Movie Review of Children of Heaven Coursework Example | Topics and Well Written Essays - 750 words

Movie Review of Children of Heaven - Coursework Example The love and affectionate affair that exists between these two is the main theme that the director portrays in the movie. He uses this to bring to the fore the fact that with love, it is possible to live in harmony despite poverty and hard economic times. Ali and his sister Zara cover up each other’s weaknesses which is not a very common occurrence among siblings. In most instances, sibling rivalry dominates. Furthermore, the fact that the two go as far as sacrificing their studies and receiving punishments just to conceal a mistake done by another is commendable. To achieve this without selling the fact that it is a dramatization, the director develops very specific personality trait among his characters. Ali volunteers to go look for his sister’s shoes; this is a show of love which very easily introduces the audience to the kind of affection and understanding among the two. While at the market place, he leaves the shoes unattended. This is not because he is preoccupie d with his own little games but because he saved a little penny and is therefore buying his little sister a cookie. With such a background, it becomes very realistic to understand that the two had shared a very cordial relationship. The director also achieves great success in depicting abject poverty in the movie. Ali’s family plays the role of a poverty stricken family. This is a role that they all play very effectively. An ailing mother, a jobless father, and semi dressed children bring this out very clearly. When Ali’s father later gets a gardening job, the rich and flamboyant northern Tehran brings out the difference clearly. The housing technique in this neighborhood clearly brings out the difference between the rich and the poor in this Islamic society. Furthermore, Ali accompanies his father to the town where he plays with a son to the rich family while his father is busy doing the gardening job. The director succeeds in bringing a clear cut difference between t he two children. In his tattered shirt and bare feet, Ali is distinct and a true representation of poverty. Alizera, the rich child, on the other hand is flamboyantly dressed and plays with restrain unlike Ali who is shocked at every new thing he discovers. Children are normally the true representation of the society; they offer the most basic level upon which a society may be judged and this is so because they rarely lie. Ali and Alizera do just this in depicting their class differences. Done in an Islamic society, the movie does not show it which a success. A number of stereotypes have been associated with the Islamic societies. Their very stringent cultural guidelines especially those demeaning the girl child are not depicted in the movie. Zara goes to school and is in deed a very dedicated student and a darling to most of her teachers. At school, there are quite a number of female teachers. This is unlike a typical Islamic society that most western movies and other literatures h ave succeeded in developing in the minds of many; a society in which a girl child is not valued. In a much concealed manner, the director communicates what an ideal Islamic society is. Ali’s family is a vey poor one which, if anything, should have married off their little pretty daughter to earn some financial support. However, unlike the expected, the family sends her to school and no form of negotiations that would either lead to an

Greenhouse Effects Essay Example | Topics and Well Written Essays - 750 words

Greenhouse Effects - Essay Example However, an imbalance leads to varying degrees of abnormality leading to a change in climate. When solar rays hit a dark surface, heat is absorbed while the polar ice caps tend to reflect heat off. Every part of the earth absorbs and reflects heat differently resulting in differential heating and cooling of the earth. Elevated level of any the above mentioned green house gases can disrupt the balance which leads to increased temperature of the earth resulting in ‘Global Warming’ (UCAR, n.d.). What are Green House Gases? Carbon dioxide (CO2), methane (MH4), nitrous oxide (N2O), cholofluorocarbons, hydrofluorocarbons and sulphur hexafluoride (SH6) are collectively called as GHGs because they trap the solar radiation within the earth’s surface (Ramseur et al, 2008) What is the present level of atmospheric carbon dioxide? Why has Carbon dioxide increased since 1860? The level of carbon dioxide is increasing at an accelerating pace with each passing decade. The safety limit of atmospheric Carbon dioxide is 350 ppm (parts per million). However, since 1988, the level of CO2 has continued to rise. The current level of CO2 in the atmosphere is 396.78 ppm (CO2NOW, 2012). The International Energy Agency (IEA) reveals in its report that CO2 emission from fossil fuels hit 31.6 Gigatonnes (Gt) in 2011, just 1Gt below the threshold limit as predicted by researchers (Woodwell et al 1984). According to the energy Information Administration, there has been an increase of 25% of GHG emission since industrialization. What are some predicted environmental damages if carbon dioxide emissions are not reduced? The predicted environmental damages include rise in sea level. This may further lead to degradation of mangroves leading to environmental damages caused by cyclonic storms. Mangroves act as a barrier to wave off cyclonic effects into mainland. Depletion of the Ozone layer is yet another serious threat. Depleting layer of ozone leads to the penetration of ultr a-violet rays of the sun to reach the earth’s surface causing damage