Nymphs Reply To Shepherd Essays - Christopher Marlowe,

Nymph's Reply To Shepherd The poem "The Nymph's Reply to the Shepherd", is a look into the mind of a realistic (or some may even say pessimistic) person. It was written as a response to the more idealistic poem, " The Passionate Shepherd to His Love", by Christopher Marlowe. "The Passionate Shepherd..." is the story of a man trying to convince the lady he loves to spend the rest of her life with him. He describes the happiness that will surround them and the beauty they will live with the rest of their lives, " The shepherd swains shall dance and sing For thy delight each May morning-". The theme of the poem is essentially to woo the shepherd's love to come live with him. Many responses were written to this poem, but the most famous came from Sir Walter Raleigh. Raleigh wrote "The Nymph's Reply to the Shepherd". Sir Walter Raleigh actually became famous for colonizing the Americas and for being the founder of a settlement in Virginia. With this response to Marlowe's poem he also became a poet. He wrote the best response to Marlowe's idealistic shepherd. In the first stanza the nymph (otherwise known as the shepherd's love) begins to state an argument against the shepherd's views. She says that if their love would always stay young, and their world would never change then she would gladly spend the rest of her life with him. After saying this, the nymph explains in detail what the reality of things would be if they spent their lives together. The second stanza begins by saying that in time the flocks of sheep would leave the field. The rivers would grow to be more violent and smash against the rocks, instead of flowing gently. The nightingale would stop singing, and soon after the complaints in their relationship would start. Stanzas three through five continue the nymph's description of what would really occur, if she lived with him. Eventually, the flowers would wither away, and winter would come. The spring's "honey tongue" would appear, but it would only be followed by fall (which they saw as sorrow-filled season). The gowns, shoes, skirts, and everything else the shepherd said she would have also would fade and disappear in time. Everything he offered her such as a belt made of straws and ivy buds, coral clasps, and ivory studs, could not convince her to spend her life with him. The point she tries to put across in these stanzas is everything she owned and all that they were surrounded by would change. "The Passionate Shepherd..." only speaks of the wonderful things, and he only see the beauty and life of spring. The nymph smartly reminds him that after a beautiful season winter will eventually arrive. In the last stanza of the poem, the tone changes a little. The nymph says how her opinion might change if things were different. If their youth and their youthful stage of love could last forever, and it was certain that their joy would never die; these offers would move her to changing her mind. She basically states that she would spend the rest of her life with him, if all that he said were true. In this last stanza, you see the nymph back down from her argument a bit. She agrees that it would be nice for things to stay the same, but they never do. This is what seems to be the theme of the poem. Although she would love to live the way the shepherd says, she realizes (and tries to make him realize through the poem) that things could never stay that perfect. This argument is stated wonderfully through the imagery and language used in the poem. In "The Nymph's Reply..." the images used let the reader almost see what this nymph is talking about. " When rivers rage and rocks grow cold, And Philomel becometh dumb;" through this image the audience can picture the cold water of the river crashing against the rocks, and the nightingale stop singing. "The flowers do fade, and wanton fields To wayward winter reckoning yields;" in these images the iciness of winter seems to be killing everything off. Personification is also used to make the images clearer. " A honey tongue, a heart of gall, Is fancy's spring, but sorrow's fall." This line personifies spring and fall by giving them human attributes such as a tongue and a heart, as well as making them fancy and sorrowful. The images in this poem are what make

Hemingway Essays - Ernest Hemingway, Free Essays, Term Papers

Hemingway Essays - Ernest Hemingway, Free Essays, Term Papers Hemingway ERNEST HEMINGWAY BIOGRAPHY On the date of July 21, 1899 Ernest Hemingway, a now known brilliant writer, was born. Hemingway was conceivably the only writer to achieve the combination of international celebrity and literary stature in the twentieth century. Hemingway was brought up in the village of Oak Park, Illinois, close to the prairies and woods west of Chicago. Both here and in Michigan, he could explore, camp, fish and hunt with his father, Dr. Clarence Hemingway. In Chicago he would attend concerts, operas and visit art museums with his mother, a musician and an artist. Hemingway attended Oak Park and River Forest High School, where he was an active writer. He wrote articles, poems and stories for the schools publications largely based on his own experiences. The year Hemingway graduated he quickly secured a job with the Kansas City Star. There he received a writing style sheet that instructed: Use short sentences. Use short first paragraphs. Use vigorous English. (Parshall 