Poe. Poe had overheard him many times insulting him, so Poe wanted revenge, and didn’t care about the injuries John Allan had made. Poe’s story â€Å"The Cask of the Amontillado† is the best example of Poe thinking John Allan was insulting him, and Poe wanting revenge. In the story he wrote this quote â€Å"The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult†¦Ã¢â‚¬  That quote meant that Montresore wants a revenge, not for his injuries but for the insult, which was the same thing Poe wanted to do to John Allan. This story was related to wines; Poe was a man who drank a lot. In â€Å"The Cask of the Amontillado† Fortunato was the man that drinks a lot, which you could describe as Poe because Poe had a lot of tenses in life that made him start drinking, just like Fortunato. In conclusion, Poe’s writes his writing based on his real life and makes it shocking, scary like how his life was. His life leads him to write his literature like scary, horror, and more. The three main reasons that Poe wrote his writing like that were death of his mother; he wanted a revenge on his foster father, and his foster father insulting him. Poe’s life was full of tragedy, and so was his literature. Overall Poe’s real life really made a big impact on his literature.

Project Life cycle

Project management plays an important role in achieving a successful project as it manage the project according the schedule and budget. According to Schwalbe (201 1), project life cycle defined as a collection of project phases, development, implementation and close-out. There are five important steps in developing project life cycle namely defining project goal, planning project, executing project, closing project and lastly, evaluating the project (refer to Figure 1 in Appendix). Firstly, project manager define the project goal.Project goal is the first step as it set the objectives and purposes of the project. The goal focus on provide business value to the organisation. The goal should give a clear focus and drives the other phases for the project team. Moreover, in this phase, project manager identify the business problem and define a solution regarding it. According to Westland (2006), business case includes a detailed description of the problem, the availability of alternativ es solutions, analysis of business benefits, costs, risks and issues, a preferred solution and an implementation's summarized plan.Then, a feasibility study is run to assess each alternative solution option and its benefits, also reasonable forecast cost, risks nd identified issues are discussed. After approval of previous task, term of references are created and established. It define the vision, objectives, scope, and deliverables of the project and identify any risks, issues, assumptions and constraints. Then the project team is decided. This task is important as a successful project rely on the project team.Project manager plays role by creates a detailed Job description and choose project team based on their skills and knowledge. From the project goal, a project can be determined its success based on given time, money and resources invested. After defining the project goal, project manager plan the project. Project planning is crucial as the performance throughout the project i s based on it. First, a project plan is created based on work breakdown structure (WBS). In WBS, the resources are allocated, provide detailed project scheduled and sequence the activities and tasks.After the project team has been decided, the team discuss the project based on things to do, how to make the project runs smoothly, cost assumption, type of resources need and time taken to complete the project. After that, deliverables, tasks resources, and time of completion of each tasks for each hase are defined. During planning phase, project team must agree upon the list of scope, schedule and budget. The team then create a resource plan to identify the labour, equipment, materials, software and hardware use in the project.To achieve a successful project, financial plan is important as it need to be within the budget given and enables the project manager measures the forecast spend of the project. At this point, potential risks and actions need to be taken in risk plan to avoid any error and solve a problem later in the next phase. Furthermore, the project must meet user requirements to gain user acceptance. To inform the stakeholders progress of the project, team member need to decide communication in communication plan and for each of the team member to distribute information.Lastly, a contract with suppliers is a need for having a clear idea of suppliers' role and delivery expectation. The third stage in developing project is to execute the project plan. During this stage, work out the project in accord to the gran ed t task and activities in earlier stage. According to Schwalbe (201 1), the output of project such as product or services are produced and presented to the customer for sign off and the xecution phase is typically the longest phase in the project as it consumes the most effort and most resources.A good project is aimed at achieving the project aims and need, on time and within budget. Thus, aspects such as scope, schedule, budget and resources are properly handled throughout the phase. In the interim of plan execution, the project manager need to carry out a range of management processes such as identified the change management, risks management and issues management, assured the deliverable quality and measuring all the deliverable produced against the listed criteria (Westland, 2006). Subsequently, established the comparison of the product and baseline plan in earlier stage.After that, document the information and handed the report to the project manager through the regular team meetings. With these steps finished, a phase review is undertaken where the reported information are analysed carefully by the project manager. This is a checkpoint to make sure the product and services has achieved the goals and customer need before proceeds to next stage. The fourth step in developing project is to close the project. This stage includes a formally documentation and implementation of a project close report. Before the project closure, project checking is carry out as an extra insured.Westland (2006) stated that the, project close out is include ensuring all the project completion criteria have met and identified any outstanding project activities, task, risks or issues. Next, present the products to the sponsor and obtains formally acknowledge of acceptance on the delivered product or services. Finally, the project checking is completed. Based on the report, the project manager need to create the project closure report which consist of specifically document on all undertaken activities and delivered to the clients for approval Schwalbe, 2011).Once, the activities stated in the report are approved, the granted activities are execute. The project closure report is ended only when all the propose activities are fully implemented. Finally, the project closure stage ended when the project manager hand over the project documentation to the business, cancelling all suppliers' contracts, releasing staff, equipme nt and resources, and lastly inform the closure of the project to all stakeholders and interested parties.In the final stage, the project is evaluated. After the project has been close, post-mortem is conducted to evaluate the overall project. The projects are evaluated in two categories: project team evaluation and project evaluation. The project team evaluation is performed by passing a team and peer evaluation form to the team member and each of them are required to Judge the other team member. The rate are based on the overall attitude and contribution of the member in the project.The evaluation result will be used as a revised is used as a revised of payroll. On the contrary, Schwalbe (2011) stated that the project is evaluated based on how well the product or services performed against the stated objectives and conformed to the management processes outlined in the lanning phase. Lastly, Novartis Foundation for Sustainable Development (2005) suggested that a review of on the pr oject should be conduct to reflect the mistake and identify impact and lessons learnt for future projects.

American literature Assignment Example | Topics and Well Written Essays - 1500 words

American literature - Assignment Example Geography, movement, borders and regionalism have influenced American literature over the years. Interaction influenced the mode of writing as they got more ideas from other people who had moved into the country. America is a multicultural community, and there were different forms of literature, these included, African American, Latino, Native American, Asian American, and women literature. The last years have seen a number of different voices into the American literature. They have helped bring the change in American literature. In the past, no one embraced African American literature, but the last years have seen the literature being embraced in the society and especially schools. All the literature including women literature is recognized showing how much American literature has developed. The gay and lesbian literature has also grown and Americans now recognizes that the genre has developed expansively. For example, Ellen Wittlinger’s, Hard Love that also won the best book award in 2000.The American literature expanded to include romantic writing, poetry and short stories. This came about after the introduction of the civil rights, and since then it has made the American literature to be limitless. â€Å"A street car named Desire† A streetcar named desire is a story of a woman Blanche Dubois who relocated to her sister’s house, and intended to live with her for quite a long time after losing the family house. Blanche seems to be lying about everything and tends to ‘avoid the light’. It is seen that Blanche is five years older than her sister is but she never wants to be under direct sunlight (Bradford). Blanche avoids light when it comes to her suitor Mitch and is not true to him. She does not want to tell him about her past, age and her fading beauty. Maybe she is avoiding reality because of what she had done in the past. Light symbolizes her activities in the past. Her life is governed by lies and living in an imaginary l ife. When Mitch knows her story, she forces her to admit that she had committed terrible things in her past. She tends to believe more in magic than the reality. She confesses to avoid the light because of the loss of her husband. She says that when her husband was alive, she experienced light in her life but after he died the bright light had been lacking in her life. Dim light is expressed when she has sexual relationships with other people. She avoids harsh light so that she does not have to see her fading beauty. She believes that by asserting her beauty upon younger men, she will be able to avoid death, and she will go back to her teenage bliss (Bradford). Prologue to Invisible man The invisible man is the story of a black man who tries to struggle in a divided society that does not see him as a human being (Ellison). The prologue to the invisible man involves a black man who claims to be invisible only because some people choose not to see him. Being invisible has been of grea t help, and at the same time has caused him frustration. He is not quite sure that he exists because of his invisibility and has him thinking why people do not seem to notice him. He would actually do anything to have other people notice him. However, his invisibility has earned him some free electricity without noticed, and he resides in an area where only the whites are allowed. He is, therefore, invisible to both the whites and the Monopolated Light and Power Company. This is to his advantage. The narrator due to his invisibility is called bad names