of soil properties, bio-degradation and causing skin cancer. Mitigating the effects of climate change can be accomplished by providing possible incentives and through CSR programs aimed at controlling the carbon footprint. Various Multinationals and powerful business houses are motivated to control this aggravating problem and thus taking steps to mitigate carbon emissions. Technological progress has ensured research in this particular field leading to a better understanding of the current scenario. Various software tools have been developed to mark the carbon footprint so that the carbon emission could be reduced by participatory management system. All these technological progress have been possible because complete data have been formulated into respective models of development (Green House Gas Emissions, 2012; Smith, Schellnhuber, & Qader Mirza, n.d.) In your analysis, how certain do we need to be about f uture predictions before acting on this problem? There is enough discourse on reliability of models related to climate change, since climate is a dynamic system. Climate change models are mathematical codes that are run on powerful computers after a series of observations. The confidence in predicted

Kate Winslet Essay Example for Free

Kate Winslet Essay These past few years of highschool have had its ups and downs, but overall its been amazing. Id like to thank my friends and family for always believing in me. Congratulations to the grads of 2013, see you all in 10 years! A discriminating reader may take pleasure in reading The Destructors, over an immature reader. A discriminating reader is a reader that takes deep pleasure in fiction that deals with life significantly, expects characters, plot and themes that are complex or realistic and that may challenge his or her beliefs and view of reality. This means that a discriminative reader would enjoy reading interpretive literature, like The Destructors. The Destructors will appeal to a discriminating reader because it deals with life problems and events that have happened, a deeper meaning and the theme and the story challenges beliefs and views of reality. The Destructors demonstrates life problems and events that have happened in history, this intrigues a discriminative reader into wanting to read the book or story. The story shows life problems, where there are gangs that are wanting to make trouble and let loose; just have freedoms and not let others or themselves have special treatment. An examples of this is when Old Misery offers then gang three packages of smarties and the its stood there puzzled and perturbed by this action and tried to explain it away. Bet someone dropped them and he picked em up,. They tried to think of all different reasons why Mr. Thomas would do this and they figured it was a bribe. This would make a discriminative reader keep reading, as the story is also set time is during the London blitz were bombs destroyed hundreds of house and places. Not only does a discriminative reader become interested by life problems and historical events, but also by the theme and deeper meaning. A discriminative reader, unlike an immature reader, can figure out the deeper meaning or theme of a story easily and doing this keeps them interested. The these is not usually easily present in a story that a discriminative reader would read because they would want to stay interested and try to figure it out as they read it by themselves. The theme of The Destructors is not innocence because the war has taken that away from them and replaced it with something the reader can make up and believe. The reader, being discriminative, expects the theme to be complex and realistic, and as the story continues the boys, Blackie and T. , have a conversation about the one thing T. wants to destroy. Well burn them [the notes/money], one by one and taking it in turns they held a note upwards and lit the top corner, so that the flame burnt slowly towards their fingers. The grey ask floated above them and fell on their heads like age. This makes the readers think the theyre not to be innocence anymore by selfishness and rebelliousness, also the war has aged them by not giving them a childhood. From what has been said, a discriminating reader is able to figure out a deeper meaning by analyzing and expecting or guessing what the theme and meaning of the story is to be. Through doing so, they may challenge their beliefs and view of reality. As a discriminative reader reads a story, along the way they challenge their own beliefs as well as the authors belief. Whole doing this, they could perceive reality differently or challenge how or why reality was done this way. In particular, the discriminative reader may read, Of course I dont hate him [Old Misery], I said. Thered be no fun if I hated him. The last burning note illuminate his brooding face. All this hate and love, he said, its soft, its hooey. Theres only things, Blackie, he looked round the room crowded with unfamiliar shadows of half things, broken things, [and] former things. A reader may see this and think do I really need this or that and challenge what they believe in and if something is right or wrong, better or worse. Overall, the discriminative reader loos at a story and challenges why they believe or dont believe this and how come reality is this way. Discriminating readers can use many ways to look at a story and analyze it; they may take pleasure in to why the story deals with life problems and events in history, also the theme and or deeper meaning, as well as challenging beliefs and reality. The Destructors demonstrates all of these and that is why this story could be appealing to a discriminative reader.