1). These were rules he never forgot to incorporate into his works to get to the heart of a story. The following year he entered World War I as a volunteer with American Red Cross ambulance unit as a driver. There he was wounded near the Italian/Austrian front. Hospitalized, he fell in love with his nurse, who later called off their relationship. After World War I, Hemingway returned to northern Michigan to read, write, fish, and later to work for the Toronto Star in Canada. In 1921 married his first wife and moved to Paris. In Paris he continued to write for the Toronto Star as a foreign correspondent. During his stay in Europe through the 1920s, Ernest was influenced by eccentric writers like Gertrude Stein and Ezra Pound their literary compression. Hemingways use of these methods in short stories and novels that captured the attention of critics and the public. In the 1930s, he turned to writing for causes, including democracy as he knew it in the Spanish Civil War and World War II. In each conflict he sought support for the side he favored. But he insisted on impartially describing the truth of both wars, which he knew from firsthand experience. In the years following World War II, many critics said Hemingways best writing was past. He surprised many of the critics when the novel, The Old Man and the Sea, was published.. This work led to his Pulitzer Prize in 1952. Two years later he received the Nobel Prize for his powerful, style-making mastery of the art or modern narration (Griffin 1) for The Old Man and the Sea. Hemingways years following these awards saw few works as successful as his novel or earlier writings. Hemingway was devastated that he could no longer write as he once did. During 1961 Hemingway, troubled by high blood pressure and mental depression, received shock treatments during two long confinements at the Mayo Clinic in Rochester, Minnesota. He died July 2, 1961 at his home in Ketchum, Idaho, as a result of self-inflicted gunshot wounds and was buried in Ketchum. But as he had hoped, his writing lives on. His works continue to sell very well and are translated in an amazing variety of languages around the world. HEMINGWAY HERO For Ernest Hemingway, the secondary world which he constructed in his many stories and novels served as a mirror to reflect his beliefs about the world in which he lived (Relations to Fact Through Fiction 1). Even though he reflected his beliefs in his works he never portrayed himself as the hero. Instead Hemingway created a hero that followed the same general code in all of his works. We generally, call this man the code herothis because he represents a code according to which the hero, if he could attain it, would be able to live properly in the world of violence, disorder, and misery to which he has been introduced and which he inhabits. The code hero, then, offers up and exemplifies certain principles of honor, courage, and endurance which in a life of tension and pain make a man, as we say, and enable him to conduct himself well in the losing battle that is life. The Hemingway hero of The Snows of Kilimanjaro is Harry. Harry is self pitying and views his present diseased state as the culmination of poor choices and false, convenient values. However, through final, confrontation with his own mortality, he achieved self-redemption. In The Short Happy Life of Francis Macomber Francis is the Hemingway hero because he had courage and

Hinglish - Definition, Etymology and Examples

Hinglish s Hinglish is a mix of Hindi (the official language of India) and English (an associate official language of India) that is spoken by upwards of 350 million people in urban areas of India. (India contains, by some accounts, the largest English-speaking population in the world.) Hinglish (the term is a blend of the words Hindi and English) includes English-sounding phrases that have only Hinglish meanings, such as badmash (which means naughty) and glassy (in need of a drink). Examples and Observations In a shampoo advertisement currently playing on Indian television, Priyanka Chopra, the Bollywood actress, sashays past a line of open-top sports cars, flicking her glossy mane, before looking into the camera and saying: Come on girls, waqt hai shine karne ka!Part English, part Hindi, the linewhich means It’s time to shine!is a perfect example of Hinglish, the fastest growing language in India.While it used to be seen as the patois of the street and the uneducated, Hinglish has now become the lingua franca of India’s young urban middle class . . ..One high-profile example is Pepsi’s slogan Yeh Dil Maange More! (The heart wants more!), a Hinglish version of its international â€Å"Ask for more!† campaign.(Hannah Gardner, HinglishA Pukka Way to Speak. The National [Abu Dhabi], Jan. 22, 2009)Prepaid mobile phones have become so ubiquitous in India that English words to do with their userecharge, top-up and missed callhave become common, too. Now, it seems, th ose words are transforming to take on broader meanings in Indian languages as well as in Hinglish.