Autism Spectrum Disorder ( Asd ) - 1998 Words

Introduction Autism Spectrum Disorder (ASD) is one of the most researched child disorders. It affects every 1 in 100 people, affecting 4 times the amount of boys than it does girls. ASD can be detected in children as early as 18 months and is a lifelong condition affecting the social and communitive interactions in child’s life. Autism affects every person differently and to a different degree of severity. The symptoms of Autism present differently in each case and differ in development. The understanding of the disorder has come a long way and research has allowed better knowledge to be attained. Through the use of DSM-5, ADI-R ADOS there have been systems developed in order to help diagnose ASD, and therefore help manage the symptoms†¦show more content†¦This paper works through the belief that Music Therapy can be a useful tool in increasing social, communicative, cognitive and emotional levels, as well as helping to restore and improve self-confidence and an awareness of self for both children and adolescents with ASD. Autism Autism Spectrum Disorder (ASD) is a condition affecting 1 in every 100 people. ASD causes communication difficulties, sleep dysfunction and restrictions in movement. Autism is a lifelong condition affecting the way a person relates to their environment and interactions with people. This condition affects nearly 4 times the amount of boys than it does girls. Within Autism Spectrum Disorder, the word ‘spectrum’ refers to the different ranges of difficulty that a person with Autism will experience. There are different levels of affectedness ranging from being able to live a normal life to then someone struggling with learning difficulties or needing ongoing, everyday support (Randall et al., 2016; What Is Autism?†, 2016). It is extensively recognized that within the condition of ASD there is a scale in the severity of the symptoms. These symptoms vary a great deal and show themselves differently in each individual case of ASD. The clinical presentations of these symptoms again present differently in each child and then develop differently again with age. Therefore the spectrum system is put in place providing a quantitative measure that allows

The Golden Compass Chapter Fourteen Free Essays

string(143) " along for such a time that Lyra’s body was in torment from cramp, the pace slackened a little, and someone roughly pulled off the hood\." Chapter Fourteen Bolvangar Lights The fact that the gyptians had heard or seen nothing of Mrs. Coulter worried Farder Coram and John Faa more than they let Lyra know; but they weren’t to know that she was worried too. Lyra feared Mrs. We will write a custom essay sample on The Golden Compass Chapter Fourteen or any similar topic only for you Order Now Coulter and thought about her often. And whereas Lord Asriel was now â€Å"father,† Mrs. Coulter was never â€Å"mother.† The reason for that was Mrs. Coulter’s daemon, the golden monkey, who had filled Pantalaimon with a powerful loathing, and who, Lyra felt, had pried into her secrets, and particularly that of the alethiometer. And they were bound to be chasing her; it was silly to think otherwise. The spy-fly proved that, if nothing else. But when an enemy did strike, it wasn’t Mrs. Coulter. The gyptians had planned to stop and rest their dogs, repair a couple of sledges, and get all their weapons into shape for the assault on Bolvangar. John Faa hoped that Lee Scoresby might find some ground gas to fill his smaller balloon (for he had two, apparently) and go up to spy out the land. However, the aeronaut attended to the condition of the weather as closely as a sailor, and he said there was going to be a fog; and sure enough, as soon as they stopped, a thick mist descended. Lee Scoresby knew he’d see nothing from the sky, so he had to content himself with checking his equipment, though it was all in meticulous order. Then, with no warning at all, a volley of arrows flew out of the dark. Three gyptian men went down at once, and died so silently that no one heard a thing. Only when they slumped clumsily across the dog traces or lay unexpectedly still did the nearest men notice what was happening, and then it was already too late, because more arrows were flying at them. Some men looked up, puzzled by the fast irregular knocking sounds that came from up and down the line as arrows hurtled into wood or frozen