Is The Computer Misuse Act (1990) Appropriate?

Is The Computer Misuse Act (1990) Appropriate? The Computer Misuse Act (1990) and whether it Remains an Appropriate Legislative Instrument David Reid The Computer Misuse Act (UK) 1990 (CMA) [1] was one of the earliest acts aimed at protecting the integrity and security of computer systems. However the rapid development of technology has raised concerns as to whether the act remains effective and appropriate. Section 1: Hacking The Computer Misuse Act was created to aid the prosecution of technological related crimes, commonly known as hacking. The most prominent case was R v Gold and Schifreen[2], where Robert Schifreen and Stephen Gold accessed British Telecoms Viewdata service by shoulder surfing[3] an engineers username and password. The credentials were very simple; this brought about concerns as to the integrity and security of computer system access. The pair were prosecuted under the Forgery and Counterfeiting Act 1981[4], and received a relatively small penalty fined  £750 and  £600 respectively. This case threw into light the lack of legislature regarding crimes of this manner, and so the CMA was created. Hacking is defined in Section 1 of the CMA as, unauthorised access to any programme or data held in any computer[5]. This definition is moulded such that external hackers like Schifreen and Gold can be prosecuted easily. However it has not been as simple in other cases such as Ellis v DPP (No 1)[6]. In this case an ex-student was using other student accounts that had been left logged in in order to access computers in the campus library. It was argued whether it could be deemed unauthorised under section 1. Lord Woolf CJ however said that the access was still unauthorised and that statutory provisions were sufficiently wide to include use of the computers; Ellis was prosecuted under section 1 of the CMA. The question what is unauthorised access? has been a cause of concern for many cases under section 1. The key early case was DPP v Bignell [1998] Div. Ct.[7] in which married police officers accessed the police database in order to find the car of an ex-lover. Accessing the database was not unauthorised, but their use of it was and they were found to be guilty. Other cases that contributed confusion were, R v Bow Street Magistrate and Allison, ex parte US Govt [1999] HL[8], R v Ashley Mitchell 2011[9] and   R v Cuthbert 2005 Mag Ct[10]. The media and other critics applied a lot of pressure for change. The government accepted the All Party Internet Groups recommendations and section 1 became triable in either way, which was an amendment from section 35 of the Police and Justice Act (PJA) 2006[11]. A person guilty of the offence in section 1 can be sentenced to imprisonment of a term not exceeding 12 months or upon indictment, imprisonment to a term not exceeding 2 years. There is debate for increasing the sentencing tariff to 3 years so that it can be considered a serious crime and thereby have a deterrent effect. However the current tariff allows both significant sentencing power and the ability to prosecute for mere attempts at the offence[12]. In addition to the prosecuting powers of section 1, section 3a states that Making, supplying or obtaining articles for use in computer misuse offences, punishable by up to 2 years in prison or a fine or both[13]. This has caused concern in the technology community as to how the distinction will be made between lawful and unlawful use of the software. Despite having flaws, it is likely that this shall be an effective deterrent from both section 1 and section 3 offenders and is a step in the protection of our computers. Section 3: M ­odifying Computers and Denial of Service Attacks (DoS) Section 3 of the CMA was originally designed to prohibit the creation and distribution of viruses under the idea that they cause unauthorised modification[14]. Four years after the creation of the CMA, the internet sparked a change from isolated computer systems, into a worldwide network in which all computers could communicate. This caused a revolution in computer misuse and new vulnerabilities to computer security. These developments are cited as the main reasons for developing legislation in a technologically neutral manner, so as not to require regular updating. Proof that this was needed was in the R v Lennon[15] case; Lennon was accused of sending 5 million e-mails to his former employer causing a DoS attack. This is known as mail-bombing and causes the server to overflow preventing access to the network. However this attack could not be addressed under section 3 as the receiving system was designed to handle such e-mail messages and therefore could be viewed as authorised. The decision was reversed upon appeal, however it confirmed that authorisation remained unclear. Another question that has arisen in regards to section 3, is how modification is viewed regarding DoS attacks. Distributed denial of service (DDoS) attacks