(Tripti Lahiri, How Tech, Individuality Shape Hinglish. The Wall Street Journal, Jan. 21, 2012) The Rise of Hinglish The language Hinglish involves a hybrid mixing of Hindi and English within conversations, individual sentences and even words. An example: She was  bhunno-ing the  masala-s  jub  phone  ki ghuntee bugee. Translation: She was frying the spices when the phone rang. It is gaining  popularity  as a way of speaking that demonstrates you are modern, yet locally grounded.New research  by my colleagues . . . has found that while the hybrid language is not likely to replace English or Hindi in India, more people are fluent in Hinglish than they are in English. . . .Our data revealed two important patterns. First, Hinglish speakers cannot speak monolingual Hindi in settings which require only Hindi (like our interview scenario)this confirms reports from some speakers that their only fluency is in this hybrid Hinglish. What this means is that, for some speakers, using Hinglish is not a choicethey cannot speak monolingual Hindi, nor monolingual English. Because these Hinglish spe akers are not fluent in Hindi, they are not likely to undergo language shift to monolingual Hindi.Second, bilinguals adjust their speech towards Hinglish when they talk to Hinglish speakers. Over time, the number of Hinglish speakers is growing by adopting speakers from the bilingual community who lose the need to use either language monolingually.(Vineeta Chand, The Rise and Rise of Hinglish in India.  The Wire  [India], February 12, 2016) The Queens Hinglish A testimony is the average north Indians response to the language of the conquering British. They transformed it into Hinglish, a pervasive mishmash beyond state control that has spread from below so that even ministers no longer aspire to imitating the Queen. Hinglish boasts of airdashing to a crisis (famine or fire) lest newspapers accuse them of being on the backfoot. A vivacious mixture of English and native tongues, Hinglish is a dialect pulsating with energy and invention that captures the essential fluidity of Indian society.(Deep K Datta-Ray, Tryst With Modernity. The Times of India, Aug. 18, 2010)[Hinglish has] been called the Queens Hinglish, and for good reason: its probably been around since the first trader stepped off the ships of the British East India Company in the early 1600s. . . .You can hear this phenomenon for yourself by dialing the customer service number for any of the worlds largest corporations. . . . India has literally turned its English-speaking ability, a once embarrassing legacy of its colonial past, into a multi-billion-dollar competitive advantage.(Paul J. J. Payack, A Million Words and Counting: How Global English Is Rewriting the World. Citadel, 2008) The Hippest Language in India This mix of Hindi and English is now the hippest slang on the streets and college campuses of India. While once considered the resort of the uneducated or the expatriatedthe so-called ABCDs or the American-Born Confused Desi (desi denoting a countryman), Hinglish is now the fastest-growing language in the country. So much so, in fact, that multinational corporations have increasingly in this century chosen to use Hinglish in their ads. A McDonalds campaign in 2004 had as its slogan What your bahana is? (Whats your excuse?), while Coke also had its own Hinglish strapline Life ho to aisi (Life should be like this). . . . In Bombay, men who have a bald spot fringed by hair are known as stadiums, while in Bangalore nepotism or favouritism benefiting ones (male) child is known as son stroke.(Susie Dent, The Language Report: English on the Move, 2000-2007. Oxford University Press, 2007)

Faculty engagement, successful student learning and social integration Dissertation

Faculty engagement, successful student learning and social integration - Dissertation Example According to Umbach and Wawrzynski (n.d., p. 21), teachers play the single most important role in the tendency of students to learn. New materials of teaching and learning have emerged as a result of the revolution in communication technologies. Consequently, the teaching and learning environment has been altogether renewed in a way that was not possible to achieve in the past. The fundamental challenge for the contemporary schools and colleges is to modify its environment so that new technologies can be accommodated and promoted at their best. Faculty engagement is one of the most critical elements in the modern pedagogy and learning that is influenced by technology. Different teachers join this profession because of different motivational structures that vary according to the tasks they are assigned (Blackburn, 1995). â€Å"Few institutions other than colleges and universities permit their members the latitude so much a past of the professor’s life† (Cahn, 1986, p. 3) . This latitude has been accommodated by the tradition-bound academy nature while the gradual change that has occurred in nearly every aspect of the campus life makes this latitude a tolerable piece of the landscape of academia. In a global democracy, higher education must give serious thought to structuring student learning and development in such a way to promote cross-cultural understanding and civic-mindedness. In strong democracies, people have to be able to listen to each other, to understand the places and interests of others in the community, and to achieve compromises and solve problems when conflicts occur. (Hurd, 2006, p. 4). Problem statement: Institutions require an enabling environment in order to change for good. Enabling environments constitute several factors that include but are not limited to reliable networks, universal access for students, increased opportunities with respect to consulting and training as well as a faculty ethos that tolerates falters and values experimentation. Learning