Cats and Girls painting by Balthus Essay Example | Topics and Well Written Essays - 1000 words

Cats and Girls painting by Balthus - Essay Example The essay "Cats and Girls painting by Balthus" explores Balthus's Cats and Girls painting. Farago in his article expresses similar misunderstanding where he likens the current state of media with Bathus’ works. Hence, implying for anything to have adequate and sizable audience ought to exhibit a certain degree of nudity though based on Bathus’ works the nudity of small girls could only being in the minds of pervert people. According to Bathus, his characters comprised of girls barely out of puberty whereby those who viewed them ought not to entertain thoughts of nudity that could attract somebody sexually because they were all children. This perception did not convince numerous scholars and especially viewers whereby some termed certain portraits extremely disturbing. Hence, prompting Metropolitan Museum of Art choose certain section solely for those works that were provocative such that viewers especially those with children could not visit towards those sections (Smit h). Smith in his article speaks plainly referring Bathus’ preference of depicting nude adolescents as â€Å"infatuation† irrespective of their age. Since, compared to varied mediums used by other artists he tends to exhibit unequaled preference of young nude girls though in his work they seem naà ¯ve and unaware of any strangeness of exposing themselves. Similarly, Gensler towards the end of his article contends Bathus’ images contrary to what he may imply; relay erotic content mostly associated with wicked imagination. especially when staring at teen girls. The affirmation of this is evident with the presence of a cat though to numerous viewers they may end up taking its presence literally but according to Gensler, it is a deeper assertion of sexuality. Hence, violating children’s privacy and sexuality whereby in the latter trying to exhibit a man can at will â€Å"access† budding womanhood (Gensler). This is highest level of provocation despite the artist trying to imply literally encompasses naivety of little girls and their love for cats. Conversely, Magada-Ward despite finding Bathus’ works depicting unequaled provocation especially concerning the sexuality of young girls; she adopts point that is more neutral by comparing what other interpreters have cited about true intend of the artist. Since, this is what matters despite viewers bearing their own interpretations. In her interpretation while taking care of layperson’s perspective, Bathus through his works he presents the age gap when a girl is trying to discover herself before entering to full womanhood (Magada-Ward 26). Hence, the presence of mirrors that serve the purposes of â€Å"metaphors for the pleasure of self-recognition3† and â€Å"vehicles for self-comprehension4† whose presence in the artworks is imagery as a reflection of one’s status similar to the girls once they are studying themselves (Magada-Ward 26). Magada-Ward b esides analyzing Bathu’s implication, she offers her interpretation and criticism that almost aligns with that of layperson though hers is a bit mild. This is because of her recognition that artworks play the role of arousing people’s tensions into retaliations, which differ across individuals based on morals and what one deems to be

Dama presented for examination Essay Example for Free

Dama presented for examination Essay A written account of practical work undertaken in year 11 resulting in a piece of drama presented for examination. We started the Christmas term 2001 with group warm-up exercises, before even thinking about what we were going to perform in late November or who we were going to work with. These were fun class activities, used to build up group relationships. We did such things as human noughts and crosses, using nine chairs in a 3 by 3 square with the girls as noughts and the boys as crosses. We played 5 games, resulting in one draw and the boys winning 3 to the girls 1. It was fun and used really to warm us up. We then went on to play two games of winking murder. We all sat round in a circle on chairs with our eyes closed while Mrs. Powles walked round the circle tapping someone on the shoulder, telling that person that they are the murderer. Then its all eyes open and we try to work out who the murderer is. Meanwhile, the murderer is winking discreetly at people, killing them. It was very enjoyable and it helped to build up group relationships. Following that, we were assigned the task of pretending to be a salesperson of some description at a drinks evening. We had to decide what we were selling and how to sell it. Once that was decided, we had to go around the class introducing ourselves to each other and trying to sell our product to them in under 2 minutes. It involved much interaction between us all and helped tremendously to strengthen group relationships. Shortly after, we were asked to write on a piece of paper who we wanted to work with and who we did not want to work with if we thought that we would not produce to the best of our ability if we were with them. Finally, I ended up working with Elise, which was great as I had never worked with her before and we were good friends. She didnt seem to complain either, which was a good sign. Then we spent an entire double lesson going through all of Mrs. Powles plays that she had to decide on one to perform an extract out of for the exam in December. We settled finally on an extract from the play The Norman Conquests by Alan Ayckbourn, as we both decided that we wanted to do a comical piece, but not farcical, so it fitted nicely. After searching through the book for a while, we finally came across a suitable duologue between Norman and Sarah. Norman is a librarian, but this definitely does not define his character at all. He is a