involve the installation of software on computers in order to take control of them. It is uncertain whether this could be viewed as unauthorised modification. Therefore, under section 36 of the 2006 Police and Justice act unauthorised modification was amended to unauthorised impairment. This removes the idea that only erasing or modification of computer systems are liable, and criminalises DoS attacks. However, by looking at the difference between reported cybercrime incidents and the number of prosecutions each year, you can see that there are a large number of cases that seem to be slipping through the justice system. It can be assumed that this is due to the rapidly changing internet a technologically neutral approach in legislation, as adopted in section 3, has been unable to predict new and innovative attacks. It seems that the CMA has been more effective in dealing with computer focused attacks than attacks upon computer network systems. Section 4: Jurisdiction Section 4 of the CMA states that (1) Except as provided below in this section, it is immaterial for the purposes of any offence under section 1 or 3 above- (a) whether any act or other event proof of which is required for conviction of the offence occurred in the home country concerned; or (b) whether the accused was in the home country concerned at the time of any such act or event.[16] This is a very wide scope, however with the advances in technology, it can be avoided. For example, by hosting a website such as StormFront, a white supremacist page on a server in America, it cannot be taken down due to their right of free speech. However while the creator remains in the UK, he can be prosecuted. Conclusion [1] Computer Misuse Act 1990 http://www.legislation.gov.uk/ukpga/1990/18/contents [2] R v Gold and Schifreen 1988 http://swarb.co.uk/regina-v-gold-and-schifreen-hl-21-apr-1988/ [3] Shoulder surfing definition of shoulder surfing in (n.d.). Retrieved October 21, 2016, from https://en.oxforddictionaries.com/definition/shoulder_surfing [4] Forgery and Counterfeiting Act 1981 http://www.legislation.gov.uk/ukpga/1981/45 [5] Computer Misuse Act 1990, s.1 (CMA). [6] Ellis v DPP (No 1) 2001 http://lexisweb.co.uk/cases/2001/may/ellis-v-director-of-public-prosecutions [7] DPP v Bignell http://swarb.co.uk/director-of-public-prosecutions-v-bignell-and-another-qbd-6-jun-1997/ [8] R v Bow Street Magistrate and Allison, ex parte US Govt [1999] HL http://swarb.co.uk/regina-v-bow-street-magistrates-ex-parte-government-of-the-united-states-of-america-in-re-allison-hl-2-sep-1999/ [9] R v Ashley Mitchell 2011 https://www.supremecourt.uk/cases/uksc-2015-0122.html [10] R v Cuthbert 2005 Mag Ct http://news.bbc.co.uk/1/hi/england/london/4317008.stm [11] The House of Commons, Computer Misuse Act (Amendment) Bill (5th April 2005) http://www.derekwyattexmp.co.uk/upload/docs/CMAdft1.pdf [12] All Party Internet Group, Revision of the Computer Misuse Act (June 2004) [13] Police and justice act 2006 [14] David S. Wall, Cybercrime: The Transformation of Cybercrime in the Information Age (Polity Press 2007). [15] R v Lennon, unreported, November 2, 2005, Wimbledon Magistratesà ¢Ã¢â€š ¬Ã… ¸ Court (on). [16] Computer Misuse Act 1990, s.4 (CMA). Literature Review: Feminism and Media Literature Review: Feminism and Media Dickinson, Sonia, and Donna Gill. â€Å"Are Women Offended by the Way they are Portrayed in Advertising?†. International Journal of Advertising 28.1(2009): 175-178. Women’s Studies International. Web. 6 Feb. 2015. â€Å"Are Women offended by the Way they are portrayed in Advertising?† Sonia Dickinson and Donna Gill attempt to answer this question. Their article, which is aimed at women around 35 years and older, displays their finding about how women respond differently to advertisements in that the responses are not always, for all women, negative. The argument is broken down into a three-point explanation that builds upon itself as it develops. The third part adheres to the opposition’s point of view on how women overreact to advertisements that are in no way objective or harmful. The breaking down of the argument allows the audience to understand not only the argument itself, but the inclusion of the authors’ multiple personal statements and realizations during the development of their argument as well as their responses to the results.[2] Throughout the article there are various representative sections that contain the personal opinions of Sonia and Donna[3]. The realizations and responses mentioned above draw the audience into the article and in crease their acceptance of the argument being made. They also admit that the question posed does prompt the readers to give a confirmatory answer, and thus solidifies the authors’ presentation of nugatory respons[4]e. In comparison to my topic, the source will allow me to, when I reference the opposing side, generate scholarly support. However, when I do have to discredit the opposing side, this discretization will be seen as all the more intelligent because of the use of a scholarly article. Back, Debora Baker. â€Å"The ‘F’ Word: How the Media Frame Feminism.