spaces can both constrain and encourage students’ attitudes. A whole range of learning attitudes is displayed by the teachers and students particularly when the learning environment is developed with a view to optimize the interaction between the two both outside and within the classroom or when the atmosphere presents education as a â€Å"serious work† to the students and teachers (Hunley and Schaller, 2009). Lack of such preconditions makes the entrepreneurial activity for the self-starters quite cumbersome. Even the existence of such preconditions does not do much to ease the process of transformation. The first-wave of entrepreneurs mark the initial phase of transformation. These adopters tend to find adequate expertise or resources in order to implement their personal strategies for the incorporation of technology as a means of learning. The second wave that indeed concerns us the most is the perception of faculty of the new environment of learning as an opportunity rather than a threat. These teachers are generally wary of the advanced technology but are strongly committed to a high quality of learning. This divides the faculty into two groups, each of which is highly committed to quality learning but differ in their tendency to embrace the new technologies as well as their technical capabilities. Administrators make a big mistake by basing their

Text Essay Example | Topics and Well Written Essays - 1000 words

Text - Essay Example Four Stages of Development There are four stages involved in the development of tourism. They four stages of development majorly rely on advocacy, cautionary, adaptancy and knowledge. The four stages focus around the basis of changes that has occurred and are still occurring in the filed of tourism and the education of tourism as a subject. The stages were closely related as elements of each stage were found in the other stages thus their core role was to build on the principles found within each other (Airey, 2008). The Industrial stage This stage took place between the 1960s and 1970s. The stage was known to be professional but the knowledge which was possessed regarding the field was limited. This was because they did not have sufficient evidences to support the different educational theories that scholars were coming with. The stage was aimed at addressing the various issues that were being experienced in the tourism field as scholars had discovered that it was highly needed in t he development of the economy and also reserve different animal and plant species that were in the verge of being extinct. The stage also empowered students with the knowledge needed towards the development of their career and also equipped individuals tasked with the mandate of taking of the different tourism sectors with skills and expertise needed to carry out their task efficiently. Moreover, the stage also concentrated in providing information that was needed in the development of the different tourism programmes that would be offered by the scholars at different levels for individuals who were interested in pursuing the field as a career (Airey, 2008). The fragmented stage The stage was between 1980s and 1990s and it widely focused in harmonizing the curriculum that had been created in the industrial stage with the industry and learner needs which were growing rapidly during the century. It was majorly influenced by the development of new knowledge in the industry therefore cr eating a need to incorporate new programmes and information into the curriculum. Before its introduction, there were conflicts between the liberals of the subject and those who favored wanted a liberal approach in the tourism sector. Therefore, the need to create a new curriculum that would address and harmonize the issues of all the major players in the industry arose and was addressed by the fragmented stage (Airey, 2008). The Benchmark Stage According to Airey 2008, this was a stage where all the issues highlighted by the fragmented stage were addressed after consultations with the different key players and scholars in the industry. The new curriculum was approved by the quality assurance agency for higher education. However, despite the credibility of the new statement being proven, there were still questions regarding tourism as a course by different critics in the industry. The stage addressed various issues affecting the industry and offered various solutions that could be us ed in addressing the issues. Key among them was the ethical issue in tourism which advocated for a sustainable tourism in all major corners of the globe. In addition, business and management was introduced and stressed upon in the field during the stage as the filed was widely being accepted and incorporated into the systems by nations around the world thus there arose a need to manage the industry effectively. The Mature Stage It was a

The impact of SATs