canvas. The first to come to his wits was John Faa, who shouted orders from the center of the line. Cold hands and stiff limbs moved to obey as yet more arrows flew down like rain, straight rods of rain tipped with death. Lyra was in the open, and the arrows were passing over her head. Pantalaimon heard before she did, and became a leopard and knocked her over, making her less of a target. Brushing snow out of her eyes, she rolled over to try and see what was happening, for the semidarkness seemed to be overflowing with confusion and noise. She heard a mighty roar, and the clang and scrape of lorek Byrnison’s armor as he leaped fully clad over the sledges and into the fog, and that was followed by screams, snarling, crunching and tearing sounds, great smashing blows, cries of terror and roars of bearish fury as he laid them waste. But who was them? Lyra had seen no enemy figures yet. The gyptians were swarming to defend the sledges, but that (as even Lyra could see) made them better targets; and their rifles were not easy to fire in gloves and mittens; she had only heard four or five shots, as against the ceaseless knocking rain of arrows. And more and more men fell every minute. Oh, John Faa! she thought in anguish. You didn’t foresee this, and I didn’t help you! But she had no more than a second to think that, for there was a mighty snarl from Pantalaimon, and something – another daemon – hurtled at him and knocked him down, crushing all the breath out of Lyra herself; and then hands were hauling at her, lifting her, stifling her cry with foul-smelling mittens, tossing her through the air into another’s arms, and then pushing her flat down into the snow again, so that she was dizzy and breathless and hurt all at once. Her arms were hauled behind till her shoulders cracked, and someone lashed her wrists together, and then a hood was crammed over her head to muffle her screams, for scream she did, and lustily: â€Å"lorek! lorek Byrnison! Help me!† But could he hear? She couldn’t tell; she was hurled this way and that, crushed onto a hard surface which then began to lurch and bump like a sledge. The sounds that reached her were wild and confused. She might have heard lorek Byrnison’s roar, but it was a long way off, and then she was jolting over rough ground, arms twisted, mouth stifled, sobbing with rage and fear. And strange voices spoke around her. â€Å"Pan†¦Ã¢â‚¬  â€Å"I’m here, shh, I’ll help you breathe. Keep still†¦Ã¢â‚¬  His mouse paws tugged at the hood until her mouth was freer, and she gulped at the frozen air. â€Å"Who are they?† she whispered. â€Å"They look like Tartars. I think they hit John Faa.† â€Å"No – â€Å" â€Å"I saw him fall. But he should have been ready for this sort of attack. We know that.† â€Å"But we should have helped him! We should have been watching the alethiometer!† â€Å"Hush. Pretend to be unconscious.† There was a whip cracking, and the howl of racing dogs. From the way she was being jerked and bounced about, Lyra could tell how fast they were going, and though she strained to hear the sounds of battle, all she made out was a forlorn volley of shots, muffled by the distance, and then the creak and rush and soft paw thuds in the snow were all there was to hear. â€Å"They’ll take us to the Gobblers,† she whispered. The word severed came to their mind. Horrible fear filled Lyra’s body, and Pantalaimon nestled close against her. â€Å"I’ll fight,† he said. â€Å"So will I. I’ll kill them.† â€Å"So will lorek when he finds out. He’ll crush them to death.† â€Å"How far are we from Bolvangar?† Pantalaimon didn’t know, but he thought it was less than a day’s ride. After they had been driving along for such a time that Lyra’s body was in torment from cramp, the pace slackened a little, and someone roughly pulled off the hood. You read "The Golden Compass Chapter Fourteen" in category "Essay examples" She looked up at a broad Asiatic face, under a wolverine hood, lit by flickering lamplight. His black eyes showed a glint of satisfaction, especially when Pantalaimon slid out of Lyra’s anorak to bare his white ermine teeth in a hiss. The man’s daemon, a big heavy wolverine, snarled back, but Pantalaimon didn’t flinch. The man hauled Lyra up to a sitting position and propped her against the side of the sledge. She kept falling sideways because her hands were still tied behind her, and so he tied her feet together instead and released her hands. Through the snow that was falling and the thick fog she saw how powerful this man was, and the sledge driver too, how balanced in the sledge, how much at home in this land in a way the gyptians weren’t. The man spoke, but of course she understood nothing. He tried a different language with the same result. Then he tried English. â€Å"You name?