IT Project Management, case study business report Essay

IT Project Management, case study business report - Essay Example The target of the new E-Health strategy was to provide the right care to the right patient, by the right physician, at the rite time to deliver the right outcome. The idea was to use integrated care systems, virtual electronic patient records and electronic communications to provide better services to the patients. The execution of this strategy was a big challenge keeping in mind the scale and complexity of the issue. Achievement of same standards and quality throughout the country sought proper project management and constant monitoring. Moreover the resources needed to achieve the required results were also a concern. A lot of technical infrastructure, skill set and knowledge base were required. 14 territorial NHS boards, 8 special NHS boards, all hospitals, and all the GPs including community care services were the stakeholders to the program. To help with the challenges, the Scottish Government formed a new e-Health Directorate with the prime responsibility to manage and guide t he e-health program including strategy formulation, resource acquisition, resource deployment, and strategy implementation. The Scottish Government Health Department worked with the collaboration of the Deloitte to implement an e-health program all over the country to achieve the required results which also meant considerable improvement in health department. The project proved to be a major success. The case study then carries on with the reasons and stimulators of success, as described by the involved personnel. The purpose of this paper is to study the reasons in detail, analyze these reasons, identify the key knowledge areas, describe their relation to success, and prioritize these knowledge areas based upon their effectiveness. Key Knowledge Areas Project Integration Management Project integration management involves the processes and activities needed to identify, define, unify, and communicate the project processes and project management activities. Activities of project mana gement which can be directly related to integration management include unification, consolidation, ratification and integrative actions. These actions are quite crucial to project success and completion within the right framework (Boddy & Boonstra, 2005). The e-Health program had a vast scope and there was a huge degree of complexity. The program had to be carried out on a national level and the targets of the new strategy included standardization. The achievement of such kind of targets on a national scale requires accurate and timely use of integration management. A lot of stakeholders involved in the program, mainly the practitioners, the service providers and the authority departments. The scope and autonomy of each department was interrelated, and this meant that the boundaries of responsibility and authority had to be clearly defined. Moreover proper communication channels were vital to the success of the project. Coordination of objectives, responsibilities and resources had to be carried out on a huge scale. All these required dimensions fall with in the scope of Project Integration Management. Project Scope Management The first step of a project is to define its objectives. The objective of a project then determines the resources, processes and figures involved in the project. The inputs and outputs of a project have to be determined in detail and all the needed processes to reach the outputs are

Case study-Southwest Airlines Essay Example | Topics and Well Written Essays - 1250 words

Case study-Southwest Airlines - Essay Example It is a lucid fact that only a satisfied employee can have organizational commitment. ‘Organizational commitment’ is an attitude of an individual with a strong desire to remain a member of a particular organization with willingness to exert high levels of effort on behalf of the organization, accepting the values and goals of the organization. Incidentally, Organizational commitment can be expected only from a satisfied worker and a satisfied worker is always a motivated worker. If there is no conflict between group goals and personal goals of a member in a group, i.e. goals of an employee and an organization in which he/she works are complementary and not contradictory, then the employee is motivated to work for the goals of the company, because, by doing so, he will be achieving his own personal goals. Thus, success of an organization like Southwest Airlines has been on account of the apt application of the various concepts of organizational behaviour like Motivation, Decision Making, Group Behavior, Communication, Power and Politics, Organizational Structure, Organizational Culture, Human Resources Practices and Change Management. These core concepts of Management in Southwest Airlines have been elaborated in this study. Research proves that a motivated and productive employee experiences meaningfulness of the work done, experiences responsibility for the outcome of the work done and has high levels of knowledge of the results of the work performed (Hackman, 1976). Motivation is the core of management. The employee benefits in this organization are designed to balance the dissatisfiers and enhance the motivational factors as described by Herzberg (Fredrick Herzberg, 1959). One of the special benefits offered to employees working at Southwest is flying free effective from the first day of employment. Employees, spouses, eligible dependent children, and parents of Employees have unlimited

Investment Law Essay Example | Topics and Well Written Essays - 2500 words

Investment Law - Essay Example Unit trusts and OEICs share some common benefits such as diversification, simplicity, and income and growth potential (Jorion, 2005). However, OEICs outweigh unit trusts in terms of benefits that they offer. The key area of distinction is the pricing structure of an OEIC which is more straightforward and transparent. Moreover, OEIC has a more flexible structure in that it can entail a variety of sub-funds that offer different investment objectives. Adding new sub-funds and creating share classes is not only easy in the case of an OEIC but also inexpensive (Jorion, 2005). The paper also discusses the legal structures of both the investment vehicles and concludes that unit trusts are legally more complex than OEICs. However, the tax treatment for both investments is similar. A unit trust is a fund of stock market investments divided into equal portions called units. Unit trusts are open-ended collective investments. A unit trust is open-ended because the number of units in each trust is determined according to supply and demand factors. A unit trust is collective because it pools money from many different investors which is then looked after by a professional investment manager. Unit trust funds allow units to be created when people invest and units to be cancelled when individual investors cash in their investment. The price of the unit trust reflects the value of investments in the fund, called the net asset value, plus charges calculated within the spread. Each day the total assets of the fund are valued. The total value is divided by the number of units that are issued and the unit price is set for that day. However, the administration and charges are deducted before determining the value of the investment (www.chartwell-investment.co.uk). Unit trusts are available in different dimensions such as those that concentrate across a geographical area, a specialized sector of industry, or a specific type of stock. For example, an investor can choose a fund specializing in UK companies, or one that concentrates its investments in the Far East. Unit trusts are authorized and regulated by the Financial Services Authority (FSA). Benefits Diversification - Investment in a unit trust can limit risk by spreading your investment and pooling your money with other investors to achieve a much wider investment spread. This means that you do not have all your eggs in one basket rather your investment will be diversified across a range of investment asset classes. Simplicity - Investment in a unit trust is considered simple as compared to the alternative of investing directly in a diverse selection of shares and bonds which would demand quite a lot of research otherwise. Income and Growth Potential - Designed as a medium to long term investment vehicle, unit trusts can cater to the needs of investors with varying objectives, namely, income and growth. Unit trusts are popular investment vehicles for both capital growth as well as income, however, it must be noted that these investments are subject to risk in the short-term and, therefore, are recommended for medium to long-term investment horizon. Professional Fund Management - Unit trusts are handled by professional fund managers who ensure that the fund is appropriately allocated to asset classes as per the objectives of the investors. Pricing Structure Unit trusts have a "bid/offer spread", that is the buying

Is it still necessary to know what constitutes a bank Essay

Is it still necessary to know what constitutes a bank - Essay Example To eliminate vagueness or ambiguity of a concept entails the formulation of a definition. However, one’s definition extends to the breadth of his/her exposure to the subject matter. At times, though, development becomes rapid that one’s knowledge or awareness regarding the subject lags behind. This could be said when seeking an exact definition of what a bank is. Advancements in technology and business have resulted in more efficient banking operations. The same have also resulted in increasingly complex banking systems and the laws governing banking operations, thus, making it relatively more difficult to come up with an encompassing definition across ages and disciplines. In the ancient times, it would be relatively easier to find a definition for banks due to the simplicity of the system and that people used common services. Over the years, some additional functions including the acceptance of deposits, transferring of money from one account to the other, extending of loans and investing of funds have become notable (Heaton). With the worldwide improvements in transportation and infrastructure, people have become increasingly mobile, trade on the international level occurred. At the rate trade both on the national and international levels has developed, banks have exponentially increased their functions and the services they provide. In this regard, aside from being economic agents, banks have evolved into becoming legal entities as well. Banks can be defined by economic agents based on their functions and classification, which are as follows: -Banks (commercial banks) are privately or state- owned, offering a broad range of financial services to myriad economic agents subject to control and regulation of government agency concerned. They finance credit needs of individuals, firms and governments. Moreover, they receive deposits, transfer funds, issue traveler's checks and letters of credit, and safe keep valuables. Aside from these, they also serve as trustees for economic agents, act as agents for purchase and sale of assets and disseminate relevant information pertaining to the economy. (Menzies) Banks (savings banks) that promote savings especially for moderate-income earners where deposits of clients are invested in government obligation or treasury bills and other medium- to long-term industrial obligations (Menzies). They extend loans for single-family homes and other residential properties as well as business consumer loans and mortgages ("What's the Difference"). Banks (investment banks) primarily function to finance investments of both private enterprises and government across various levels. They market a variety of stocks and bond issues as well as arrange mergers and assist in a number of specialized lending fields. (Menzies) Although the functions of these banks have become less distinct over the years, differences lie in the regulatory and supervisory structures ("What's the Difference"). Depending on their legal classification, these banks are regulated by different government agencies and regulatory bodies. Their operations are governed by laws stipulated in the UK Banking Act 1987. There are also some financial intermediaries with functions similar to a bank, but not classified as banks. The definitions given above do not seem to differentiate these non-bank institutions from banks in terms of function. Non-bank financial institutions may include the following: Credit Unions. These are cooperative financial institutions formed by groups of people who pool their funds which serve as based deposits. Similarly, they accept deposits in a variety of accounts just like banks. ("What's the Diff