The impact of SATs Special Study: What impact do Standard Attainment Tests (SATs) have on the education of primary school children in the final year of each Key Stage? Standard Attainment Tests (SATs) have been an integral part of summative assessment in primary education since their introduction in the 1990s. These tests, occurring at the end of each of the first two Key Stages, usually take place in May, when Year Two children sit tests in English and Maths, and Year Six children are tested in English, Maths and Science. The rationale for these tests was that the results should, first, genuinely give information about how children were doing in the National Curriculum (Sainsbury and Sizmur, 1996). Secondly, these assessments should provide an authentic reflection of the kinds of work children have to do in following the curriculum (Sainsbury and Sizmur, 1996). However, from the outset, SATs have attracted considerable criticism in the media, not only from teachers and parents, but also from education researchers and government officials (Yarker, 2003). This criticism stems from the notion that these groups do not believe that either part of the above rationale is being ideologically or practically adhered to. In the first instance, they argue that the most important reason for collating the test results is not to determine individual childrens attainment levels, but instead to compare the overall attainment of one school with others. In the second instance, they argue that the tests, and their implem entation, do not accurately reflect the range of educational tasks undertaken by children in school: by posing a series of predominantly closed questions under strict, timed test conditions, all the test results indicate is a level of the childrens competence at taking tests, and not their ability in the subject in question. According to Wintle and Harrison (1999), these test results are the most significant performance indicator used by teachers, inspectors, parents and other professionals. However, one major component group is missing from this statement: the children taking the tests. It is crucial to examine the issues surrounding the impact that SATs have on these children, so that an overall view of the situation can be established. These issues can be split into three broad categories. Firstly, it is important to consider how and why childrens learning is affected by SATs. Secondly, childrens attitudes, both towards this aspect of their schooling and likewise to the test itself, need to be discussed and analysed. Finally, it is vital to examine the emotional effects SATs have on children, and the causes and consequences of these effects. One of the principal effects on childrens learning, according to research by Connors et al (2009), is the issue of children being taught to the test in the months and weeks preceding the eventual sitting of the SATs. This involves classroom activities such as children learning how to answer typical SATs questions and the taking of practice tests, in addition to the delivery of the National Curriculum in the relevant subjects. In some respects, this can be beneficial to children. For example, they should be well prepared for the type of questions that will be posed in the SATs; it might be concluded from this that they will gain higher marks. Moreover, it may positively impact on childrens behaviour, as argued by Hall et al (2004), where the taking of practice tests improves childrens concentration and greatly reduces classroom disruption, as they regularly need to display these attributes under test conditions. There are, however, other respects in which the methodical approach of teaching to the test may be disadvantageous to childrens learning. For instance, due to the importance of SATs for summative assessment purposes, teachers feel personally accountable for their pupils results (Connors et al, 2009). This is for two main reasons: firstly, they are responsible for the academic progress of the children in their class, and therefore feel that whatever marks these children achieve in their SATs reflect their competence as practitioners. Secondly, on a broader scale, they also feel pressurised into teaching to the test in order to maintain or improve the schools position in the SATs league tables, and also to meet national targets. This can have a negative impact on childrens learning as, during these heavily SATs-focused lessons, children are taught examination technique rather than developing the knowledge and skills the test is designed to assess (Hall et al, 2004). This limits a holis tic approach to their education, as this teaching method revolves around memory and repetition, rather than skills and application. Furthermore, because teachers are limited as to how far they can deviate from the curriculum, the scope for creativity in these lessons is greatly reduced. Another way in which SATs impact upon childrens learning concerns the fact that an increasing percentage of the school timetable is being dedicated to the teaching of the SATs subjects, according to research by Webb (2006). Although English, Maths and Science, due to their long-established importance across all Key Stages, have always featured prominently in the school schedule, the danger exists that a disproportionate amount of the school week will be spent on the teaching and learning of these subjects, primarily caused by the teachers feeling of personal accountability (Connors et al, 2009). Consequently, the rest of the primary curriculum subjects, especially art, music and physical education (Webb, 2006) may not have as much time devoted to them. This would adversely affect the childrens right to receiving a broad and well-balanced primary school curriculum. Taking this potential curricular imbalance a stage further, some schools organise weekend and after-school SATs clubs, an d some parents enlist private tutors for extra SATs coaching sessions (Byrne and McGavin, 2004). On a positive