† Pantalaimon bristled warningly, and she knew what he meant at once. So these men didn’t know who she was! They hadn’t kidnapped her because of her connection with Mrs. Coulter; so perhaps they weren’t in the pay of the Gobblers after all. â€Å"Lizzie Brooks,† she said. â€Å"Lissie Broogs,† he said after her. â€Å"We take you nice place. Nice peoples.† â€Å"Who are you?† â€Å"Samoyed peoples. Hunters.† â€Å"Where are you taking me?† â€Å"Nice place. Nice peoples. You have panserbjorne?† â€Å"For protection.† â€Å"No good! Ha, ha, bear no good! We got you anyway!† He laughed loudly. Lyra controlled herself and said nothing. â€Å"Who those peoples?† the man asked next, pointing back the way they had come. â€Å"Traders.† â€Å"Traders†¦What they trade?† â€Å"Fur, spirits,† she said. â€Å"Smokeleaf.† â€Å"They sell smokeleaf, buy furs?† â€Å"Yes.† He said something to his companion, who spoke back briefly. All the time the sledge was speeding onward, and Lyra pulled herself up more comfortably to try and see where they were heading; but the snow was falling thickly, and the sky was dark, and presently she became too cold to peer out any longer, and lay down. She and Pantalaimon could feel each other’s thoughts, and tried to keep calm, but the thought of John Faa dead†¦And what had happened to Farder Coram? And would lorek manage to kill the other Samoyeds? And would they ever manage to track her down? For the first time, she began to feel a little sorry for herself. After a long time, the man shook her by the shoulder and handed her a strip of dried reindeer meat to chew. It was rank and tough, but she was hungry, and there was nourishment in it. After chewing it, she felt a little better. She slipped her hand slowly into her furs till she was sure the alethiometer was still there, and then carefully withdrew the spy-fly tin and slipped it down into her fur boot. Pantalaimon crept in as a mouse and pushed it as far down as he could, tucking it under the bottom of her reindeer-skin legging. When that was done, she closed her eyes. Fear had made her exhausted, and soon she slipped uneasily into sleep. She woke up when the motion of the sledge changed. It was suddenly smoother, and when she opened her eyes there were passing lights dazzling above her, so bright she had to pull the hood further over her head before peering out again. She was horribly stiff and cold, but she managed to pull herself upright enough to see that the sledge was driving swiftly between a row of high poles, each carrying a glaring anbaric light. As she got her bearings, they passed through an open metal gate at the end of the avenue of lights and into a wide open space like an empty marketplace or an arena for some game or sport. It was perfectly flat and smooth and white, and about a hundred yards across. Around the edge ran a high metal fence. At the far end of this arena the sledge halted. They were outside a low building, or a range of low buildings, over which the snow lay deeply. It was hard to tell, but she had the impression that tunnels connected one part of the buildings with another, tunnels humped under the snow. At one side a stout metal mast had a familiar look, though she couldn’t say what it reminded her of. Before she could take much more in, the man in the sledge cut through the cord around her ankles, and hauled her out roughly while the driver shouted at the dogs to make them still. A door opened in the building a few yards away, and an anbaric light came on overhead, swiveling to find them, like a searchlight. Lyra’s captor thrust her forward like a trophy, without letting go, and said something. The figure in the padded coal-silk anorak answered in the same language, and Lyra saw his features: he was not a Samoyed or a Tartar. He could have been a Jordan Scholar. He looked at her, and particularly at Pantalaimon. The Samoyed spoke again, and the man from Bolvangar said to Lyra, â€Å"You speak English?† â€Å"Yes,† she said. â€Å"Does your daemon always take that form?