womaniser, married to Ruth, attempted to have an affair with her sister Annie who is engaged to Tom, and is now working his charms on his other sister-in-law, Sarah, Elises character, who is married to Reg. Sarah is a more strict, clean, and prim character. However, it is sometimes clear that Sarah is quite jealous of Annie because she is the one that Norman says he wants and she wants to replace Annie in Normans eyes. It does eventually happen, as in the second scene they kiss. The extract immediately appealed to both of us, so we decided to give it a try. The extract we did in November was actually two different dialogues taken from two different points in the play. The first is set in the living room in the house and the second is set in the garden. Immediate difficulties we experienced with the exert were few, but as ever there were some. The biggest problem in my mind at the beginning was how to perform the kissing part of the second scene effectively and without embarrassment. It really needed to look convincing as it is the peak of Sarahs life, experiencing the closest thing she will ever feel to true love. It was essential that this came across in the performance. Then came the blocking of the scenes. First of all we just exchanged ideas and thoughts, coming up with a skeletal plan for how to go about performing both scenes. We discussed things such as how lines should be spoken, facial expressions and other small but significant effects. Afterwards we concentrated mainly on the first scene to get that near-perfect before trying the second scene. Once we had familiarized ourselves with the scene and had fairly certain ideas about what to do, we started to really act it out. Not long after, we did hot-seating as a class in which the person in the hot-seat had to answer their questions as their character. I enjoyed listening to other people answer questions with much thought, as they delved into previously unexplored regions of their character. When my turn came, I found it to be a very interesting experience, being able to answer questions as a different person. I had to capture his frame of mind and be able to answer the questions convincingly as Norman. It really helped me to get to grips with Normans character, behaviour and motivation and also to further my acting ability as Norman. When it was Elises turn, it too helped me to understand her character better than I previously did, which enabled me to respond to her better in the play. Following that, we spent most, if not all, of our time concentrating on the first scene, filling in the gaps and finalising parts of it. Performing it in front of the class also helped a lot as it was open to criticism and any ideas from the class or Mrs. Powles. One idea that really affected what we had rehearsed so far was that at the beginning of the first scene, Sarah storms in and physically removes my feet from the arm of the armchair before she sits on it. We had thought this to be a good idea to convey that Sarah was angry with Norman, which she was. The suggestion was that this was not a bad idea, just that it would be more effective if Sarah came in and stared at my feet distastefully, as if daring me to leave them there. When I then remove them, she brushes the arm with her hand before sitting in the chair. This, we decided, was much better than our original plan as it shows that Sarah is a less physical person, more prim and uptight. Throughout all the extract from then on, the amount of physical interaction Sarah did was kept to a bare minimum. We started needing the script less and less and we started on the second scene a definite sign of all-round progress. I found the second scene much more difficult to do than the first, mainly for two reasons. The first was that I had to act drunk, as prior to this scene, offstage, Norman has been consuming large amounts of wine. The real difficulty with this was that I had to appear drunk by staggering around and slurring my words. The staggering part was okay to act but the slurring was the real problem as I still had to be understood by the audience. With practice and advice form Mrs. Powles, however, this problem was soon overcome. The second problem was the kissing part. We knew this would be difficult when we chose the piece, but we still chose to do it. Once the initial embarrassment of it was overcome, there was still an awkward feeling as Elise was my friend. But this we endured right up to the end. As the exam date drew nearer, we spent our time polishing up the piece and adding finishing touches to it, such as sound effects and music. We spent a lot of time searching through the sound effects for some birdsong to be used at the beginning of the second scene, just to inform the audience that it was set outside. As for music, we originally thought about using When a man loves a woman, but in the end we decided on using Irresistible by the Corrs. For lighting effects, we used straw and golden gels on fresnel spots. With regards to costume, we decided that I would look best in a pair of corduroy trousers with a check shirt. But unfortunately I could not obtain a pair of corduroy trousers, so we settled for a pair of chinos with a leather belt. This, we thought, conveyed Normans character quite well; not trendy or modern, yet laid back and charming. For Sarah, we both decided that Elise would look appropriate in a grey skirt suit, as it would convey Sarahs prim and proper personality. When the final day came, it went very smoothly. Neither of us made any real mistakes and our lines were as perfect as they ever would have been. Overall we were both very pleased with our final performance. And, thankfully the audience did seem to enjoy it as they laughed in all the right places, sometimes a bit more enthusiastically than we both had previously expected, which could have meant only good things.