Compare Fashion in 19th century to contemporary form of popular Research Paper

Compare Fashion in 19th century to contemporary form of popular culture - Research Paper Example The paper pays interests to the kinds of people who participated in this culture, their socioeconomic and cultural context, material practices involved, spaces needed for culture, and the purpose of the cultures to their participants. This paper compares and contrasts the two popular cultures; literary writing and cyber culture. Popular culture refers to intricate assembly of ideas, perspectives, fads, attitudes, images, and values widely practiced by the mainstream population in a given culture. Popular can also entail culture oriented for the market, which is spread via mass media. Popular culture arises from universal exposure to the same media (Hinds, Motz and Nelson 3). Popular culture permeates everyday lives of large segments of people giving them identity. Popular culture affects and consensually informs interests among mainstream population (Boehm 37). Various desires of the masses make up popular culture in the contemporary world. Counter cultural groups and religious groups criticize popular culture because it is shallow, consumerist, melodramatic, and contaminated. However, consumers of popular culture oppose indoctrination and negative view points from critics. Fashion in the 19th Century Literature This includes writing styles and literary genres such as creative writing, popular science, drama, romance, poetry, thrillers, comic books, letters, and crime fiction. Prior to 19th century, the literary economy did not have a stabilized audience for literary goods. With infiltration of literary as a mainstream culture in mid- 19th century, authors could now afford to support themselves from writing. This from of culture in 19th century accommodated different audiences and authors. Most of the literature and writings exhibited varying styles occasioned by prevailing ethos, periods or movements. Literary writing responded to the culture of the family centred middle class. Most of the literary writings of 19th century were metropolitan each addressing an audience (Patell 18). For instance, there were children books mostly dwelling on comic and literature for scholars such as scientific writings. Children literature expressed practical advice and enhanced moral and spiritual growth. The Comic in both books and newspapers came in different shapes, colours and sizes. They both used humor expressed in basic and straight drawings. Similarly, domestic fiction’s chief audience were women. The literary space paid homage to family space; men’s, women’s, and children’s world as well as historical. The literary writings highlighted domestic culture as they addressed socially distinct audiences. Literature provided spaces for reading and writing. Each space attracted a distinctly constituted audience. The divergence of audiences experienced its own cultural forces hence bestowing contrasting value and support. Literary writing of the 19th century provided open-spaces for re engagement with the society. The culture illuminated the culture of the peoples constructively. Literary writings of the 19th century documented historical truths of the society and aided in reconstitution of new cultures e.g. advancing the debate on slavery and racial equality which eventually led to civil rights movements (Patell 22). This culture was amplified by nationalism, in a special way; it articulated the prevailing anxiety on cultural dependency that had endured political independence. The literary market of 19th century was boosted by the vitality of middle-class literary taste. The literary works did no longer enumerate and support class defining values. This heralded a new organization of consumption, purely for entertainment. Some of the audience were working class with

Corporate Governance Essay Example | Topics and Well Written Essays - 3000 words - 2

Corporate Governance - Essay Example Certainly, in spite of its characteristic past origins and its shortcomings, it is evidently coming out as the global benchmark. However, queries of institutional shifts are untimely. It is worth noting that towards the end of the 20th century, the German and Japanese models of corporate governance was most preferred in the world, and it served as the worlds best from 1990-early 2000 (Goergen, Manjon & Renneboog 2008). Experts believed in the bank-centered association capitalistic approach to deal with the social disturbance brought about by the American narrow-minded shareholder orientation. The intrinsic worthiness of "Toyotaism" and the exemplary performance of some of the Asian economies and business establishments that emulated the German and Japanese corporate framework influenced the business reporters to herald the surfacing of the Anglo-American method of control Keiretsu (Wood 1991; Herbig & Shao 1994). The reports stated that unregulated Anglo-Saxon capitalistic mode of corporate governance is encountering challenges in dealing with the current situation. They therefore argued that the American bus iness organizations ought to have been supported to institute Keiretsu-like groupings that insulated the management from mid-term to short-term business and stock market forces devoid of developing them into ineffectual managers (Lincoln, Gerlach & Ahmadjian 1996). In summary, the most prolific economies were successful due to their corporate governance frameworks, at times referred to as communitarian or association capitalism. They subdued the signs from intolerant economic markets and promoted collaboration among business corporate organizations and their suppliers, contrary to what the American framework of investing capitalists. Certainly, agreeing on which evaluator of performance to employ and what period to concentrate on results to divergent

Ethics Essay Example | Topics and Well Written Essays - 500 words - 16

Ethics - Essay Example For example, some organizations have sound philosophy in making the environment clean and green and for that purpose they will try to avoid as much as activities which may harm the environment. The employees must be well aware of these things in order to work in line with such policies. Training and development is also intended for making the employee capable of recognizing and respecting the dignities of other fellow employees in the organization. It will also generate loyalty towards the organization and the fellow employees. Organizations can develop only through encouraging team work and the team work principles can be taught through training and development only. In academic curriculum the employee may not learn much about the organizational setups, culture and behavior and only through training and development an employee will get better insights about such things. For example keeping confidentiality and integrity is essential at workplace which the employee may not be practiced during his/her student life. So a fresh employee may not be aware of the importance of such things and hence they need better training and development in order to customize them suitable for the organization. Team work is an essential requirement in an organizational setup. An individual can do little with his individual efforts whereas he can double his productivity when he functions as part of a team. For example, a marketing professional will get better ideas about marketing from the team members when he works as part of a team. The market forecasts and fluctuations like important information are needed for him which will be obtained easily when wok as part of a team. Ethics related to teamwork deals with â€Å"how do groups achieve justice (in the distribution of work), responsibility (in specifying tasks, assigning blame, and awarding credit), reasonableness (ensuring participation, resolving conflict, and