† NWSA Journal 10.1 (1998): 139. Women’s Studies International. Web. 6 Feb. 2015. â€Å"The ‘F’ Word: How the Media Frame Feminism† Debora[5] intends to discuss the relationship between the media and feminism that resulted from the media’s negative presentation of the all feminists and the entire feminist movement, it’s effect of framing on society’s acceptance or rejection of the cause and those instilled in support of the movement, and finally feminism and its pursuits and response to the media. Based on the length, diction, and complexity of the article, the article is meant to be read by those who are currently completing or have completed a mastery of an upper high school reading level. Debora presents examples of feminism with either an underlying negative tone or an obvious negative view (of the media) and accompanies it with the popular or public’s view of feminism and feminists. Finally, she supports this with the media’s creation, influence or support of the negative view of the public towards feminists’ and feminism’s advancements in their portrayal of w omen and the advance of women until they are equal to men. While well poised, the article does suffer on credibility in the way that it uses some of its sources, in that this shoddy procedure causes the suspicion of the audience towards the credibility of the argument being presented. In relation to my article, this source will be used to support the argument of how the media has a negative effect on women as it dismantles the actions of and advancements for women that have been or are in the process of being secured by feminists. Cantor, Muriel G. â€Å"Feminism and the Media.† Society 25.5 (1998): 76-81. SPORTDicuss with Full Text. Web. 13 Feb. 2015. â€Å"Feminism and the Media† The article by Muriel G. Cantor focuses on how â€Å"second wave† feminists responded to and tried to enforce change in how women were portrayed in the media. She expands this to include the explanation of origin and the growth of â€Å"second wave† feminism, the tactics it used to try to persuade owners of media outlets to produce an accurate and supportive portrayal of women, the origins of the relationship between the media and feminism, and finally, the areas in which women were seen as more subordinates to men than currently. Her intended audience is those who want to learn more: about the origins of modern day feminism, the large focus of modern day feminism’s roots in interacting with the media, and/or â€Å"second wave† feminism. In her presentation, Muriel uses specific company names, making grounds for the presentation’s credibility and thus convincing the reader more than could be achieved through generalizations. She also mentions a vari ety of setbacks that the movement took while fighting for the fair portrayal of women in media become just that, a fight, instead of continuous, easy advancements. This causes readers to become engaged and points to possible overall success of â€Å"second wave† feminism. However, she poses the question of whether the movement was a success or a failure in regards to its present existence, change in existence, and changes in media [relationship] that resulted. From this, readers are to discern their own answer to the posed question, for Muriel does not give her opinion. This cause readers to remain intellectually active after reading. It could also point them to discovering more about both the media and feminism and looking at them and their relationship through a different lends than before. Credibility of her presentation and reliability in what she says is established through the sources, the title that Muriel holds at a university, and the number of works that she has pub lished. In relation to my article, I would use this to support the theses of the previous two articles, thus the relationship between the media and women and feminism but also would use to explain how this relationship came to be. Anderson, Annie, When The Mainstream Met The Second Wave: Media Representations of Women Feminism in 1970s America (2012). American Studies Honors Papers. Paper 4. http://digitalcommons.conncoll.edu/americanstudieshp/4 When The Mainstream Met The Second Wave: Media Representation of Women and Feminism Annie Anderson attempts to portray the relationship between the media of the 1970s and Second Wave Feminism. She begins by looking that the two separately but immediately moves into the feuding interaction between the two. Her presentation focuses on the Time and Life magazines’ coverage on Second Wave Feminism and how the response of Second Wave Feminism created a framework for the relationship between Second Wave Feminism and 1970s media as well as for the way in which feminism is viewed today. Annie also tries to help her audience understand how the media shaped and continues to shape the agenda of (Second