Child Sexual Abuse Case Management

Child Sexual Abuse Case Management Rape: Child Sexual Abuse Deirdre F Smith Social Work and Criminal Justice A violent crime is a  crime  in which an offender uses or threatens force upon a victim. This entails both crimes in which the  violent  act is the objective, such as murder, as well as crimes in which violence is the means to an end, such as robbery. Violent crimes may, or may not, be committed with weapons. Depending on the jurisdiction, violent crimes may vary from homicide to harassment. (Violent Crime) Rape falls into the category as a violent crime. Rape is a type of  sexual assault  usually involving  sexual intercourse  or other forms of  sexual penetration  initiated against one or more individuals without the consent  of those individuals. The act may be carried out by physical force, coercion, abuse of authority or against a person who is incapable of valid consent, such as one who is unconscious, incapacitated, or below the legal age of consent. The term rape is sometimes used interchangeably with the term sexual assault. (Rape) It is commonly believed that rape only happens to women and children, but this is false because it can also happen to men. Rape is not about sex, but about power. One out of every six American womenhas been the victim of an attempted or completed rape in her lifetime. 17.7 million American womenhave been victims of attempted or completed rape. The Average number of rapes that occur annually in the United States is 89,000. Men make up 3% of the total rapes. Children under the age of 12 make up 15%.There is still 60% of rapes never reported and 95% of college rapes are also never reported. There are 47% of rapes that have occurred while both the victim and perpetrator had both been drinking. Victims of rape are more likely to suffer from depression, post-traumatic stress disorder, abuse alcohol and/or drugs, and contemplate suicide. (Who are the Victims?) The rape of a child is referred to as child sexual abuse. Child sexual abuse is a form of  child abuse  in which an adult or older adolescent uses a child for sexual stimulation. Forms of child sexual abuse include asking or pressuring a child to engage in  sexual activities  (regardless of the outcome),  indecent exposure(of the genitals, female nipples, etc.) to a child with intent to gratify their own sexual desires  or to intimidate or  groom  the child, physical sexual contact with a child, or using a child to produce  child pornography. The  American Psychiatric Association  states that children cannot consent to sexual activity with adults, and condemns any such action by an adult: An adult who engages in sexual activity with a child is performing a criminal and immoral act which never can be considered normal or socially acceptable behavior. Rapes can occur in either the perpetrators or victims’ home, in a vehicle, outdoors, in a bar, or anywhere. Sometimes it can occur in the home that both the victim and perpetrator share, because most people are raped by someone they know including a spouse. Since rape or sexual assault is under reported only about 3% of rapist will ever spend a day in jail. (Rape Statistics, 2014) Under federal law, the punishment for rape can range from a fine to  life imprisonment. The severity of the punishment is based on the use of violence, the age of the victim, and whether drugs or intoxicants were used to override consent. If the perpetrator is a repeat offender the law prescribes automatically doubling the maximum sentence. A person who has committed such offenses gains the label as a sex offender. Once you are given that title you will forever carry that label. Even upon release of incarceration, one still must register as a sex offender with local law enforcement and follow specific guidelines which includes, informing law enforcement if you move and update any information. You will be placed in a public database where your status is automatically known. Children who have been sexually abused may feel guilty, ashamed, or confused so, they may not tell anyone. There are symptoms that you can look for they may tell you that a child is being sexually abused. The symptoms include withdrawal from friends or activities, may become aggressive, changes in school behavior and attendance, depressed, and attempt to runway or commit suicide. There can also be physical signs of sexual abuse such as, Sexual behavior or knowledge thats inappropriate for the childs age, pregnancy, sexually transmitted diseases (STDs), trouble walking or sitting, or sexually abusing other children. (Child Abuse Symptoms) Children who have been abused sexually are 25% more likely to experience teen pregnancy. The effects of child abuse are also that they begin drug and/or alcohol use, commit violent crimes, become depressed, and have low self-esteem. Some may actually become abusers themselves. They develop psychiatric disorders that carry on into their adulthood. Some will become involve in abusive relationship and some become promiscuous. As adults they may even take jobs as prostitutes. (Rape Statistics, 2014) As a social worker, working with sexually abused children you may experience conflicts between personal values and professional values. There are certain standard you must adhere to according to the NASW when dealing with adolescence. Standards for the Practice of Social Work with Adolescents: Standard 1. Social workers shall demonstrate knowledge and understanding of adolescent development. Standard 2. Social workers shall demonstrate an understanding of and ability to assess the needs of adolescents; access social institutions, organizations, and resources within a community that provide services for adolescents and their families; and advocate for the development of needed resources. Standard 3. Social workers shall demonstrate knowledge and understanding of family dynamics. Standard 4. Social workers shall demonstrate acceptance of and contribute to the development and maintenance of culturally competent service delivery. Standard 5. Social workers shall possess or have access to specialized knowledge of the legal, regulatory, and administrative requirements and resources for youths and their families. Standard 6. Social workers shall strive to empower adolescents. Standard 7. Social workers shall advocate for an understanding of the needs of adolescents and for resources and cooperation among professionals and agencies to meet those needs. Standard 8. Social workers shall participate in multidisciplinary case consultation across agencies that provide services to adolescents and their families. Standard 9. Social workers shall maintain confidentiality in their relationship with youths and of the information obtained within that relationship. Standard 10. Social workers shall assume an active role in contributing to the improvement and quality of the work environment, agency policies and practices with clients, and their own professional development. (NASW Standards for the Practice of Social Work with Adolescents, 1993) Treatment of child sexual abuse is a complex process. Orchestration of treatment in the childs best interest is a genuine challenge. Moreover, it is often difficult to know how to proceed because there are so few outcome studies of treatment effectiveness. When working with children it may be difficult because of lack of support from the family. Establishing trust with the child may be difficult. One of the reasons sexual abuse treatment is such a challenge is that it occurs in a larger context of intervention. Therefore, coordination is of utmost importance and ideally is provided by a multidisciplinary team. Treatment issues are then handled by the team as part of overall intervention. The following issues are the most important of those the team should consider at this stage of intervention: separation of the child and/or the offender