Schema Theory: Usefulness For Language Teaching

Schema Theory: Usefulness For Language Teaching There can be no doubt that all our knowledge begins with experience, Immanuel Kant (1781: 41). What is schema and schema theory? A schema (plural schemata) is termed as a mental structure (which) derives from all the particular experiences we have had (Nuttall 1982:7). Schema theory was first proposed by the gestalt psychologist Bartlett (1932), who observed that when people were asked to repeat a story from memory, they often filled in details which were not included in the original but related to what they already knew based on their cultural background. Schema then is culturally bound, as shall be shown in this essay. The concept of schema can be found from anthropology to philosophy and has been considered for both instruction and assessment in language learning, examples of which will be referred to and considered later. Kant (1781) claimed that new information, concepts and ideas can only have meaning when they can be related to something already known by the individual. This exemplifies how the idea of background knowledge in language-related performance has been around for centuries, if not actually co ined as a term at the time. McNamara, Miller and Bransford (1991) in Clapham (1996), who referred to the theory as mental models which consist of mental tokens, agree that schemata are used in comprehension but that it is not clear what we do with them. There are two main types of schema that have since been termed by theorists (Cook 1997). The first is formal schema and is based on the background knowledge of the structure of any given text. The second is content schema and relates to the background knowledge of the content area. We can see then that all schemata relates to background knowledge of some kind. A similar distinction can be made with processing skills used for reading, which is discussed later. Carrell (1998) states that these processes are not understood well. In this essay I will, however, attempt to address the issue of schema theory along with its practical application in relation to studies that have been carried out in the area. In doing so, I will also attempt t o focus on the main skills involved and the factors that affect its usefulness from the perspective of a language teacher. As teachers of English, we are constantly attempting to activate schematic knowledge for all skills work, and indeed, any work at all done in class. Within the context of a multi-skills approach, it more often than not leads to processing via receptive skills (reading and listening) and then progresses to productive skills work (speaking and writing). Research on schema theory has had a great impact on understanding both reading and listening skills, with the amount of research done seemingly focussing on the former. Thus, for the purposes of this essay I shall refer mainly to the evidence as it is applied to reading skills. Most methodologies investigating the role of schemata or background/prior knowledge are variations on Carrell’s (1987) paradigm. Traditionally in the study of second language comprehension, the emphasis has been focussed almost exclusively on the language itself rather than the individual attempting to interpret it (Cook 1997). It seems that more recently the language learner themselves, with the knowledge and ideas that they bring from the outside world, is perhaps as important a factor as the language itself. Carrell and Eisterhold (1983:80) point out that one of the most obvious reasons why a specific content schema may fail to exist for a reader is that the schema is culturally specific and is not part of a reader’s cultural background. Aebersold and Field rather philosophically describe it when they say, if the topic†¦is outside of their experience or base of knowledge, they are adrift on an unknown sea (1997:41). It is then surely the teachers responsibility to help learners and make sure that they are guided in the right direction by providing that which may be missing, or at the very least, helping to stimulate what is already there. In an ideal scenario, it would include a combination of both factors. Application to skills processing Processing a text can be seen as a two-way process between the text and the background knowledge or memory schemata of the listener or reader (Carrell 1982). This again stresses the need to take the learner into account and suggests a more holistic approach to skills work. Cook (1989) states that the mind, when stimulated by key words or phrases in the text or by the context, activates a knowledge schema. The emphasis here is on the cognitive characteristics of schema which allow us to relate incoming information to existing information. The reading process, therefore, involves such things as identification of genre, formal structure and topic; all of which activate schemata and allow readers to comprehend a text (Swales 1990:89). In turn, as well as allowing for the organisation of information and knowledge, schemas also allow us to make predictions on the continuation of discourse and check whether our fit matches (Carrell 1998). If it does not, then it would be common sense that w e are able to add to our already existing schema. It also makes sense that the more experience (both life and classroom) a learner has, the more available schemata they will have at their disposal and thus the better equipped they will be. Focussing as we are mainly on reading skills, a useful distinction can be made here between top-down and bottom-up processing. The former relates to making predictions based on background knowledge (knowledge-based) and the latter to building textual meaning from the individual linguistic units (text-based) (Carrell 1982:101). This has also been referred to by Anderson Lynch (1988) as schematic knowledge, which is background knowledge that includes factual/sociological factors and procedural knowledge or how the language is used in discourse; versus systemic knowledge, which is the knowledge of the language system and includes semantic, syntactic and phonological features. All of which, when related by context, combine to provide comprehension. So then, in relation to schema theory, it is with the former of both the above that we are most concerned. At times it can seem that theorists are overly concerned with this being some kind of battle and hence, the use of the word versus abov e, with one aspect winning over the other. However, evidence points to reading skills involving both equally, working hand-in-hand in order to achieve the best results possible. This view is supported by Spiro (in Carrell 1998), who believes that skilled readers constantly adapt their mode of processing, changing to meet the demands of a particular text/reading situation; less skilled readers tending to rely overly on processes in one direction and thus experiencing negative effects on overall comprehension. Overreliance on top-down processing has been referred to as schema interference, or a lack of understanding (Carrell 1998). When faced with unfamiliar topics, some students may overcompensate for absent schemata by reading in a slow, text-bound manner; other students may overcompensate by wild guessing (Carrell 1988:101). Swaffar, Arens and Byrnes (1991) in Clapham (1996) argue that most reading comprehension items only test bottom-up skills and fail to actually measure the way a reader understands, advertising the use of recall protocols in tests of reading comprehension. This view is supported by Carrell (1998) and has certainly been my experience as a teacher of English. We can surmise then that it is our responsibility as teachers to help make learners aware of the importance of both types in relation to one another and attempt to provide the right balance in order to achieve the greatest degree of comprehension possible. The form of detrimental processing mentioned here is supported by a good deal of related studies, some of the most significant of which I will now present in order to provide further validity to the concept of schema and schema theory. Studies Research carried out by Johnson in Carrell and Eisterhold (1983) suggests that a text on a familiar topic is better recalled than a similar text on an unfamiliar topic. Swales (1990), believes that this and other research supports the expectation that when both content and form are familiar the texts will be relatively accessible. It seems evident then that the greater the difference between the L1 and L2, the greater the difficulty in interpretation. Carrell and Eisterhold state that some key concepts may be absent in the schemata of some non-native readers or they may have alternate interpretations (1983:87). An obvious example we can choose to better exemplify this idea, are life rituals, such as celebrations that include weddings and festivals. One cultures concept of Christmas, for example, may contrast completely with anothers or may not, in fact, exist at all. These gaps or differences in cultural knowledge then need to be bridged in order to comprehend relevant information t o be considered and worked on. In Carrell’s (1987) study mentioned previously, subjects remembered the most when both the content and rhetorical form was familiar to them. However, when only content or only form was unfamiliar, unfamiliar content caused more difficulty for the readers than did unfamiliar form. This has obvious implications for the classroom and language learning, and suggests the common sense idea that teachers should attempt to choose topics and texts which learners have some concrete understanding of, especially when it comes to actual content involved. The form of a text then is something that learners are perhaps better able to deal with and which can be analysed, in the form a model for example, and then compared with the concept of form in relation to what they already know or are aware of or vice-versa. A conclusive study was conducted by Steffensen and Joag-Dev (1984) using two descriptions of weddings, which found that readers comprehended texts abo ut their own cultures more accurately than the other, which is no real surprise. Similarly, studies by Johnson (1981) and Kang (1992) have revealed that cultural origin of a text/story has a greater effect on comprehension than syntactic or semantic complexity. Also, results suggested that prior cultural experience prepared readers for comprehension of familiar information in a text. This again puts the emphasis on the importance of cultural background and how necessary it is for teachers to spend a good amount of time making sure that cultural concepts are considered and understood, whatever the form may be. However, the previous study showed that exposure to any unfamiliar words does not seem to have a significant effect on reading comprehension. This would then perhaps suggest that we do not need to give similar weight to the consideration of vocabulary, though we should, of course, bear this in mind when approaching texts. Carrell (1998:245) asks the relevant pedagogical question: Can we improve students reading by helping them build background knowledge on the topic prior to reading, through appropriate pre-reading activities? This then, for whichever theme and skill we are about to introduce and practise, is the key question. Were it not true, the implications for current methodology, and indeed ELT materials would be vast. Fortunately for all involved, this does not seem to be the case. The available research shown above, along with the likes of Stevens (1982) and Hayes and Tierney (1982) in Carrell (1998), suggest that all the effort of activating schema or schemata, is actually worthwhile. The latter study found that presenting background information related to the topic to be learned helped readers learn from the text regardless of how that background information was presented or how specific or general it was. As Stevens says: A teacher of reading might thus be viewed as a teacher of relevant in formation as well as a teacher of reading skills (1982:328). Levels Different pre-reading activities may be more or less effective with different proficiency levels. Hudson (1982) in Carrell (1998) found that a more explicit pre-reading activity, such as discussing pictures and making predictions, had a significantly greater facilitating effect on reading comprehension when compared to another less specific type; for example, vocabulary related. However, close analysis of the data showed that the effect was only significant for beginner and intermediate level ESL readers, with no real difference for advanced levels. This might then suggest that higher level learners are better able to deal with a lack of schema activation. Another significant issue is that, as lower level students may have the background knowledge but not the language skills to discuss them in English, their L1 might be used to access schemata but teachers should present the related vocabulary or otherwise a schema has been activated but learning the L2 has not been facilitated (Aebe rsold and Field 1997:77). ELT materials design When I first considered exactly what schema theory was, while admittedly not being fully sure, I was aware that it must have something to do with how, as language teachers, we are encouraged to warm up learners with an introduction that they can relate to and to ascertain exactly what it is that they know in relation to the subject matter and the coverage of a lesson and then to provide that which may be missing. So let us first begin by considering the actual activities that are used to introduce a topic. Carrell (1998) offers a variety of means in which relevant schemata may be constructed, including: discussion, real-life experiences, visual aids, text previewing, introduction and discussion of key vocabulary, and key-word/concept association activities. I would add brainstorming and use of quotations to this list. Although helpful, Carrell (1998) is of the opinion that these pre-reading activities are probably insufficient to be used only by themselves and teachers will almost c ertainly need to supply additional information; going on to suggest that it is probably wise to assume that pre-reading activities work best when used in a variety of combinations, believing that such activities must both build both new background knowledge, as well as activating existing background knowledge. So then, they are to be considered as a starting point and a springboard or foundation for teachers to utilise and learners to work from. The utilisation of schema theory in materials design is, in my opinion, completely evident and there for all to see. I do not feel it is necessary to include an extensive list of ELT materials in order to provide such examples, as there is such a great amount available. I think it can safely be stated that the introductory activity types do not vary too greatly and can be found in most good ELT textbooks; examples of which are Cutting Edge and (New) Headway, which are now considered classic ELT coursebooks and are widely used in the field along with many others that I have used myself in the past. Thus, I will instead focus on an example that I am currently using in my own teaching. As a teacher of English for Academic Purposes, I tend to use the Language Leader series of coursebooks along with other related materials, such as teachers books and so on, which I find both effective and user-friendly. I currently teach mid to high level learners who have an arts background and are worki ng towards arts related courses in higher education such as degree courses, and so it is appropriate that I choose material that focuses specifically on this area. The beginning of Unit 9 in Language Leader Upper-Intermediate (see appendix 1) provides examples of the activities mentioned above and include, for example, a picture of a Dali painting along with a quote to consider with some related questions for discussion, before moving onto what constitutes art and asking the students to read a text (leaflet: p.91) related to the theme of art This is a typical example of how schema theory is utilised in ELT materials and very similar activities can, in fact, be seen at the start of each unit. However, as Carrell (1998) suggests, this is not enough; and so, we as teachers are handed the responsibility of deciding exactly what to do with it. There are, of course, teachers books that help to provide ideas for usage which can be highly beneficial for inspiring ideas, especially for teach ers without the experience that helps to know how to approach such an activity. In using the material in the classroom myself, I have taken what is there and, as Carrell (1998) has suggested, added variety to it and attempted to bring it to life. For example, rather than just using one picture that is in the coursebook, show learners a range of examples that include a variety of genres and will then link into later activities that require learners to consider what constitutes art and include such examples (see activity 1b). Learners might also be encouraged prior to the lesson to bring in their own examples and thus start the activation and thinking process before the lesson has even begun. It could, and arguably should, link to work done in previous lessons that may include visits to art museums and galleries. This then is a kind of controllable variable in that we hopefully already have an idea of the background knowledge that learners will bring in from previous learning and the outside world. Thus, the more we know our students, the more it makes sense that we are in a position whereby we are better able to know what might work best. This is an area that I feel could be expanded upon and explored in greater detail by those who carry out studies pertaining to the area of schema and schema theory. While the learner is indeed now taken into account, the actual relationship and depth of shared and common knowledge between the teacher and their learners, plus amongst learners themselves, is something that rarely seems to be mentioned. Further application As well as in relation to teaching, schema theory can be applied to testing also; whether it be for diagnostic or assessment purposes. Of course, there are far too many examples of testing for us to consider here but it can be said that many of these forms of testing are very limited. As an IELTS examiner, it can sometimes seem as though one is preparing learners with strategies and techniques in order to pass a test, rather than to actually improve their English language skills. With all the skills being tested individually, we could apply schema theory across the board and suggest that the test-taker is not always prepared with necessary schematic knowledge before actually taking the exam. However, not all will be aware of the usefulness of this, and instead take the test(s) cold. They will then be expected to respond to and answer questions that they have a very limited knowledge of, which is a major criticism of the exam. For example, if they have not previously considered the ef fects of globalisation, they will not have the necessary schematic knowledge needed to answer the question. A better method, in my opinion, would be to make the exam more integrative and thus testing more than one skill at a time. For example, rather than testing receptive and productive skills separately, a combination could be used in which learners read a text or listen to an extract and then have to respond by writing or speaking about that which they have just been exposed to. That way we are then better able to actually provide the necessary information which might not be there in the first place. For example, learners might be asked to summarise a text or extract after reading or listening to it. It makes sense that test-takers will more likely come with the formal schema but not necessarily the content schema required. It will be interesting to see how the new Pearson Test deals with this aspect, especially being a computer based exam. Conclusion Despite the current popularity of pre-reading/listening activities, there might be restrictions to their use in ELT and they may not always work as intended. Cook (1994) stated that schemas can be restrictive even if they allow us to process communication. It has been proved that applications of schema theory do not always mean that comprehension has been improved, particularly where there is insufficient attention to the details of a given text, or where schema-interference increases due to the activation of dominant or negative schemata (Stott 2001). Also, there is evidence that the contextual and background information given may not always necessarily be adopted by the learners. However, there is little doubt that schema theory has positively influenced the teaching of reading and listening and that pre-activities can help to improve a learners comprehension in many situations. Therefore, it makes sense for teachers to use such activities but not be assumptive that what we expect is in fact reality. In other words, teachers should make sure that they check the usefulness of the activities used and pay close attention to possible schema-interference or non-activation. In essence, we must do the most possible in order to increase comprehension, and thus, maximise overall performance. Bibliography Aebersold, J. and Field, M. (1997) From Reader to Reading Teacher. Cambridge: Cambridge University Press Anderson, A. and Lynch, T. (1998) Listening. Oxford: Oxford University Press Bartlett, F. (1932) Remembering. Cambridge: Cambridge University Press Carrell, P. (1982) Cohesion is not coherence; TESOL Quarterly: Vol. 16, No. 4 Carrell, P. and Eisterhold, J. (1983) Schema Theory and ESL Reading Pedagogy, in Carrell, P., Devine, J. and Eskey, D. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press Carrell, P. (September, 1987) Content and Formal Schemata in ESL Reading; TESOL QUARTERLY. Vol. 21, No. 3: Southern Illinois University Carrell, P. (1988) Some Causes of Text-boundedness and Schema Interference in ESL Reading, in Carrell, P., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press Carrell, P. (1998) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press Clapham, C. (1996) Studies in Language Testing: The Development of IELTS 4. Cambridge: Cambridge University Press Cook, G. (1994) Discourse and Literature. Oxford: Oxford University Press Cook, G. (January, 1997) Key concepts in ELT; ELT Journal. Volume 51/1: Oxford University Press Cook, G. (1989) Discourse in language teaching: A scheme for teacher education. Oxford: Oxford University Press Johnson, P. (1981) Effects on reading comprehension of language complexity and cultural background of a text; TESOL Quarterly: 15(2), 169-181. Kang, H. (1992) The effects of culture-specific knowledge upon ESL reading comprehension: School of Education Review, 4, 93-105. Kant, I. (1781) Critique of pure reason Maslow, A. (July, 1943) A theory of human motivation; Psychological Review: Vol. 50(4), 370-396. Nuttall, C. (1982) Teaching Reading Skills in a Foreign Language. Heinemann Singhal, M. (1998) A Comparison of L1 and L2 Reading: Cultural Differences and Schema, http://iteslj.org/Articles/Singhal-ReadingL1L2.html [last accessed on: 14.11.09] Swales, J. (1990) Genre Analysis. Cambridge: Cambridge University Press Steffensen, M. and Joag-Dev, C. (1984) Cultural knowledge and reading, In J. Alderson A. Urquhart (Eds.), Reading in a Foreign Language (pp. 48-61). New York: Longman Stott, N. (November 2001) Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations; The Internet TESL Journal: Vol. VII, No. 11 Tannen (1993) Framing in Discourse. Oxford University Press US