Wave) feminism. In order to do all of this, Annie gives an abrupt history of both Second Wave Feminism and the media, both subjects’ literature, and the history of Time and Life magazines. This allows for her audience to understand that impact that each might have on the public and what characteristics might be the source of tension between the three when presented in certain light. Annie, at the end of her presentation comes to a conclusion on whether or not (Second Wave) feminism has been successful and names solutions on how to improve its success. This argument will help me to structure the main point of my paper: that the media helped to create and reinforce the public’s negative view of women and feminism. The credibility of this source comes from the amount of peer review that had to be done before it was published as well as from the use of historical sources which cannot be falsified without serious consequences. Jones, Allison. Saints and Sirens: How Pop Culture Creates Female Icons. The HKU Honors Club. University of Hong Kong, 1 Aug. 1998. Web. 19 Feb. 2015. http://hub.hku.hk/bitstream/10722/40445/1/FullText.pdf?accept=1>. Allison Jones attempts to show the categorization of women in the media as either saints or sirens by looking at four females in particular. She obtains the idea that within the life or after the death of an individual, particularly women, provoke different reactions from the public as a result of the media changing the images of the women to that of the public’s liking or distaste. She uses specific examples of what made the public show distaste or admiration for the women during their life or after their death. Using not only specific women but including what upset or pleased the public allows for the argument that Allison is making to be understood more clearly than it would if she gave general examples. The comparison between the women and what qualities they presented also serves to help enforce her argument. She reflects on the power of the media to capture an image that pertains to what they choose to portray about women and the lengths to which they go to portray such an image to the public. This article will help me to convey to my audience of the effort that the media goes through to uphold the inaccurate and over exaggerated descriptions of women’s’ behaviors and the intention of such behaviors that lead to the simplified naming of these women as either good or bad. It will serve to help me transition into how feminism has been easily disguised as a men-hating movement. The credibility of this article is the same as the credibility of the article from above.

Shikata Ganai - It Cant Be Helped :: Free Essay Writer

Shikata Ganai - It Cant Be Helped Welcome to August 6, 1945. In a final attempt to end World War II, the United States of America drops the first atomic bomb on Hiroshima, a major industrial and military center. Temperatures are more sweltering than the surface of the sun. Light is resplendent. Air is thick and heavy with an enveloping radiation. John Hershey informs us of the experiences of six people that survived the planets’ first nuclear explosion in Hiroshima. Hiroshima begins by characterizing the situations of the six individuals just before and at the moment of the explosion that changed history. The book first introduces Miss Toshiko Sasaki, a personnel clerk in the East Asia Tin works, who had just turned to chat with her friend during a rest from work. Next, Dr. Masakazu Fujii, a doctor at a private hospital, was introduced as relaxing on his clinic’s porch and reading the daily newspaper, a stone’s throw away from a calm river. At the same time, Mrs. Hatsuyo Nakamura was watching her next door neighbor, who was making way for a larger fire escape route, through her kitchen window. Fr. Wilhelm Kleinsorge, a German priest, was lying on a couch in his room reading a magazine, corresponding with the actions of Dr. Terufumi Sasaki, a surgeon who was walking down a hospital corridor carrying blood specimens. Finally, Rev. Mr. Kiyoshi Tanimoto, the pastor of the Hiroshima Methodist Church, was in the process of tiredly m oving the belongings of his house of worship. Unbeknownst to these innocent civilians as they were carrying out their daily tasks, a plane called the Enola Gay silently passed unnoticed overhead and quietly dropped the world’s deadliest bomb that altered the future. A noiseless flash of light was the only warning they received, a split-second which gave them just enough time to turn their heads. The bomb detonated at ground zero, and in seconds, hell unlike any other kind unraveled. Miss Sasaki was knocked unconscious when her bookcase, due to the impact of the blast, trampled her to the ground. She lay trapped, as the bookcase had fallen on and crushed her leg, leaving her crippled. In the years to follow, she learns to overcome this disability and enters a house of Catholic nuns. She spends a great deal of her life aiding orphaned children.