† Of all the unexpected questions! Lyra could only gape. But Pantalaimon answered it in his own fashion by becoming a falcon, and launching himself from her shoulder at the man’s daemon, a large marmot, which struck up at Pantalaimon with a swift movement and spat as he circled past on swift wings. â€Å"I see,† said the man in a tone of satisfaction, as Pantalaimon returned to Lyra’s shoulder. The Samoyed men were looking expectant, and the man from Bolvangar nodded and took off a mitten to reach into a pocket. He took out a drawstring purse and counted out a dozen heavy coins into the hunter’s hand. The two men checked the money, and then stowed it carefully, each man taking half. Without a backward glance they got in the sledge, and the driver cracked the whip and shouted to the dogs; and they sped away across the wide white arena and into the avenue of lights, gathering speed until they vanished into the dark beyond. The man was opening the door again. â€Å"Come in quickly,† he said. â€Å"It’s warm and comfortable. Don’t stand out in the cold. What is your name ?† His voice was an English one, without any accent Lyra could name. He sounded like the sort of people she had met at Mrs. Coulter’s: smart and educated and important. â€Å"Lizzie Brooks,† she said. â€Å"Come in, Lizzie. We’ll look after you here, don’t worry.† He was colder than she was, even though she’d been outside for far longer; he was impatient to be in the warm again. She decided to play slow and dim-witted and reluctant, and dragged her feet as she stepped over the high threshold into the building. There were two doors, with a wide space between them so that not too much warm air escaped. Once they were through the inner doorway, Lyra found herself sweltering in what seemed unbearable heat, and had to pull open her furs and push back her hood. They were in a space about eight feet square, with corridors to the right and left, and in front of her the sort of reception desk you might see in a hospital. Everything was brilliantly lit, with the glint of shiny white surfaces and stainless steel. There was the smell of food in the air, familiar food, bacon and coffee, and under it a faint perpetual hospital-medical smell; and coming from the walls all around was a slight humming sound, almost too low to hear, the sort of sound you had to get used to or go mad. Pantalaimon at her ear, a goldfinch now, whispered, â€Å"Be stupid and dim. Be really slow and stupid.† Adults were looking down at her: the man who’d brought her in, another man wearing a white coat, a woman in a nurse’s uniform. â€Å"English,† the first man was saying. â€Å"Traders, apparently.† â€Å"Usual hunters? Usual story?† â€Å"Same tribe, as far as I could tell. Sister Clara, could you take little, umm, and see to her?† â€Å"Certainly, Doctor. Come with me, dear,† said the nurse, and Lyra obediently followed. They went along a short corridor with doors on the right and a canteen on the left, from which came a clatter of knives and forks, and voices, and more cooking smells. The nurse was about as old as Mrs. Coulter, Lyra guessed, with a brisk, blank, sensible air; she would be able to stitch a wound or change a bandage, but never to tell a story. Her daemon (and Lyra had a moment of strange chill when she noticed) was a little white trotting dog (and after a moment she had no idea why it had chilled her). â€Å"What’s your name, dear?† said the nurse, opening a heavy door. â€Å"Lizzie.† â€Å"Just Lizzie?† â€Å"Lizzie Brooks.† â€Å"And how old are you?† â€Å"Eleven.† Lyra had been told that she was small for her age, whatever that meant. It had never affected her sense of her own importance, but she realized that she could use the fact now to make Lizzie shy and nervous and insignificant, and shrank a little as she went into the room. She was half expecting questions about where she had come from and how she had arrived, and she was preparing answers; but it wasn’t only imagination the nurse lacked, it was curiosity as well. Bolvangar might have been on the outskirts of London, and children might have been arriving all the time, for all the interest Sister Clara seemed to show. Her pert neat little daemon trotted along at her heels just as brisk and blank as she was. In the room they entered there was a couch and a table and two chairs and a filing cabinet, and a glass cupboard with medicines and bandages, and a wash basin. As soon as they were inside, the nurse took Lyra’s outer coat off and dropped it on the shiny floor. â€Å"Off with the