Focusing on A Child’s Right To Play

Focusing on A Child’s Right To Play The focus of this review will concentrate on addressing the issues and concepts surrounding the subject of Outdoor Provision in the Early Years setting. The review will begin by looking at the current literature supporting the suggestion that play has been identified as an essential part of early childhood education, touching on recent educational literature as well as a look at past theorists views and how this has affected early years practice to the present day. The review will then follow on from this with the main body of the essay discussing the literature and research on the outdoor environment within the early years setting focusing on the positive and negative areas surrounding the topic. In order to accomplish this, the review will analyse and synthesise current educational literature surrounding the main issues and ideas on the outdoors. In relation to the outdoors, the review will also touch upon issues raised regarding the relationship between the outdoor environment and boys attainment and the importance of equal opportunities within early years settings. The review will conclude with reference to all of the findings from recent educational literature relating to the outdoors and the issues and ideas surrounding it. Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a childs soul(Fredrich Froebel n/d) Introduction It has been continually reported and researched, that we expect too much too soon from our young children today. Early Years Practitioners are under pressure from government statistics and league tables to conform to a formal style of teaching too early, but how do we resist top down curriculum pressure? The time given to childhood is continually being eroded as children are rushed towards the adult world. Rather than being receivers of information, young children need to enjoy the experience of discovery, so that they can apply knowledge, concepts and skills, and take calculated risks in a structured rather than a directed environment. In all activities children need to play. (Warden 1999). Have we forgotten about the importance of childhood, the importance of Play? Surely it is impossible to stop children from playing? Such a strong natural drive must have a function. The disappearance of childhood is a contemporary phenomenon arising from a disappearing understanding of the true needs of early childhood (Lynne Oldfield, 2001: 5) Play has always been a topic under debate among educators and not only in the present day, as there are also vast amounts of research from past educational theorists that both support and challenge the idea. Someone once wrote that defining play is like looking for crocks of gold at the end of a rainbow, which seems like an appropriate definition. Play has been defined in various different ways by different theorists and throughout history philosophers and theorists have watched and questioned play. As far back as the 18th century Froebel was highly aware of the role of environmental influences in determining the full realisation of the childs potential and his respect for childrens play was profound; Playing is the self education of the child (Froebel 1815). Also in the 18th century Rousseaus work had its emphasis on freedom for children which was later criticised for encouraging parents to allow their children to be noisy, undisciplined and unkempt. His writing was said to be responsible for this provoking, obstinate, insolent, impudent, arrogant generation. Almost 300 years later this sounds all too familiar. By letting our children play are we creating destructive members of the community or are we helping them to become independent, confident and capable learners? Susan Isaacs theory would definitely agree with the latter of the two statements, in the 1920s and 30s. Isaacs developed both a curriculum and a means of understanding young childrens development based on her observations of their play. She wrote that, Play is a means of living and of understanding life. Neuroscientist, Susan Greenfield, (1996) also lends support to this view when she writes, Play is fun with serious consequences. The early years writer, Tina Bruce, also defines play as something involving choice and firsthand experience. ( Tina Bruce 2001) . Although research about play based learning has been rife since the 17th century, it is only within the last few years that the government has recognised its importance and incorporated it into the curriculum as an essential part of early years, Playing allows children to develop a sense of well being; develops their emotional responses and improves their interpersonal skills. It involves exploration and creativity, helping children think in a flexible manner, developing the creative process, language skills and learning and problem skills. (DCSF, 2008). Government documentation has not only highlighted the importance of a play based curriculum but also the importance of the outdoor environment. It states that all settings should provide continuous outdoor provision for all children (EFYS 2008). It is here that we move on to the importance of the outdoors as an extension to the play within the early years. Young children should be outdoors as much as indoors and need a well-designed, well-organised and integrated indoor-outdoor environment, preferably with indoors and outdoors available simultaneously (The Shared Vision Values for Outdoor Play in the Early Years, 2004) Drake looks at the work of other early years professionals and she identifies the outside area as a valuable resource that should be viewed as an extension of the whole setting in which all other areas of provision can be set upà ¢Ã¢â€š ¬Ã‚ ¦ (Drake 2001:3). Later these findings were also supported by Helen Bilton in an early years education lecture where she stated, The outdoor area is a complete learning environment, which caters for all childrens needs cognitive, linguistic, emotional, social and physical. It should be available every day alongside the indoor class and throughout the year. (Helen Bilton 2010). Claire Warden is also of the same opinion as the author of Nurture through Nature, uniting together play and the outdoors: Play is the means through which children find stimulation, well being and happiness, and is the means through which they grow physically, intellectually and emotionally. Play is the most important thing for children to do outside and the most relevant way of offering learning outdoors.(Warden 2008) The outdoor environment In Sept 2008 the EYFS was introduced as a government policy document which stated, A rich and varied environment supports childrens learning and development. It gives them confidence to explore and learn in secure and safe, yet challenging indoor and outdoor spaces (EYFS Commitment 3:3). The debate about the outdoors and its importance within the early years has been discussed widely and is rarely out of the media. Not only has this been identified as an essential part of childhood education since the 18th Century but there had also been extensive research and literature produced to confirm its value and not just of opinion, but scientific research. The debate is not any more about whether or not the outdoors has a positive effect on childhood as this question has already been answered in abundance, but we still have to question how and why does it have a positive effect on childrens early years education and what are the potential benefits for learning outdoors Nurture through Nature?. What better way to get a good perspective of the benefits of the outdoors than to ask the children themselves? Young children are spending increasing amounts of time in educational settings which then places a big responsibility on the early years practitioners and the learning opportunities they provide, but what do children think about the outdoor environment? In conjunction with the Every Child Matters document which maintains an emphasis on listening to children, a research project, Mosaic was initiated to find out. It was found through observations that children thought that their outdoor environment was very important. In surveys with young children, particularly those carried out to inform the development of the Early Years Foundation Stage (EYFS) framework, being outdoors always comes out at the top of their priorities and favorite things in nursery. The special nature of the outdoors seems to fulfill the way young children want to play, learn and develop in so many ways. Perhaps this is why children love to be outside so much! It certainly gives a strong rationale and justification for developing rich outdoor provision and providing as much access to it as possible. Creating environments to support boys learning The importance of the outdoor environment in the early years has already been firmly recognised, but some aspects of it in particular seem to support boys more in their natural learning styles. One of the issues raised within the early years over the last few years has been the underachievement of boys compared to girls. There have been various reasons addressed and researched but something which comes up frequently in current literature is the question Are we planning the correct environments to support boys styles of learning? As a result of this apparent lack of achievement, research had been undertaken to find out the ways in which boys learn and there has been strong evidence to suggest that learning and playing in the outdoor environment will help in raising boys attainment. Bilton supports the view by stating, Boys brains develop in a different sequence to girls and this could have some bearing on teaching and learning. Boys develop concepts of movement and space first so it makes sense for teaching and learning to take place in an environment such as the outdoors (Bilton 2002:73). Boys are no less able than girls, so it seems to fall at the feet of the professionals in the early years. Are practitioners knowledgeable enough about the differing gender learning styles to offer a fair and accessible curriculum to all children? In the early years foundation stage booklet it states that, All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development .(EYFS Statutory Guidance 2008) Contrary to the government statutory guidelines, boys were still underachieving which sparked a new government research document to be produced, Confident, Capable and Creative: Supporting boys achievements. This document supports the ideas that the problem lies at the feet of the professionals in proving the incorrect type of learning opportunities, Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem solvers or are we simply expecting them to be compliant, passive recipients of new skills and knowledge (DCSF 2007). This was also recognised by Ofsted in 2007 when it was published: Ofsted has specifically highlighted the need to make early years provision more boy friendly and help them to achieve more rapidly by providing activities for learning that engages them. (Ofsted 2007). The importance of the outdoors is therefore even more crucial when looking at the future of our boys attainment. Are boys developing a negative image of themselves as learners because professionals are providing the wrong learning opportunities? So what does the outdoor environment give to boys that the inside environment does not? Helen Bilton has researched boys and the outdoors significantly and she writes that, The outdoor environment could play a central role in helping boys. They are more interested in movement, exploration and action and this type of activity occurs for the most part in the outdoor area. (Bilton 2002: 73) Smith et al.(2003) outlines the psychological perspective on gender which concurs with Biltons views on boys that even though boys and girls share interests there is evidence of clear play preferences by 3 or 4 years old. Boys are more likely to enjoy play that is more active and need more space. (Smith et al 2003). As the outdoors is a perfect place for facilitating activities which encourage movement and multi sensory experiences it tends to support boys natural learning styles. Resources and equipment that encourage children to solve problems and overcome challenges through exploration seems to be the ideal method for engaging the interests of boys. To support these views Sarah Gharremani writes Research shows the outdoors may be able to provide for boys the activities and experiences that will help them achieve. (Nursery World 2009) Although the research mostly supports the benefits of the outdoors for boys some research has shown that it can have a negative effect on the learning environment. (McNaughton 2000) argues that, During free play boys regularly use physical power to control spaces. Although this seems to be part of learning what it means to be a boy, this kind of behaviour can have negative consequences for girls. The difficulty lies in being able to control the behaviour of boys in the outdoor environment and the danger lies in the possibility of adults and children seeing the outdoor environment as being boys territory. Not only this, but there also lies the danger of reinforcing stereotypes to very young children and maybe conveying the message that active and explorative play is for boys and not for the equally curious and creative girls. What is the role of the practitioner outdoors? We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development and that these experiences make a unique contribution to young children lives. (DfES 2005: 11) Even though the government policy documents are constantly informing us that children are required to have access to an outdoor learning environment, it is not always as simple as just providing an outdoor area. Issues that have surfaced have been the confusion surrounding the role of the practitioner in the outside environment. Although the Effective Provision of Preschool Education (EPPE) research identifies the outdoors as being a great place for practitioners to engage with children in sustain shared thinking. Sustained thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity etc. Both parties must contribute to the thinking and it must develop and extend the understanding. (Siraj-Blatchford et al 