Female Rebellion In Aurora Leigh and The Lady in the Looking-Glass Essa

Female Rebellion In Aurora Leigh and The Lady in the Looking-Glass   Ã‚  Ã‚  Ã‚   Women of both the ages of Victorian and early Modernism were restricted from education at universities or the financial independence of professionalism. In both ages, women writers often rebelled against perceived female expectations as a result of their oppression. To lead a solitary life as a subservient wife and mother was not satisfactory for writers like Elizabeth Barrett Browning and Virginia Woolf. One of the most popular female poets of the Victorian era, Elizabeth Barrett Browning, illustrated "a woman's struggle to achieve artistic and economical independence in modern society" (Longman P.1858). Many Victorian critics were shocked by Barrett Browning's female rebellion, which was rare for the era. With her autobiographical epic poem, Aurora Leigh provoked critics who were "scandalized by its radical revision of Victorian ideals of femininity" (P.1859). In the age of Modernism, women were finally given the some rights to a higher education and p rofessionalism i n 1928 (p.2175). However, female poets of early Modernism, such as Virginia Woolf, were raised in the Victorian age. Rebellion toward "Victorian sexual norms and gender roles" (P.2175) are reflected in Woolf's modern literary piece, such as The Lady in the Looking-Glass: A Reflection. Also echoed in the piece, is how Woolf   "never lost the keen sense of anguish nor the self-doubt occasioned by the closed doors of the academy to women" (P.2445).      Ã‚  Ã‚  Ã‚  Ã‚   Both of the female protagonists, Aurora of Aurora Leigh and Isabella of The Lady in the Looking Glass: A Reflection, represent the rebellion and self-doubt of their female writers. Aurora rebels against the Vi... ...r letters, they were all bills" (P.2456). The rebellion ultimately led to emptiness, as Isabella chose not to have relations to preserve her freedom.      Ã‚  Ã‚  Ã‚  Ã‚   Both Aurora Leigh and The Lady in the Looking Glass: A Reflection help define female rebellion from Victorian and Modernism eras.   The portrayal of the nature of the rebellion differs between the eras. The Victorian protagonist was more innocent in her struggle to gain independence. When that independence was achieved, it was like discovering a new religion. On the other hand, the Protagonists if the modernism era no longer were innocent in her rebellion. Forced to live a solitary life to seal her independence, she was hardened by the memories of the Victorian ideals for women.    Longman. The Longman Anthology of British Literature, vol. B. Damrosch, D. NY, LA: Addison Wesley Longman.

Classroom Management And Discipline In Regular Classrooms

In â€Å" Learning to Teach, Teaching to Learn, † Harry and Rosemary Wong describe the successes and the jobs encountered by Jessica Fenton, who portions how she overcame some major obstructions she faced in her first twelvemonth of instruction. Fenton ‘s first challenge was that she was trained as an simple school instructor, but upon graduation, she was offered ( and accepted ) a place learning 9th grade English. Fenton felt overwhelmed and unprepared from the beginning, confronting jobs that were ne'er addressed in her college instruction classs. She was beguiling her clip instruction, coaching, chaperoning school dances, volunteering on assorted commissions, and assisting with graduation. Fenton was working from seven A.M. to midnight and still felt unprepared. By Christmas interruption of her first twelvemonth of instruction, Fenton was close to giving up on her dreams of being a instructor. Alternatively, she decided it was clip for a alteration and committed herself to larning how to go a better instructor. She attended seminars, attended workshops, read books, and stole any good thought she discovered along the manner. Fenton shortly realized that, with a few alterations, she could turn it all about. She started by developing a list of processs that would do her schoolroom modus operandis run swimmingly. Using the three measure theoretical account taught in The First Days of School by Harry Wong, Fenton taught these processs to her pupils by explicating each process, patterning and practising them with the category, and implementing a method of follow through to reenforce each process. Once Fenton created a new degree of direction and organisation to her schoolroom, she was able to learn with easiness. She besides distributed two press releases to her pupils. The first was a department-wide class lineation that explained the literature they would be analyzing, how they would be graded, and the policies for assignments and prep. Most significantly, at the underside of the paper was this statement: â€Å" The grade of success earned by the pupil will depend on committedness and ownership. If the three participants: pupil, parent/guardian, and teacher, work together, the pupil will see success. † This press release was sent place to parents and defenders to see. The 2nd press release was a Course Information page that laid out her major processs, listed the specific dislocation of how each twenty-four hours was traveling to be run, explained their