rest, dear,† she said. â€Å"We’ll have a quick little look to see you’re nice and healthy, no frostbite or sniffles, and then we’ll find some nice clean clothes. We’ll pop you in the shower, too,† she added, for Lyra had not changed or washed for days, and in the enveloping warmth, that was becoming more and more evident. Pantalaimon fluttered in protest, but Lyra quelled him with a scowl. He settled on the couch as one by one all Lyra’s clothes came off, to her resentment and shame; but she still had the presence of mind to conceal it and act dull-witted and compliant. â€Å"And the money belt, Lizzie,† said the nurse, and untied it herself with strong fingers. She went to drop it on the pile with Lyra’s other clothes, but stopped, feeling the edge of the alethiometer. â€Å"What’s this?† she said, and unbuttoned the oilcloth. â€Å"Just a sort of toy,† said Lyra. â€Å"It’s mine.† â€Å"Yes, we won’t take it away from you, dear,† said Sister Clara, unfolding the black velvet. â€Å"That’s pretty, isn’t it, like a compass. Into the shower with you,† she went on, putting the alethiometer down and whisking back a coal-silk curtain in the corner. Lyra reluctantly slipped under the warm water and soaped herself while Pantalaimon perched on the curtain rail. They were both conscious that he mustn’t be too lively, for the daemons of dull people were dull themselves. When she was washed and dry, the nurse took her temperature and looked into her eyes and ears and throat, and then measured her height and put her on some scales before writing a note on a clipboard. Then she gave Lyra some pajamas and a dressing gown. They were clean, and of good quality, like Tony Makarios’s anorak, but again there was a secondhand air about them. Lyra felt very uneasy. â€Å"These en’t mine,† she said. â€Å"No, dear. Your clothes need a good wash.† â€Å"Am I going to get my own ones back?† â€Å"I expect so. Yes, of course.† â€Å"What is this place?† â€Å"It’s called the Experimental Station.† That wasn’t an answer, and whereas Lyra would have pointed that out and asked for more information, she didn’t think Lizzie Brooks would; so she assented dumbly in the dressing and said no more. â€Å"I want my toy back,† she said stubbornly when she was dressed. â€Å"Take it, dear,† said the nurse. â€Å"Wouldn’t you rather have a nice woolly bear, though? Or a pretty doll?† She opened a drawer where some soft toys lay like dead things. Lyra made herself stand and pretend to consider for several seconds before picking out a rag doll with big vacant eyes. She had never had a doll, but she knew what to do, and pressed it absently to her chest. â€Å"What about my money belt?† she said. â€Å"I like to keep my toy in there.† â€Å"Go on, then, dear,† said Sister Clara, who was filling in a form on pink paper. Lyra hitched up her unfamiliar skirt and tied the oilskin pouch around her waist. â€Å"What about my coat and boots?† she said. â€Å"And my mittens and things?† â€Å"We’ll have them cleaned for you,† said the nurse automatically. Then a telephone buzzed, and while the nurse answered it, Lyra stooped quickly to recover the other tin, the one containing the spy-fly, and put it in the pouch with the alethiometer. â€Å"Come along, Lizzie,† said the nurse, putting the receiver down. â€Å"We’ll go and find you something to eat. I expect you’re hungry.† She followed Sister Clara to the canteen, where a dozen round white tables were covered in crumbs and the sticky rings where drinks had been carelessly put down. Dirty plates and cutlery were stacked on a steel trolley. There were no windows, so to give an illusion of light and space one wall was covered in a huge photogram showing a tropical beach, with bright blue sky and white sand and coconut palms. The man who had brought her in was collecting a tray from a serving hatch. â€Å"Eat up,† he said. There was no need to starve, so she ate the stew and mashed potatoes with relish. There was a bowl of tinned peaches and ice cream to follow. As she ate, the man and the nurse talked quietly at another table, and when she had finished, the nurse brought her a glass of warm milk and took the tray away. The man came to sit down opposite. His daemon, the marmot, was not blank and incurious as the nurse’s dog had been, but sat politely on his shoulder watching and listening. â€Å"Now, Lizzie,† he said. â€Å"Have you eaten enough?† â€Å"Yes, thank you.† â€Å"I’d like you to tell me where you come from. Can you do that?