from the family, the role of the juvenile court, the role of the criminal court, the treatment plan for the family, visitation, and family reunifica tion. (Child Welfare Information Gateway) Case management decisions are often provisional; that is, they are based on what information about the family members and their functioning is available when decisions are made. Treatment is often a diagnostic process. The positive or negative responses of family members to treatment determine future case decisions. Outcomes of court proceedings can impinge upon and alter case management decisions and treatment. (Child Welfare Information Gateway) Before you can give a child a treatment plan you have to consider should the child remain a part of the family, do the courts have a role in the case, and is there a question of visitation? This is actually where the conflict of person and professional values arises. You may feel that if the child was sexually abused at home, they should never be allowed to return. Professionally, reunification with the family is the goal if at all possible. The task of the therapist is to make victims feel whole and good about themselves again. Work, mentioned above, that addresses the issue of self-blame is helpful. However, so are interventions that help children view themselves as more than merely victims of sexual abuse. Normalizing and ego-enhancing activities, such as doing well in school, participating in sports, getting involved in scouts, or helping a younger victim, can be very important in victim recovery. (Child Welfare Information Gateway) Treatment options include group therapy, individual treatment, and family therapy. Group therapy is generally regarded as the treatment of choice for sexual abuse. However, usually groups are offered concurrent with other treatment modalities, and some clients may need individual treatment before they are ready for group therapy. Individual treatmentis appropriate for victim, offender, and mother of victim (as well as for siblings of victims and survivors). As a rule, an initial function and a major one for individual treatment is alliance building. All parties have to learn to trust the therapist and come to believe that change is possible and desirable. The members of this triad may have different levels of commitment to therapy, with the victim usually the most invested and the offender the least. Family therapyis the culmination of the treatment process and is usually not undertaken until there has been a determination that reunification is in the victims best interest. (Child We lfare Information Gateway) The reason I chose to this topic is not because a family member or a friend sexually abused me, but at the age of 17 I was raped by seven guys who I did not know. I did not say anything after it occurred because I felt like it was my fault. I was somewhere I shouldn’t have been and my parents didn’t know. In a way I thought of it as punishment for being disobedient. Afterwards, I had become angry, aggressive, and rebellious. I would run away from home because I caused all types of problems there. At that time I was in college, but of course I quit going. I began cutting myself and I showed other emotions other than anger. Finally, after trips to the Detention Center my mother finally took me to St. Dominic Mental Health. My therapist tried to talk to me, but of course I refused to talk. He told my mother I had sociopathic symptoms, because I showed no emotions and would not open up. After those attempts I was still acting out. She finally took me to a place called Our House Shelter. It was a runaway shelter. There I had group therapy and individual therapy. That’s where I found my help. It was a social worker named Ms. Tara who reached me. I have a great mother because she knew something was wrong with me and tried everything she could to help me. She could’ve given up on me but she didn’t. She still doesn’t know what happened to me and chose not to tell her. She was just happy to have her daughter back to normal. I have seen a couple of the guys throughout the time, but I have heard most of them are in jail or dead. Do I regret never telling? Yes, because I could have stopped someone from experiencing what I did. Because of that situation and the fact that I’m here has made me stronger. References Child Abuse Symptoms. (n.d.). Retrieved November 2014, from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/child-abuse/basics/symptoms/CON-20033789 Child Welfare Information Gateway . (n.d.). Retrieved November 2014, from U.S. Department of Human Health Services: https://www.childwelfare.gov/pubs/usermanuals/sexabuse/sexabusef.cfm NASW Standards for the Practice of Social Work with Adolescents. (1993). Retrieved November 25014, from National Association of Social Work: http://socialworkers.org/practice/standards/sw_adolescents.asp Rape. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Rape Rape Statistics. (2014, July 8). Retrieved November 2014, from http://www.statisticbrain.com/rape-statistics/ Violent Crime. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Violent_crime Who are the Victims? (n.d.). Retrieved November 2014, from RAINN: https://www.rainn.org/get-information/statistics/sexual-assault-victims

Essay --

Have you ever seen commercials on television advertising allergy medications? The advertisement explains that taking the medication can cause abnormal sleep patterns, nausea, vomiting, diarrhea, itching, watery eyes, rashes, and headaches. A conclusion could be made that the side effects of the product would be much worse than the allergy problem. However, people still buy the product. The lengths an average person will go in order to get a quick fix is amazing. It is this way of thinking that makes tanning beds so popular. Over the last decade, cancer causing tanning beds have given self-image issues to people across the world. For, example a self proclaimed â€Å"child of the 70’s†, Donna Moncivaiz soaked in the sun whenever possible. As an adult she graduated to tanning beds and allowed her teenaged children use them also. Two years ago 51 year old Donna was diagnosed with melanoma. She had lost her gallbladder. Her daughter has also been diagnosed with an early stag e of melanoma. Donna states â€Å"If I had known what I know now, it never would have happened.† Many people will do things that will make you think that tanning is something they need to survive like spending millions of dollars in a life time for tanning beds, ending up becoming addicted to it, as well as they could get many types of skin cancers later on in life. All these things just for something that can hurt you in your life time and can kill you as well. So why even start? So why do people go tanning? Many people go tanning to get the feeling of beauty. In society today, having a tan is thought to be one of the most attractive and appealing senses to the opposite sex. Unfortunately, tanning beds are used most frequently among teenagers. This is especially harmful bec... ... cause death to someone. Skin cancers are separated into two categories. First one is malignant melanomas and non melanoma. The first is basal cell carcinoma; basal cell carcinoma begins in the lowest layer of the epidermis, the basal cell layer. Basal cell cancer accounts for 75% of all skin cancers. This type of skin cancer tends to be slow growing and is usually is found in areas that are highly exposed to sunlight, such as the head or neck. People with lighter skin are more likely to get basal cell cancer than are dark skinned people. The second type is called squamous cell carcinoma. Squamous cell carcinoma accounts for 20% of all skin cancers, and penetrates the skin more than basal cell would, therefore, is considered to be more harmful. The growth of a squamous cell is more quicker than a basal cell. It can spread to the lymph nodes, arms, neck, and the head.