2004). The counter argument is that the outdoor environment is supposed to provide children with the opportunity for private space and opportunity to just be a child. Questions are raised about how prac titioners are trained for the role of the adult in the outdoor environment and whether or not we are providing children with the correct sort of learning opportunities or do we comprise childrens learning with our actions? Working in both indoor and outdoor environments practitioners are required to provide a balance between child initiated activities and adult directed roles but not all practitioners find it easy to convert to a complete child initiated play when looking at the outdoors.Adult interaction is the hardest aspect to teach in training, knowing when to be near, to offer space, or a challenge, seems to come from within a sensitive, knowledgeable adult (Warden 2007:18) When teachers are used to working with a pre-determined curriculum, is it a simple task to ask teachers to allow the children to lead their own learning or does this type of teaching require training and more understanding? A paper written by Maynard also questions this idea when she writes any assumption that all teachers will find it easy to let go and allow children to take the lead in their learning is both simplistic and overly optimistic (Maynard 2007:207) The findings of the foundation stage pilot phase verified these do ubts to be correct as they found that practitioners were unclear as to what exactly is meant by the term active learning, outdoor classroom and even play. The role of the practitioner is so important to the success of the outdoor environment that if managed incorrectly it could have adverse effects on the setting. This view is also demonstrated when Jan White writes Practitioner attitudes, understanding and commitment, comfort, confidence and competence are all crucial aspects of successful outdoor provision. Practitioners having a good understanding of their role outside contributes significantly to sharing childrens pleasure in being outside. (Jan White 2008: 9) It is essential therefore that adults understand the benefits and potential the outdoors has on the learning and development of young people. If practitioners do not have the understanding and enthusiasm then this will have a negative effect on the leaning potentials, it is only when outdoor play is seen as a crucial part of early years education that it will be well provided for and in turn be successful. As McMillan(1930) argues, the success of childrens learning rests with the teacher. These findings were supported by theorist Bruner (1987 cited in Bilton 2008) as he talks about the interactionist approach which places a responsibility on adults to make sure children have a partnership role. The staff role therefore involves bringing the children, environment and curriculum together. (Bruner 1987) The presence of the adult is therefore essential as Vygotskys work on the zone of proximal development also supports a child on the edge of learning a new concept can benefit from intera ction with a teacher. We as adults can therefore effect childrens development to its detriment or to good effect (Bilton 2010) Importance of Risk taking Another issue surrounding the debate about the outdoor environment which gets discussed a lot is the concern of the potential risks of this type of environment. Is it important for practitioners to give children the opportunity to take risks and make their own mistakes and learn from them or is it our job to protect them from anything that may be seen as a potential risk? (Gill cited in Bilton 2007:10) argues that childhood is becoming undermined by risk aversion and this echos a sentiment expressed by (Cunningham 2006) that adults are interfering too much with childhood. We need to give our children the opportunity to experience risk and self regulate their own safely or how else are they going to learn these skills? The royal society for the prevention of accidents (RoSPA) argues that children need challenges, It is essential to their healthy growth and development. Children need to learn about risk, about their own capabilities and to develop the mechanism for judging it in contro lled settings. (Cook and Heseltine 1999:4) The outdoor environment seems to be the perfect place to allow children the freedom to partake in potential risk taking play. Although literature around this subject is rarely seen as taking a positive attitude towards it, there have been research projects which have shown the potential links between childrens physical risk taking behaviour, the later development of risk management strategies and positive dispositions to learning have been suggested (Smith 1998 Stephenson 2003). Practitioners expect children to make all of the right choices in so many different areas of life e.g. when to be kind, when to share etc. So why do we feel the need to take away the opportunity to make decisions about danger and risk? Can four year olds make such informed decisions about their lives? Can over protection from risk inhibit development? It is argued that taking risks can have a positive effect on the learning development of young children. Many current researchers (Ball 2002: Gill 2007: Hughes 2001) argue for the developmental benefits of risk in the outdoors through play. Ball notes that because the future benefits of play and risk in play cannot be measured with our theoretical models, they are not appropriately considered. But is it not risk that provides children with the opportunity to learn the important skills needed in adulthood? If we are to use the outdoor environment as a classroom to enrich the learning experience, surely we cannot put barriers on experiences which will help children to grow and develop. By providing access to the outdoor environment you can in hand provide children with the opportunity to take risks, but with the rising culture of fear, it proves a more difficult task than once thought. Numerous writers have claimed that there needs to be more recognition placed on the positive outcomes of risky activities such as the development of self-esteem and self- confidence. (Lindon 1999: Stephenson 2003) One element of outdoor education which emphasises its ability to fulfill these elements of child development is the forest school approach, an approach which started originally in Scandinavia but shows more evidence of the benefits of the outdoors and risk taking. What makes forest school unique is its emphasis on learning outside in the ever changing environment and the ability to let children take risks and to access risks for themselves. Not only does this environment provide children with opportunity to develop skills in risk evaluation but also build up self-esteem and confidence when encountering situations and tasks which are new and unexplored. Although Dewey (1938,78) states that, children need teachers to decide what is safe and also developmentally safe for them, this is contradicted by a lot of research showing that if we give children the independence of their own learning and development they will become creative and confident learners in the future. Many theorists and researchers have agreed with this point and even though there maybe some negatives of providing children with risks, the benefits seem to outweigh the negatives. It is only when the environment that we set up for children enables them to be adventurous and show physical and social courage that children can begin to understand themselves and others, (Ouvry 2005) Conclusion Opinions and debates on the outdoor environment are vast and plenty with researchers and theorists studying every aspect of how and why the outdoor environment is a positive element of childrens early education. Having reviewed various sources of information it can be concluded that the outdoors has a significant impact on boys and their learning development. By understanding more about the ways that boys learn we are able to see that the elements of the outdoor environment can support the development of boys in order for them to achieve well and improve their attainment. It would appear that a grey area in need of attention is the role of the adult in an outdoor environment. The evidence and research favors the suggestion that practitioners are there for the children as a scaffold to their learning rather than getting heavily involved in any learning activities. Although this seems to be something which a lot of practitioners are unsure of, if settings are going to be able to provide an outdoor environment to its full potential, then a better understanding of the elements that work best are in need of being put in place. A better understanding on how to be a supportive adult in the outdoor environment needs to be clarified and then practitioners will be able to provide the best possible learning experiences for young children. Risk taking is always something which will come under great scrutiny as childrens safely is always of up most importance. However, a better understanding of the benefits of allowing children to take risks and make their own choices needs to be addressed. Unfortunately we are at risk of protecting our children from meeting any real opportunities for risk or challenge which will in turn affect their emotional and physical development. The over whelming evidence is that risk taking contributes to the personal traits and abilities of children and by not allowing them the opportunities to do this we are ultimately stemming their development. The biggest risk in the environment of young children is when there is no risk, because this unavoidably leads to risk adverse, inexperienced and unconfident young children. (Judith Horvath 2010: 23) Throughout this review various aspects of childrens play has been discussed, but the one thing that seems to be echoed throughout the review is the importance of play and outdoor education. There seems to be something which the outdoor environment can provide children with that we cannot mirror in our indoor environment. Something that nature and space can give our children that we cannot replicate. Children seem to be instinctively drawn towards the outdoors. Could it be that they already have the knowledge of what this environment can provide? An environment which is a natural learning environment where children feel settled and capable. An environment where children are able to gain confidence in what they can do as well as feeling the benefits of being healthy and active. An environment which provides many opportunities to experience risk, exploration and adventure. An environment which provides a connection between the nurturing aspects of nature and human beings. Children learn through their senses, so it is of no surprise that nature can fully engage children in a way that is wonderful to behold.(Warden 2007: 8) We dont stop playing because we grow old; we grow old because we stop playing. (George Bernard Shaw 1925) References Books Bilton, H. (2010) Outdoor learning in the Early Years: Management and Innovation Third Edition Oxon: Routledge Bruce,T. (2005) Early Childhood education, 3rd edition London:Hodder Arnold DCSF (2008) Design for play: A guide to creating successful play spaces London: DCSF Publications DCSF (2008) Practice Guidance for the Early Years Foundation Stage Nottingham:DCSF DCSF (2008) The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five Nottingham:DCSF DfES (2004) Every Child Matters:Change for children London: DfES Drake,J. (2004) Planning Childrens play and learning in the foundation stage London:David Fulton Garrick, R. (2009) Playing Outdoors in the Early Years London: Continuum International Gill, T. (2008) Space orientated childrens policy: Creating child friendly communities to improve children well being, Children and Society Gleave, J (2008) Risk and Play: A literature review London: Playday Isaacs, S. (1932) The Nursery years: The mind of the child from birth to six years. London: Routledge Mooney, C.G. (2000) Theories of Childhood:An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky: Red Leaf Press Ofsted (2003) The education of six year old in England London: Ofsted Ofsted (2008) Early Years leading to excellence (online) Ouvry, M (2003) Exercising muscles and minds: outdoor play and the early years curriculum:National Childrens Bureau Siraj,Blachford, J. (2003) Supporting information communication technology in the early years Bunckingham:Open University White, J. (2009) Playing and Learning Outdoors:Making Provision for high quality experiences in the outdoor environment Oxon: Routledge Warden, C. (2007)Nurture through Nature London: Mind stretchers Warden, C. (2007) The potential of a puddle London: Mind stretchers Journals and Magazines Early Years Educator (2010) Taking acceptable risks Volume 12 No 7 pp.21-23 Early Years Educator (2009) Boys will be boys Volume 11 No 7 pp. 27- 30 Gill, H. (2007) Wild woods or urban jungle: playing it safe or freedom to roam. Education 3-13, November 2007, vol. 35, no. 4, p. 321-332, ISSN: 0300-4279. Hope-Gill, Austin-Rebecca, Dismore-Harriet, Hammond-Sue, Whyte-Terry. Gleave, J. (2008) Risk and Play: A literature Review London: Playday Hyne, S. (2003) Play as a vehicle for learning in the foundation stage. Paper presented at the British Educational Research Association Annual Student Conference, Heriot-Watt University, Edinburgh, 10 September 2003. 2003, pp. 18. Maynard, T. (2007) Encounters with forest school and Foucault:A risky business, in education 3-13 pp.379-91 Maynard, T. (2007) Learning in the outdoor environment: a missed opportunity, Early Years, 27 pp.255-65 Siraj,Blachford, J.(2004) Researching pedagogy in English pre schools, British educational Journal 30 pp.713-30 Waite, S. (2007) Memories are made of this: some reflections on outdoor learning and recall. Education 3-13, November 2007, vol. 35, no. 4, p. 333-347, Waller, T. (2007) The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the Foundation Stage and Foundation Phase. Education 3-13, November 2007, vol. 35, no. 4, p. 393-407, ISSN: 0300-4279. Waters, J. (2007) Supporting the development of risk-taking behaviours in the early years: an exploratory study. Education 3-13, November 2007, vol. 35, no. 4, p. 365-377, ISSN: 0300-4279.