† â€Å"London,† she said. â€Å"And what are you doing so far north?† â€Å"With my father,† she mumbled. She kept her eyes down, avoiding the gaze of the marmot, and trying to look as if she was on the verge of tears. â€Å"With your father? I see. And what’s he doing in this part of the world?† â€Å"Trading. We come with a load of New Danish smokeleaf and we was buying furs.† â€Å"And was your father by himself?† â€Å"No. There was my uncles and all, and some other men,† she said vaguely, not knowing what the Samoyed hunter had told him. â€Å"Why did he bring you on a journey like this, Lizzie?† † ‘Cause two years ago he brung my brother and he says he’ll bring me next, only he never. So I kept asking him, and then he did.† â€Å"And how old are you?† â€Å"Eleven.† â€Å"Good, good. Well, Lizzie, you’re a lucky little girl. Those huntsmen who found you brought you to the best place you could be.† â€Å"They never found me,† she said doubtfully. â€Å"There was a fight. There was lots of ’em and they had arrows†¦.† â€Å"Oh, I don’t think so. I think you must have wandered away from your father’s party and got lost. Those huntsmen found you on your own and brought you straight here. That’s what happened, Lizzie.† â€Å"I saw a fight,† she said. â€Å"They was shooting arrows and that†¦.I want my dad,† she said more loudly, and felt herself beginning to cry. â€Å"Well, you’re quite safe here until he comes,† said the doctor. â€Å"But I saw them shooting arrows!† â€Å"Ah, you thought you did. That often happens in the intense cold, Lizzie. You fall asleep and have bad dreams and you can’t remember what’s true and what isn’t. That wasn’t a fight, don’t worry. Your father is safe and sound and he’ll be looking for you now and soon he’ll come here because this is the only place for hundreds of miles, you know, and what a surprise he’ll have to find you safe and sound! Now Sister Clara will take you along to the dormitory where you’ll meet some other little girls and boys who got lost in the wilderness just like you. Off you go. We’ll have another little talk in the morning.† Lyra stood up, clutching her doll, and Pantalaimon hopped onto her shoulder as the nurse opened the door to lead them out. More corridors, and Lyra was tired by now, so sleepy she kept yawning and could hardly lift her feet in the woolly slippers they’d given her. Pantalaimon was drooping, and he had to change to a mouse and settle inside her dressing-gown pocket. Lyra had the impression of a row of beds, children’s faces, a pillow, and then she was asleep. Someone was shaking her. The first thing she did was to feel at her waist, and both tins were still there, still safe; so she tried to open her eyes, but oh, it was hard; she had never felt so sleepy. â€Å"Wake up! Wake up!† It was a whisper in more than one voice. With a huge effort, as if she were pushing a boulder up a slope, Lyra forced herself to wake up. In the dim light from a very low-powered anbaric bulb over the doorway she saw three other girls clustered around her. It wasn’t easy to see, because her eyes were slow to focus, but they seemed about her own age, and they were speaking English. â€Å"She’s awake.† â€Å"They gave her sleeping pills. Must’ve†¦Ã¢â‚¬  â€Å"What’s your name?† â€Å"Lizzie,† Lyra mumbled. â€Å"Is there a load more new kids coming?† demanded one of the girls. â€Å"Dunno. Just me.† â€Å"Where’d they get you then?† Lyra struggled to sit up. She didn’t remember taking a sleeping pill, but there might well have been something in the drink she’d had. Her head felt full of eiderdown, and there was a faint pain throbbing behind her eyes. â€Å"Where is this place?† â€Å"Middle of nowhere. They don’t tell us.† â€Å"They usually bring more’n one kid at a time†¦.† â€Å"What do they do?† Lyra managed to ask, gathering her doped wits as Pantalaimon stirred into wakefulness with her. â€Å"We dunno,† said the girl who was doing most of the talking. She was a tall, red-haired girl with quick twitchy movements and a strong London accent. â€Å"They sort of measure us and do these tests and that – â€Å" â€Å"They measure Dust,† said another girl, friendly and plump and dark-haired. â€Å"You don’t know,† said the first girl. â€Å"They do,† said the third, a subdued-looking child cuddling her rabbit daemon. â€Å"I heard ’em talking.† â€Å"Then they take us away one by one and that’s all we know. No one comes back,† said the redhead. â€Å"There’s this boy, right,† said the plump girl, â€Å"he reckons – â€Å" â€Å"Don’t tell her that!