The Teacher Preparation Programme Education Essay

Introduction Teaching practicum is portion of the instructor readying programme. Every pupil instructors needs to undergo learning practicum in order to finish their instruction classs so as University of Malaya TESL ( Teaching English as 2nd linguistic communication ) undergraduates. University of Malaya TESL undergraduates need to travel for learning practicum during their 4th twelvemonth in order to finish their class, Bachelor in Education ( TESL ) in University of Malaya. No uncertainty learning practicum is an of import constituent in teacher instruction programmes. It is because learning practicum is a existent challenge for the pupil instructors where they need to use the theories that they have learnt in the schoolroom. The term pattern learning embracings all the learning experiences of pupil instructors in schools ( Ashraf, 1999 ) . The term pattern instruction has three major intensions: the practicing of learning accomplishments and acquisition of the function of a instructor ; the whole scope of experiences that pupils go through in schools ; and the practical facets of the class as distinguishable from theoretical surveies ( Stones and Morris, 1977 ) . During the instruction practicum, pupil instructors are able to derive experience of learning in the schoolroom and learn to develop teacher-like personalities. At the same clip, they will be exposed to school civilization and learn to map as a member of a school staff beyond schoolroom instru ction ( Laila Hairani, 1996 ) . Besides that, learning practicum besides provides great chance to get downing instructors to go socialised into the profession ( Furlong et.al, 1988 ) . Student instructors ‘ public presentation during their instruction pattern will bode and foretell the hereafter success of the instructor. This survey aims to happen out University of Malaya TESL undergraduates ‘ beliefs about learning practicum. Beliefs considered as an of import psychological concept to teacher instruction ( Pintrich, 1990 ) . When pupil teachers come to university or travel for learning practicum, they bring many beliefs about learning. These beliefs may ensue from their experiences as a pupil in their schooling period. Furthermore, pupil instructors ‘ experiences in the university through the methodological analysis categories, simulated learning for TESL, and other relevant activities will besides act upon the development of pupils ‘ beliefs about learning practicum. The bing beliefs of pupil instructors should be considered in the instructor instruction programme as these beliefs interact with their acquisition procedure ( Esen Uzuntiryaki, 2007 ) . Namely, such beliefs would act upon pupil instructors to construe and analyze the pedagogical cognition, conceptualisation of learning undertakings, their instruction determinations and their schoolroom pattern ( King, Shumow & A ; Lietz, 2001 ; Pajares, 1992 ) . Therefore, throughout the instructor instruction programme, it is really of import for the lectors to place pupil instructors ‘ beliefs about learning practicum before they go for existent instruction and promote them to reflect upon these beliefs ( Esen Uzuntiryaki, 2007 ; Mellado, 1998 ; Southerland & A ; Gess-Newsome, 1999 ) . If lectors understand and know pupil instructors ‘ beliefs about instruction, lectors would hold different outlooks from them. Besides, it would besides be a great chance for lectors to assist pupil inst ructors to determine their positions about instructor functions. This may decidedly act upon the manner pupil instructors receive and procedure cognition, recognise and accept values and develop and heighten accomplishments needed for effectual instruction ( Clarita M. de Leon-Carillo, 2007 ) . In short, every pupil will convey their ain positions and outlook on learning when they come ining a instructor instruction programme. This paper will be discoursing University of Malaya TESL undergraduates ‘ beliefs about learning practicum. Background of the survey The debut of the instructor instruction system was due to the recommendation made by Wolley Committee in 1980. It is formed to fix instructors for school. Harmonizing to the surveies, the schools were undergoing rapid growing in the early nineteenth century ; hence, it needed a big Numberss of instructors that clip. For that ground, different programmes or teacher preparation establishments existed to develop instructor of authorities schools, government-assisted schools and even common schools. There were three chief teacher developing establishments: Non-graduate establishments which include the assorted instructor preparation colleges and centres Teachers ‘ colleges and centres administered by the Ministry of Education are non afflicted to any university. The Ministry of Education is responsible for ordering classs for surveies and attesting successful campaigners in a centrally-controlled scrutiny. The scrutiny boards, nevertheless, are composed of representatives from different colleges. The instructors colleges offer biennial full-time class. A three-year class was provided from 1956 to 1968 for pupils who possessed merely three old ages of secondary school makings. Graduate teacher preparation establishments, viz. , University of Malaya Faculty of Education, University Sains Malaysia Centre for Educational Studies and University Kebangsaan Department of Education The alumnus instructor preparation establishments administered by the universities enjoy a big step of liberty though they depend upon the Ministry of Education for fiscal support. One of the alumnus instructor preparation establishments, University of Malaya has embarked on a series of experiments in teacher instruction and modified the instructor instruction classs to carry through its function as a beginning of supply of alumnus instructors. For illustration, from the 1971/72 Sessionss, the Diploma of Education Course has modified and consisted of the undermentioned: Foundations of Education ( 5 units ) , Methodology of learning ( 2 units ) and Teaching pattern ( 3 units ) . In-service instructor preparation programmes Harmonizing to Francis ( 1972 ) , during the British disposal small attending was paid to preparation of instructors. When Peninsular Malaysia became independent in 1957, upgrading the quality of instructors became the precedence of the Ministry of Education. The types of classs presently available may be divided into four major groups: initial instructor preparation classs held during holidaies for impermanent untrained instructors auxiliary full-time classs for trained instructor full-time and holiday classs for trained instructors to utilize Malay as the medium of direction and to learn English as 2nd linguistic communication holiday classs for the upgrading of qualified instructors in the assorted subjects. No affair what establishments you were traveling, learning practicum is one of the classs that you need to undergo in order to graduate from the establishment to go