forenoon bellwork, what to convey to category every twenty-four hours, and how they were to form their work. When F enton returned to school from the vacation interruption, she was a changed instructor. Because Fenton set clear outlooks of her pupils and herself, she set the phase for a successful remainder of the twelvemonth. At the beginning of the school twelvemonth in 2009, Fenton got the chance to run into her long-time graven image, Erin Gruwell, the instructor of the Freedom Writers. As a new instructor in Long Beach, CA, Gruwell was shocked to larn that merely one pupil in her category knew of the Holocaust. At that minute, she decided that her course of study would focus on on tolerance. Gruwell inspired 150 deprived pupils write their narratives, do films about their lives, keep diaries, read books about other adolescents, and associate the stuffs they studied to their ain lives. These pupils became known as the Freedom Writers. Gruwell founded the Freedom Writer Foundation in 1997. The end of the foundation is to â€Å" animate immature pupils to pick up pens alternatively of guns. † Now Gruwell portions her experiences with instructors across the state. After run intoing Fenton, Gruwell offered her an chance to come to the Freedom Writer Institute in California. Fenton gracefully attende d the Institution, and took what she learned back to her schoolroom. Fenton and Gruwell portion a deep passion for pupils and their profession. One of Fenton ‘s ends is to associate to each of her pupils in a personal manner. Now, on the first twenty-four hours of school, Fenton begins with a Power Point presentation presenting herself, her personal grounds for why she loves to learn, and fun facts about herself. Subsequently, her pupils make full out an in-class checklist to place the manner they learn best, what their concerns are, and what countries of the stuff they are fighting with. This encourages unfastened communicating between Fenton and her pupils. Inspired by Gruwell, Fenton sets high outlooks for her pupils by holding them make full out a study that asks what grade they hope to accomplish and how they plan to make so. The pupils are required to subscribe a statement that states their personal committedness to accomplishing their ends. Fenton is now in her 4th twelvemonth of instruction, and she believes that she has the best occupation in the universe. As an active subscriber to the New Brunswick Teachers ‘ Association and a member of the Ad Hoc Planning Committee, she portions her passion and dedication to doing a difference in her pupils ‘ lives. Though Fenton is a successful instructor, her end is to go on to larn from her pupils and to go a better pedagogue. Analysis The text edition states that Jacob Kounin conducted schoolroom surveies in the 1960 ‘s to nail the best manner to near schoolroom direction and subject. He found that good instructors used identifiable processs for deriving pupil attending and clear uping outlooks. These thoughts, which coincide with the Managerial attack, were used by Jessica Fenton to go a more effectual instructor. By puting up clear regulations, processs, and outlooks, Fenton was able to pull off and form her schoolroom in the 2nd half of her first twelvemonth. This is the recommended attack for new instructors, and one time in topographic point in, Fenton ‘s schoolroom modus operandis flowed swimmingly. By puting up clear modus operandis and processs, her pupils were organized and ready to larn. This besides left less chance for misbehaviour, because Fenton was maximising their acquisition clip. The text edition besides discusses the work of William Glasser, a head-shrinker and a great educational mind. He believes there are seven linking wonts that instructors can utilize to better dealingss between themselves and their pupils: lovingness, listening, back uping, lending, promoting, swearing, and befriending. These wonts, portion of the Humanistic attack, are used by Fenton to better her relationship with her pupils. On the first twenty-four hours of school Fenton portions facts about herself that allow the pupils to acquire to cognize her better. She besides uses an in-class checklist, in which the pupils tell her about themselves and their concerns. This opens up the lines of communicating between pupil and instructor, and promotes a figure of the linking wonts mentioned by Glasser. Fenton besides promotes ripening by holding the pupils fill out a study inquiring the class they hope to accomplish, and how they plan to make so. The pupils sign a personal committedness to ac complishing this end. In drumhead, the acquisition in Jessica Fenton ‘s schoolroom did non happen merely for her pupils. Because she was passionate about her pupils and her profession, she worked to better fix herself as an pedagogue. Her penetration was non new, as evidenced in the work of Kounin and Glasser, but her cognition of the attack to learning was new to her. Her committedness to personal growing and larning sets a criterion for her pupils to follow. A Wong, Harry and Rosemary. â€Å" Learning to Teach, Teaching to Learn. † Teachers.Net. Mar. 2010. Web. 04 June 2010. & lt ; hypertext transfer protocol: //teachers.net/wong/MAR10/ & gt ; .