note, these courses of action may help to increase childrens confidence and competence in the target subjects. However, these constant levels of coaching, both during and after school hours, may change childrens attitudes towards SATs-orientated teaching and learning, and their eventual participation in the tests themselves. According to research by Connors et al (2009), some children, especially those taking the Key Stage Two SATs, regard both the prior preparation and the test itself to be ways of challenging themselves at school. This sense of challenge can increase childrens motivation and application levels in the classroom (Drummond, 2003), as children try to meet the demands of an increasing, more intense academic workload, and acquire new knowledge and skills. What is unclear, however, is whether these increased motivation and application levels are mirrored in non-SATs subjects. Another positive aspect of the challenge of SATs is that many children associate hard work with higher marks (Webb, 2006), which can be an additional motivational factor. Although it could be argued that aptitude, rather than attitude, contributes to higher levels of achievement, it is nevertheless important to encourage this positive thinking. This idea is extended on a social level by Byrne and McGavin (2004), who argu e that the achievement of higher marks can add a competitive element to educational proceedings, as children try to achieve more highly than their peers do. However, it is important to note that this has the potential to cause emotional distress to the child who does not perform as well as others, even if the competition is meant to be friendly and light-hearted. In contrast, many children have a much more negative attitude towards SATs and the teaching and learning associated with it. Referring back to the challenge of SATs, according to research by Hall et al (2004), some children, rather than viewing them as a challenge to be overcome, regard them instead as either a bridge too far or, even worse, a complete waste of time. In the case of these children, these negative attitudes may be caused by a variety of factors. For example, they may be lower achievers who find the increased intensity of, and the amount of time devoted to, SATs preparation difficult to cope with. This can cause them to become disillusioned about the SATs, which, in turn, can have an adverse affect on their behaviour and motivation levels. At Key Stage Two level, many schools place children into ability groups in the SATs subjects (Webb, 2006); this can alleviate this problem to a certain extent, as their individual learning needs can be more appropriately catered for. Nevertheless, it could be argued that, although the level and pace of such learning would be more appropriate for lower achieving children, this solution does not directly address these childrens possible concerns about the amount of time allocated to the SATs subjects. A further concern for lower achieving children, according to Yarker (2003), is that, if they do not achieve what they consider to be good marks in the tests themselves, they will be labelled as failures. It is, however, important to clarify that these children are never labelled in this way by teachers, but by the children themselves, who are concerned about the effect that SATs results will have on their future, both academically and motivationally. Another factor that may cause children to have a negative attitude towards the SATs is highlighted by Wintle and Harrison (1999), who argue that the concentration on SATs preparation is linear and regimented to such an extent that children no longer have any ownership of it. This can have a distinct attitudinal effect on the children. They may become disillusioned by the fact that, because of the focus on SATs work, they are simply undertaking activities and tasks for the sake of knowing how to do them for SATs purposes, rather than for the benefit of their own learning. Cullingford (2006) echoes this view, stating that, with regard to SATs preparation, children perceive their task in school as not so much to think as to guess what it is that the teachers want. Moreover, further research conducted by Cullingford (2006) suggests that many children, particularly those at Key Stage Two level, are surprisingly aware of the importance of SATs and even the significance of league tables. It can therefore be argued that they consider SATs to be one of the most, if not the most crucial aspect of their schooling during the final year of each Key Stage. This attitude can have a positive or adverse effect on their commitment to the SATs and the preparation for them; again, this depends on the attitude and aptitude of individual children. This surprisingly common awareness of the importance of both the SATs and the results they achieve in them is one way in which children can become not only attitudinally affected, but also emotionally affected by them. In this instance, because of the strong focus on preparing for the tests, children may feel pressurised, and in many cases excessively so, for two main reasons. Firstly, according to a study by Connors et al (2009), some children put themselves under pressure to perform well because they have worrisome thoughts and concerns about the consequences of failure if they do not. It could be argued that this level of worry should have no place in the mind of a child of primary school age, although