Anorexia :: essays research papers fc

Anorexia nervosa is an illness that can control the mind. Anorexia nervosa is an illness that usually occurs in teenage girls, but it can also occur in teenage boys as well as adult women and men. People with the disease anorexia are obsessed with being thin. They lose weight excessively and are terrified of gaining weight. They believe they are fat even though in reality they are not fat at all; in fact they are very thin. Anorexia is not just a problem with food or weight. It is an attempt to use food and weight to deal with emotional problems they have with in them.   Ã‚  Ã‚  Ã‚  Ã‚  Most people confuse anorexia nervosa with bulimia. People with anorexia starve themselves, avoid high calorie foods, and exercise constantly. People with bulimia eat huge amounts of food, but they throw up soon after eating, or take laxatives or diuretics to keep from gaining weight. People with bulimia do not usually lose as much weight as people with anorexia. Not to say that bulimia is not as harmful to a person as anorexia is, but anorexia is a disease that attacks the body and mind more than bulimia.   Ã‚  Ã‚  Ã‚  Ã‚  The reason that some people get anorexia is unknown. People with anorexia may believe that they would be happier and more successful if they were thin. They want everything in their lives to be perfect including being thin because that is what society portrays the successful to be. People who suffer from this disorder are usually good students. They usually are all involved in many school and community activities. They blame themselves if they do not get perfect grades, or if other things in life are not perfect.   Ã‚  Ã‚  Ã‚  Ã‚  Girls that suffer from anorexia usually stop having menstrual periods. People with anorexia also have dry skin and thinning hair on their heads. They may have a growth of fine hair all over their body. They may feel cold all the time, and they may get sick quit often. People with anorexia are often in a bad mood. They have a hard time concentrating and are always thinking about food. It is not true that anorexics are never hungry, actually they are always hungry. Feeling hunger gives them a feeling of control over their lives and their bodies. It makes them feel like they are good at something; they are good at losing weight. People with severe anorexia may be at risk of death from starvation.