a instructor. Teacher Training Division of the Ministry of Education Malaysia regarded the instruction pattern as a series of practical and systematic school experiences to assist pupil instructors to go professional in their instruction calling ( Malaysia Education Ministry, 1990 ) . The pupils ‘ learning field experience is an indispensable constituent of larning to learn and supervising dramas an of import function ( Zahorik, 1988 ) . Harmonizing to the National Education Philosophy Malaysia, â€Å" instruction in Malaysia is an ongoing attempt towards further developing the potency of persons in a holostic and incorporate mode, so as to bring forth persons who are intelectually, spiritually, emotionally and physically balanced and harmonic, based on a steadfast belief in and devotedness to God. Such an attempt is designed to bring forth Malayan citizens who are knowing and competent, who possess high moral criterions and who are responsible and capable of accomplishing high degree of personal wellbeing every bit good as being able to lend to the harmoniousness and improvement of the household, the society and the state at big † . Over a century ago the laminitiss of normal schools introduce learning pattern as an built-in portion of the course of study for the prospective simple school instructor. During this century learning pattern in secondary schools became a standard portion of the professional course of study in all types of colleges and universities. Since 1969, the instruction pattern agreements at the Faculty of Education, University of Malaya have undergone some extremist alterations in order to run into student instructors ‘ demands every bit good as to run into the National Education Philosophy Malaysia. Today, pupils are paired harmonizing to their first method option. During the instruction pattern, the pupil instructor conducts schoolroom lessons and performs the responsibilities of a instructor in school. Furthermore, this period of practical experience, pupil instructors will be guided and supervised by supervisors and co-operative instructors in the school. The instructor preparation division introduced the clinical supervising theoretical account ( Goldhammer, 1966 ) for all the instructor preparation colleges or universities in Malaya from June to October 1989. This theoretical account focuses on the integrating of planning, observation, rating and analysis of lessons. The pupil instructors ‘ schoolroom public presentation is observed, recorded, analysed and paid attending to the content and method facets of lesson execution. Each supervisor will do a reappraisal and measure pupil instructors ‘ public presentation in term of strengths and failings in instruction and to concentrate on countries for attending and betterment. The supervisor plays an of import function in learning pattern as they need to steer and confer with the peculiar pupil instructors based on their public presentation. Bachelor of Education: Teaching as 2nd linguistic communication ( TESL ) programme offered through University of Malaya Teaching as 2nd linguistic communication ( TESL ) is a four twelvemonth class. Students who undergo and specialize in TESL class will larn and get the hang patterns in instruction of English as 2nd linguistic communication. They will be trained for callings as English linguistic communication instructors. The module of instruction of University Malaya will set up the classs which heavy focal point on applied and theoretical linguistic, instructors ‘ cultural, specialisation in learning methodological analysis and techniques, every bit good as programmes that prepare pupil instructors for the doctorial work in the subjects. In order to finish the grade, undergraduates need to carry through the class demand. The undermentioned tabular array is the illustration of class construction for the unmarried man of instruction ( get downing admittance session 2007/08 ) that undergraduates are required to carry through during the four old ages class. Form the tabular arraies, the mean recognition hours for each topic in each class is about three recognition hours. However, learning practicum consists of eight hr for itself entirely. It tells us that learning practicum plays an of import function in the whole instruction programme. Teaching pattern is normally implemented during the concluding stage of the instructor instruction programme. It is because the aim of practicum is to guarantee that pupil instructors get accomplishments, cognition, attitude and the values throughout the classs that are required by every professional instructor. The major accent of the instruction pattern is on learning and see both in and out of the schoolroom and development of appropriate personality traits of a instructor. Teaching practicum is a critical constituent of Teacher Education Programme. If pupils instructors had a incorrect beliefs about learning practicum, and they will decidedly neglect to get the hang learning methodological analysis, learning cultural and some other accomplishments provided by the university. Besides that, they will besides confront troubles during learning practicum. The pupil instructors would endure when they go for learning pattern when they are in the concluding degree. In a nutshell, each and every instruction institute is making their best to supply the most suited classs in order to bring forth a professional instructor in the hereafter. However, one ‘s beliefs will easy impact one ‘s larning attitude every bit good as one ‘s learning presentation no affair during the learning procedure or in the hereafter. Therefore, besides supplying the good classs, the university besides needs to take pupils ‘ beliefs into history so that the governments and the lectors could learn and leave the right instruction beliefs about learning practicum to the pupil. For case, the university can concentrate more on the Doctrine of Education to assist pupils to see better the nature of a human existences every bit good as the nature of larning manner. If the university understands what the pupil instructors ‘ concerns are and what are the beliefs that inhibit them from larning and execute better during microteaching, the university can ea sy set the classs to accommodate the pupils ‘ demands and fix the pupils to the instruction practicum. Statement of the job Teaching Practicum is by and large recognized both within and outside Malaysia that most pupils â€Å" are fierce in asseverating that learning pattern is one of the most valuable and one of the worst conducted parts of preparation † ( Francis & A ; Paul, 1973 ) . Why Francis & A ; Paul described learning practicum as the worst conducted parts of preparation? It is because pupil instructors have to play two functions at the same clip which are a scholar and a co-teacher. Student instructors are expected to show what they have possess the cognition and accomplishments through teacher instruction classs ; viz. planning, developing the lesson, pass oning, pull offing the schoolroom and