it does further illustrate the importance the children place on SATs. Secondly, many children realise that SATs results are important to their teachers; consequently, the children also perceive them as important (Webb, 2006). This realisation, generally speaking, is a subconscious o ne: the children are not told outright by the teacher that the SATs are important. Instead, the curricular focus on the preparation for the SATs signifies their importance in the childrens minds. Furthermore, if the children respect their teacher (the way they should in an ideal situation), then they may feel under pressure to perform well in the SATs to attempt to prove that their teacher has taught them well, thus enhancing their reputation. One final important point about this kind of pressure is that it may not necessarily have a negative effect on all children; conversely, some children may thrive on it, and work harder and achieve higher as a consequence. It can be argued that any increase in pressure will increase the likelihood of stress and anxiety, particularly in the case of children, who will not have had the experience of coping with such pressure increases at this stage of their lives. According to Yarker (2003), children, particularly at Key Stage One level, become stressed through constant teaching to the test and test practice, due to both its intensity, and its implementation to the apparent exclusion of the rest of the curriculum. However, Byrne and McGavin (2004), whilst acknowledging the stress that this may cause to children, argue that it is the thought of, and the participation in, the tests themselves that cause the highest levels of stress and anxiety in children. In certain severe cases, research has even discovered a direct link between these SATs related stress levels that can be detrimental to the childs health and their life outside school, such as loss of sleep (Yarker, 2003), loss of appetite (Hall et al, 20 04) and headaches (Connors et al, 2009). With regard to childrens emotions about the prospect of being formally tested, some children were excited and were looking forward to taking the tests, according to a survey by Connors et al (2009). A possible reason for this could be the fact that they may regard the tests as the culmination of their hard work, and they offer them the chance to put their newly acquired skills and knowledge into practice. They can prove to themselves and to their teachers that they have learnt what the tests require them to learn. In contrast, other children can display signs of nervousness and apprehension during the period immediately prior to taking the tests (Connors et al, 2009). Reasons for this could include the fear of getting a poor result, which may not only adversely affect their self-esteem, but may also make the child think that their teacher (and possibly their parents and their peers) will think less of them as a result. They may also worry that they have not worked hard enough, or not achieved enough in the target subjects to obtain the level that they want to achieve. Furthermore, children can often have problems during the taking of the test itself (Byrne and McGavin, 2004), not only for the aforementioned reasons, but also due to other factors. For instance, many children, particularly at Key Stage One level, may find it difficult to formulate answers and recall previous learning and knowledge under the pressure of timed test conditions. Furthermore, if the child is not in a prepared, focused frame of mind before the test starts, this can affect their performance on the day, which could lead to a lower, potentially misleading test result. In conclusion, it is clear from the evidence that primary schools take the process of preparing children for the SATs tests very seriously. However, the way in which this issue is approached depends on the individual school concerned, and the ways in which they implement their teaching and classroom procedures. One thing remains constant, though. Regardless of the methods used, and the reasoning behind them, SATs will have an academic, attitudinal and emotional impact on childrens education in the final year of each Key Stage. Although the evidence available has predominantly shown a bias towards SATs having a negative impact in these respects, they can have a positive impact under the right physical and mental conditions. In the same way that the approach to SATs depends on the individual school, the level and the inclination of the impact depends on the individual child, and their individual level of aptitude, dedication, self-belief and resolve. Reference List / Bibliography Byrne, K. McGavin, H. (2004) A parents guide to primary school. London: Continuum Connors, L. et al (2009) Causes and consequences of test anxiety in Key Stage 2 pupils: the mediational role of emotional resilience. In: British Educational Research Association Annual Conference. University of Manchester, 2-5 September 2009. Cullingford, C. (2006) Pupils views of the school experience. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Drummond, M. J. (2003) Assessing childrens learning. London: David Fulton Fielding, S. et al (1999) The (mis)use of SATs to examine gender and achievement at Key Stage 2. Curriculum Journal, 10 (2), pp. 169-187 Gipps, C. V. (2002) Beyond testing: towards a theory of educational assessment. London: Routledge Falmer Green, C. et al (2001) Children put the national tests to the test. Education 3-13, 29 (3), pp. 39-42 Hall, K. et al (2004) SATurated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30 (6), pp. 801-817 Headington, R. (2003) Monitoring, assessment, recording, reporting and accountability: meeting the standards. London: David Fulton Sainsbury, M. Sizmur, S. (1996) Curriculum-based assessment and the search for authenticity. In Sainsbury, M. (ed) SATs the inside story: the development of the first national assessments for seven-year-olds, 1989-1995. Slough: NFER Tennent, W. et al (2008) Assessing reading at Key Stage 2: SATs as measures of childrens inferential abilities. British Educational Research Journal, 34 (4), pp.431-446 Webb, R. (2006) Teachers perspectives on teaching and learning in a performativity centre. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Education Research, 51 (2), pp. 137-159 Wintle, M. Harrison, M. (1999) Coordinating assessment practice across the primary school. London: Falmer Press Yarker, P. (2003) The hours of folly: settling accounts with SATs. Forum, 45 (3), pp. 98-101

Examples of Ethical Dilemmas Accounting

Examples of Ethical Dilemmas Accounting: Your supervisor enters your office and asks you for a check for $150. 00 for expenses he tells you he incurred entertaining a client last night. He submits receipts from a restaurant and lounge. At lunch your supervisor’s girlfriend stops by to pick him up for lunch and you overhear her telling the receptionist what a great time she had at dinner and dancing with your supervisor the night before. What do you do?Bank Teller: You have worked as a bank teller for several months when one of the other tellers who has become a good friend tells you that her daughter is extremely ill and that se must have an operation to survive. She also tells you that she has no insurance and the operation will cost $10,000. Sometime later you ask her about her daughter and she tells you she is just fine now. She then confides in you that she took $10,000. 00 from a dormant account at the bank to pay for the operation. She assures you that she has already st arted paying it back and will continue to do so until it is all returned.What do you do? Computers: In your spare time at work, you have developed a new spreadsheet program on the personal computer in your office. It is even more powerful, yet easier to sue than anything on the market. You share your new program with a friend who encourages you to market it on your own because you could probably make an incredible profit in a very short time. This is a very attractive option, yet you developed it using company equipment and during time that you were at work. What do you do?Journalism/Advertising Your newspaper has published a report on a national study, which concluded that bottled water has virtually no health advantages over the tap water in more cities, including yours. The study included comments from local health storeowners and water distributors challenging the study. The AquaPure Bottled Water Company, advertising account worth over $75,000. a year, has threatened to pull it s account with your newspaper unless you run another story of equal prominence, focusing on the benefits of bottled water. What do you do? Read also Ethical Dilemma â€Å"Glengarry Glen Ross†Ã‚   by David MametLaw Enforcement You are a rookie officer assigned to a training officer for the first six months of your employment. The training officer is a 20-year veteran and is a close friend pf thee Assistant Chief of Police and the brother-in-law of the Watch Commander. The third day that you are working with him you respond to a burglary call at a local convenience store. It is 2:30 am and the manager has been notified. You are directed to wait 30-35 minutes for his arrival. A short time later you observe your partner take a soda, candy and a bag of chips. He consumes the soda and chips.When the manager arrives, the two of you depart. What, if anything, should you do? Personnel Your company has a firm policy regarding cases of theft of company property. Used company equipment is on a table to be sold by bid each month. You see a valued employee who is 2 months from retirement slip an electric drill from the table a nd put it in his car before the day of the sale. What so you do? Real Estate A lady from out of town calls you to list her deceased parent’s home in Liberty. She is not sure what it is worth, but says she will be happy to get $50,000. 0 for the home. You look at the home and feel it is worth at least $75,000, and re4laise it would be perfect for your brother. What do you do? Retailing You are the buyer for a retail-clothing store. Your store has a policy of not accepting gifts. However, over the years, salesmen have offered, and other employees have accepted lunch, theater and baseball tickets. You arrive home from the office and find a new TV and DVD player on you doorstep with a note that says: â€Å"A personal gift for out long standing friendship.Enjoy it with you family in good health. The Jones Clothing Company† What do you do? Teacher You have a student who is from a single parent family. The student must work to attend college. However, the job is interfering w ith the student’s performance and several assignments have not been turned in. You have determined that a â€Å"D† is all the student can make when a counselor informs you that the student need a â€Å"C† to qualify for an academic scholarship. ’ What do you do?