The Irrationality of Existence Essay -- Literature, Gilgamesh

One of the most fascinating traits of humanity is the tendency to reflect and to create art on the basis of that reflection. In the days before writing, cave paintings and the oral tradition of storytelling demonstrated ways that people expressed their feelings – taking the time after winning, even if only briefly, the struggle against the demands of subsistence to leave a product behind, for posterity. Even the earliest recorded examples of literature, such as The Epic of Gilgamesh, poignantly express the struggles that humanity faced when dealing with such abstractions like mortality and grief. The most recent bestseller books published last week may have cooler cover art and use figurative language more intricately than that ancient poem. But the anger and grief that Gilgamesh felt after a snake ate the plant of immortality was much greater and powerful. It was the plant he found after a long and bloody journey. Because of one careless moment when he stopped to take a quick dip in a pool, he lost it to the snake. The absurdity of life comes into high relief at this moment, and while the writings of Samuel Beckett, Joseph Heller and Sylvia Plath are just some of the many that express the same theme, none will be displayed more vividly than. Giovanni Boccaccio’s Decameron, Mary Shelley’s Frankenstein, and Michael Seigneur de Montaigne’s Of Experience also mirror the irrationality of existence. These books suggest that what is important in life, and what gives life meaning is much more than what we are able to accumulate and acquire during our time on the planet; it is how we respond to what Hamlet would term the â€Å"slings and arrows of outrageous fortune† (Shakespeare). The Decameron by Giovanni Boccaccio was written in the 1350’s... ...es. Throughout European history, such movements as the Age of Reason and the Romantic Era represented different schools of thought as the way to find happiness and contentment in life. Boccaccio, Shelley, and Montaigne are just three of the many writers who have taken on this idea as a theme. Ironically, there may be as many answers to the question of finding the significance of life as the number of people trying to answer it. Works Cited Boccaccio, Giovanni, and George H. MacWilliam. The Decameron. Harmondsworth, Middlesex: Penguin, 2003. Print. Montaigne, Michel De. "Of Experience." Essays By Michel De Montaigne: 633-88. Print. Shakespeare, William. Hamlet. Web. Retrieved 4 December 2011 from http://www.online-literature.com/shakespeare/hamlet/ Shelley, Mary Wollstonecraft, and Joseph Pearce. Frankenstein. San Francisco: Ignatius, 2008. Print. The Irrationality of Existence Essay -- Literature, Gilgamesh One of the most fascinating traits of humanity is the tendency to reflect and to create art on the basis of that reflection. In the days before writing, cave paintings and the oral tradition of storytelling demonstrated ways that people expressed their feelings – taking the time after winning, even if only briefly, the struggle against the demands of subsistence to leave a product behind, for posterity. Even the earliest recorded examples of literature, such as The Epic of Gilgamesh, poignantly express the struggles that humanity faced when dealing with such abstractions like mortality and grief. The most recent bestseller books published last week may have cooler cover art and use figurative language more intricately than that ancient poem. But the anger and grief that Gilgamesh felt after a snake ate the plant of immortality was much greater and powerful. It was the plant he found after a long and bloody journey. Because of one careless moment when he stopped to take a quick dip in a pool, he lost it to the snake. The absurdity of life comes into high relief at this moment, and while the writings of Samuel Beckett, Joseph Heller and Sylvia Plath are just some of the many that express the same theme, none will be displayed more vividly than. Giovanni Boccaccio’s Decameron, Mary Shelley’s Frankenstein, and Michael Seigneur de Montaigne’s Of Experience also mirror the irrationality of existence. These books suggest that what is important in life, and what gives life meaning is much more than what we are able to accumulate and acquire during our time on the planet; it is how we respond to what Hamlet would term the â€Å"slings and arrows of outrageous fortune† (Shakespeare). The Decameron by Giovanni Boccaccio was written in the 1350’s... ...es. Throughout European history, such movements as the Age of Reason and the Romantic Era represented different schools of thought as the way to find happiness and contentment in life. Boccaccio, Shelley, and Montaigne are just three of the many writers who have taken on this idea as a theme. Ironically, there may be as many answers to the question of finding the significance of life as the number of people trying to answer it. Works Cited Boccaccio, Giovanni, and George H. MacWilliam. The Decameron. Harmondsworth, Middlesex: Penguin, 2003. Print. Montaigne, Michel De. "Of Experience." Essays By Michel De Montaigne: 633-88. Print. Shakespeare, William. Hamlet. Web. Retrieved 4 December 2011 from http://www.online-literature.com/shakespeare/hamlet/ Shelley, Mary Wollstonecraft, and Joseph Pearce. Frankenstein. San Francisco: Ignatius, 2008. Print.

Art Is Important To Religion :: essays research papers

â€Å"Why is Art Important to Religion† Art is important to religion in many different ways. Perhaps none has analyzed how art and religion have influenced and affected each other through the ages. Pictures painted of past events that help to bring back the feeling and importance of the past have been forgotten by some. To the one’s that haven’t forgotten are able to see the event’s as the bible says they happened. Not only can you see the events, but it also allows the younger students of the church to understand the events. The use of images of God became widespread after the second century. This religious art has defiantly been around for centuries and plays an important role to the history of religion as well as the future.   Ã‚  Ã‚  Ã‚  Ã‚  Religious art helps people that are looking for security and hope. Today society is looking for peace and an anchor to hold onto. This religious art lifts the spirit and brings peace within through a beautiful way. It helps reassure people that there is a life after this one. One needs not fear the power of God but to understand his actions and the way one should live his or her life.   Ã‚  Ã‚  Ã‚  Ã‚  Art through the ages has been a powerful voice for both secular and religious ideas, and the treasury of Christian art should not be relegated to museum viewing. The art should be displayed in the church were it is meant to be. Its richness can be brought to people in schools and adult study groups. This, in turn, can help to bring art up to the level, that the faith deserves. Churches should fill the walls with art to show what happened throughout the bible. Art creates connections and associations between what we see and what we sense happened. Both ritual and art challenge us to take us beyond the immediate, if they are to bring about true insight and transformation in our lives. When the religious art leaks out of the religious community and into the broader world of culture, it is one of the ways the meaning of the art can evolve. This is also an opportunity for the art to draw the world to religion. Moreover, artistic reinterpretation of sacred imagery can help keep religion honest. The church has always been enriched by the tension that comes with diversity in art. Art is communication and effective art communicates effectively to any group at any level.

Maida on the Work of O’Connor – Light and Enlightenment

Maida on the Work of O’Connor Jordan Hollowell English 103 Professor Kuzmenkov October 6, 2012 (2) The main idea of Maida’s article is to tie together and explain the common literary devices apparent in Flannery O’Connor’s short stories.There are four reoccurring devices in O’Connor’s work: first, the eyes, which reflect an individuals innermost thoughts and emotions; then the tree-line which symbolizes the division of understanding between the world understood by an individual and the world beyond their comprehension; then the color purple which represents emotional or physical trauma which is often evoked alongside the Sun, which represents divine intervention.In describing these devices Maida also describes the arc of O’Connor’s characters as one in which they begin their journey with a sinful or selfish understanding of life and ultimately are bestowed with an enlightened understanding of life after embracing the love of God , Christian values, or both. (3) Maida’s writing is a brilliant exploration of the subject matter.From the citations given throughout the article it seems apparent that the core idea would not be lost on any reader, but after having been provided with a thorough examination of the O’Connor ‘s symbology her writing can now be appreciated to it’s full extent. For instance, a symbol like the Sun might be mistaken for a moment of clarity to someone unfamiliar with O’Connor’s other works. (4a) Maida (1976) asserts that the Sun is unmistakable as God’s active force, due to its ability to violate the laws of physics concerning its shape and movement (p. -3). However, since it is used as a metaphor its movement or changes could be interpreted as imagined movements that reside only in the mind of the character to whom they apply. The Sun as metaphor would then represent the comprehension of a life lesson as it eludes or is absorbed by the chara cter. This understanding would recast the role of God from one which is shown to be an active participant spurring characters’ ultimate realizations, to one in which the character must grasp the truth of God and life more independently.While the story would still make sense, the nuances of God’s love and patience would be lost. (5) My claim that Maida’s examination of O’Connor’s symbolism enable’s readers to understand the authors writing to it’s full extent stems from my personal reluctance to embrace the idea that God is active in peoples lives. I know that I would miss the message which (4b) Maida continues to stress, â€Å"Although man is thwarted by his lack of vision, the light remains a hovering presence-ready to pursue if necessary, the recalcitrant† (p. ) Were I to read O’Connor’s works I feel that I would choose to believe that the characters have their notions shattered and come to enlightenment through introspection, that they come to their own conclusions about God independently of Him. I would choose to view the Sun not as something that pursues, but rather something which as always been with the character, but never accepted or explored until the time wherein the individual was ready for it. References (1a) Maida, P. D. (1976). Light and Enlightenment in Flannery O'Connor's Fiction.In Bloom's Literary Reference Online. Retrieved from http://www. fofweb. com. proxy1. athensams. net/activelink2. asp? ItemID=WE54;SID=5;iPin= BLTSAR011;SingleRecord=True (1b) Maida, Patricia D. â€Å"Light and Enlightenment in Flannery O'Connor's Fiction. † Sin and Redemption, Bloom's Literary Themes. New York: Chelsea House Publishing, 2010. Bloom's Literary Reference Online. Facts On File, Inc. Web. October 6, 2012. ;http://www. fofweb. com. proxy1. athensams. net/activelink2. asp? ItemID=WE54;SID=5;iPin= BLTSAR011;SingleRecord=True;.