besides measuring the pupils. Besides that, they are besides expected to follow professional attitude to their work as a co-teacher. There are several topics provided in teacher instruction classs, while learning practicum is one country in which the instructor preparation colleges and the universities portion many common jobs. One of the jobs is that pupil instructors may keep deeply to their beliefs about learning practicum indirectly affect their public presentation in learning during learning practicum or even in their hereafter learning calling. As we know, whenever pupils were to larn a new topic or to expose to a more ambitious cognition, they will keep to their beliefs in order to do themselves comfy to the state of affairs. However, pupil may hold some mistaken thoughts about the peculiar topics, so as the pupil instructors. Some of the pupil instructors may transport a positive and right belief about teacher practicum while some may non. This affair is really of import because wrong scholar beliefs will negatively impact their presentation every bit good as their public presentation in category. Student instructors may non portray themselves absolutely as a professional instructor when they hold wrong beliefs about instruction. This paper is to look into TESL undergraduates ‘ beliefs about learning practicum after they have undergone several programmes provided by Faculty of Education, University of Malaya. It is to see if they have common beliefs about learning practicum and it would anticipate if the pupil instructors held a correct or wrong belief about learning practicum. Many pupil instructors ‘ beliefs about school come from their experiences as pupils. They have formed feelings about themselves and their abilities, about the nature of cognition, and about how ‘learning ‘ takes topographic point. So, this paper would reexamine and foreground on TESL undergraduates ‘ beliefs about learning practicum on two major constituents, viz. the anterior to learning practicum and schoolroom direction. Aims of the survey The aims of the survey are listed below: To depict the University of Malaya TESL undergraduates ‘ anterior beliefs about learning practicum. To research and place the constituents of the teacher instruction plan that help to construct their beliefs about learning practicum. Research Questions For the intent of this survey, relevant informations are required to reply the undermentioned inquiries: What are the University of Malaya TESL undergraduates ‘ anterior beliefs about learning practicum? What are the constituents of the teacher instruction plan that help to construct pupil instructors ‘ beliefs about learning practicum? Definition of cardinal footings Beliefs There are different ways to depict beliefs. H.A. Hodges said â€Å" belief is a moral act for which the truster is to be held responsible † , while Frank Pajares explained it as â€Å" aˆÂ ¦ Defining beliefs is at best a game of participants ‘ pick. They travel in camouflage and frequently under alias-attitudes, values, judgements, maxims, political orientation, perceptual experiences, personal theories, internal mental procedure, constructs, action schemes, regulations of pattern, practical rules, positions, repertories of apprehension, and societal scheme. Practicum The significance of practicum in this context is a specialised field of survey that is designed to give pupils supervised practical application of antecedently studied theory after undergo class in school or college. Teaching Practicum Teaching Practicum is the last of the series of pedagogical classs. A pupil instructor is asked to learn under the supervising of a certified instructor in order to measure up for a grade in instruction. Student instructors use this chance to execute instruction theory and to widen their practical experiences. Student Teacher Student instructor is synonymous with the term trainee instructor. Student instructor is a selected campaigner who has been enrolled for the instructor instruction programme class and is under the counsel of an university supervisor and other forces involved in the supervisory undertaking. 1.6 Significance of the survey This survey aims to garner and analyze relevant informations which will supply the necessary information so that a description of the beliefs about learning practicum of TESL undergraduates of University of Malaya can be obtained. The focal point of the job of the survey is to place what the University of Malaya TESL undergraduates ‘ beliefs about learning practicum are. The consequence of the information analysis would so assist us every bit good as other pedagogues to organize a better understanding towards pupil instructors ‘ beliefs about instruction and besides learning practicum. We may place if the pupil instructors have carried a incorrect belief about learning practicum all the clip. It will non merely profit the pedagogues, but the pupils will understand better about themselves and acknowledge which is the right or incorrect belief they have. Many argue that wrong pupil instructors ‘ beliefs would negatively impact their teaching attitude. Through the survey, the findings would give each pedagogue a great chance to alter and modified the instruction system and organize a footing for suggesting a better programme for pupils to determine their position of instructors ‘ function. Furthermore, pedagogues may make a better environment every bit good as learning course of study to fix the pupil instructors to learn efficaciously and leave them the passion of instruction. Last but non least, placing fluctuation of pupils ‘ beliefs may besides increase pupils ‘ degree of assurance. Once pupils have their ain beliefs, they would non happen instruction is a hard undertaking. Through the survey, we can besides see what pupil instructors have prepared for learning practicum. Subsequently the pupils would see beliefs as a chief beginning that would impact personal development and the acquisition and learning procedure. 1.7 Restrictions of the survey The restriction to this research is that it is done merely questionnaires. Although it is good and proved method of making research through the aggregation of informations, it is still restricted to certain types of inquiries. In add-on, there are a few of survey sing beliefs about learning practicum in Malaysia context. Besides that, this research is limited to 40 undergraduates of University of Malaya merely. While the findings of the survey can be used for pulling decisions about the beliefs about learning practicum of this university, they can non needfully be generalise to other university undergraduates. In add-on, the Numberss of undergraduates who participate in this research do non stand for a complete probe of all the undergraduates in this university nor other universities. Pintrich, P. R. ( 1990 ) . Deductions of psychological research on pupils larning and college instruction for teacher instruction. Handbook of research on instructor instruction ( pp. 826-857 ) . New York: Macmillan.

Deadly Unna Essay

Deadly Unna by Phillip Gwyn is a story about the friendship between two boys set up in a small country town in the 1980’s South Australia. Gary Black (or Blacky) is the protagonist, a fifteen year old boy with many siblings, who develops and matures. He becomes highly aware of racism in the small country town against aboriginal people, as well as many other issues through out the course of the novel. Through out the story he meets a girl named Cathy that he gets smitten by, he looses his friend Dumby because he died in a shoot out down by the bar, so he drastically matures as the novel progress. Some of the other significant themes dealt with by Deadly Unna are the issues related to life in a small country town and the idea of loss of childhood innocence. Let’s begin when Blacky’s ALF team gets trophies for a specific category e. g. : scored most goals ECT. Dumby was the ‘best man on field’ so he obviously deserved and earned the ‘Best Man on Field’ Trophy. But instead the trophy was awarded to Mark-Arks. Remember when Dumby tried to mug Macca’s bar, he died because he shoot him with a shotgun and the police didn’t even try to solve the case. Basically nobody cared just because Dumby was just another Aborigines kid. Speaking of Maccas’s bar, all the gonyas sits in the front of the bar. But the Nungas is in the back. Except for one person called Tommy who always says Chug-A-Lug. But he’s only there because he is always drunk and it’s funny for the Gonyas. When the Slogs wrote BOONGS PISS OFF. This really affected Blacky because he became so aware of racism ever since Dumby’s death. Blacky’s loss of childhood innocence begun when Dumby died, one of his best friends that he has ever had just disappeared and now his childhood has basically vanished because everything he knew as a child is now gone. When Gary wanted to grab some paint and a brush his dad busted him and told Blacky to put the brush and the paint down. But Gary has matured because he as gone through so much that he has lost his childhood. All the Sad stuff that has been going on in his life made him realise that he is not a little kid anymore, especially when Darcy said ‘I dare say they should Blacky, I dare say they should†¦Ã¢â‚¬â„¢ He now sees what racism people have against the Aboriginal population, and now his childhood has passed away. Another example is when Gary gets smitten by Cathy, this is a prime example that he has now matured and moved on to his teenage life.

Public Management Example

Public Management Example Public Management – Article Example Public Management Public Management The study by West and Berman acknowledges that not enough information is available about managers in the public sector, their work habits and how they impact views of organizational performance. They further recommended that a practical strategy of working individually with managers effectively identifies, tackles and conquers bad management habits at work (West & Berman, 2011). Although fruitful habits are observed among the top managers of city governments, they are intertwined with some bad habits in management work and their presence is too significant to ignore. The undesirable habits are commonly exhibited by managers who are overly judgmental, passive, intimidating and defensive and lack open mindedness. These unproductive work habits in management significantly compromise the gains realized from the productive work habits (West & Berman, 2011). They also stand in the way of promoting the beneficial habits. Raising awareness and exposing bad habits of managers is the correct way towards better performance. Perry, Hondeghem and Wise (2010) refer to motivation as the widely varied forces that direct, energize and uphold behavior. They believe that Public Service Motivation (PSM) has its roots in unique motives found among public servants while workers in the private sector possess their own motives. The review by Perry, Hondeghem and Wise (2010) implies that at the core of the PSM construct, there is an inclination of people in the public sector to do good for the society. Although discrepancies in inclination occur, there is a commonality in that behavior of humans is driven by motives to regard others and not merely self interests and concerns. PSM provides an alternative view for research of public management and rational choice theories (Perry, Hondeghem & Wise, 2010). ReferencesPerry, J. L., Hondeghem, A. & Wise, L. (2010). Revisiting the motivational bases of public service: twenty years of research and an agenda f or the future. Public Administration Review, 70(5).West, J. P. & Berman, E. M. (2011). The impact of management work habits on public sector performance: A study of local government managers. Public Personnel Management, 40(1), 63-87.