† said the redhead. â€Å"Not yet.† â€Å"Is there boys here as well?† said Lyra. â€Å"Yeah. There’s lots of us. There’s about thirty, I reckon.† â€Å"More’n that,† said the plump girl. â€Å"More like forty.† â€Å"Except they keep taking us away,† said the redhead. â€Å"They usually start off with bringing a whole bunch here, and then there’s a lot of us, and one by one they all disappear.† â€Å"They’re Gobblers,† said the plump girl. â€Å"You know Gobblers. We was all scared of ’em till we was caught†¦.† Lyra was gradually coming more and more awake. The other girls’ daemons, apart from the rabbit, were close by listening at the door, and no one spoke above a whisper. Lyra asked their names. The red-haired girl was Annie, the dark plump one Bella, the thin one Martha. They didn’t know the names of the boys, because the two sexes were kept apart for most of the time. They weren’t treated badly. â€Å"It’s all right here,† said Bella. â€Å"There’s not much to do, except they give us tests and make us do exercises and then they measure us and take our temperature and stuff. It’s just boring really.† â€Å"Except when Mrs. Coulter comes,† said Annie. Lyra had to stop herself crying out, and Pantalaimon fluttered his wings so sharply that the other girls noticed. â€Å"He’s nervous,† said Lyra, soothing him. â€Å"They must’ve gave us some sleeping pills, like you said, ’cause we’re all dozy. Who’s Mrs. Coulter?† â€Å"She’s the one who trapped us, most of us, anyway,† said Martha. â€Å"They all talk about her, the other kids. When she comes, you know there’s going to be kids disappearing.† â€Å"She likes watching the kids, when they take us away, she likes seeing what they do to us. This boy Simon, he reckons they kill us, and Mrs. Coulter watches.† â€Å"They kill us?† said Lyra, shuddering. â€Å"Must do. ‘Cause no one comes back.† â€Å"They’re always going on about daemons too,† said Bella. â€Å"Weighing them and measuring them and all†¦Ã¢â‚¬  â€Å"They touch your daemons?† â€Å"No! God! They put scales there and your daemon has to get on them and change, and they make notes and take pictures. And they put you in this cabinet and measure Dust, all the time, they never stop measuring Dust.† â€Å"What dust?† said Lyra. â€Å"We dunno,† said Annie. â€Å"Just something from space. Not real dust. If you en’t got any Dust, that’s good. But everyone gets Dust in the end.† â€Å"You know what I heard Simon say?† said Bella. â€Å"He said that the Tartars make holes in their skulls to let the Dust in.† â€Å"Yeah, he’d know,† said Annie scornfully. â€Å"I think I’ll ask Mrs. Coulter when she comes.† â€Å"You wouldn’t dare!† said Martha admiringly. â€Å"I would.† â€Å"When’s she coming?† said Lyra. â€Å"The day after tomorrow,† said Annie. A cold drench of terror went down Lyra’s spine, and Pantalaimon crept very close. She had one day in which to find Roger and discover whatever she could about this place, and either escape or be rescued; and if all the gyptians had been killed, who would help the children stay alive in the icy wilderness? The other girls went on talking, but Lyra and Pantalaimon nestled down deep in the bed and tried to get warm, knowing that for hundreds of miles all around her little bed there was nothing but fear. How to cite The Golden Compass Chapter Fourteen, Essay examples

Fish Philosophy free essay sample

The philosophy is simple, ND goes by applying four ingredients that will turn the place from stress and dullness Into relax and fun. The Ingredients of FISH philosophy are as follows: 1. Choose your attitude 2. Play 3. Make their day 4. Be there Ingredient 1 Choose your attitude: This Is the platform to build upon, and the core concept that everything else depends on. You have the freedom of choice of your attitude: an optimistic and happy attitude, or a pessimistic and sad one.Choose to be happy, smiling, easy going, ignorant of mistakes, and youll discover how beautiful and shining you and your place would be. On the other hand, choose to be angry, frowning, hard-headed, picky on mistakes, isolated, and youll discover how miserable your day would be! Choose your attitude is the hardest ingredients, but sets the stage for all other ingredients to happen. So work on your attitude, and work on it now. We will write a custom essay sample on Fish Philosophy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ingredient 2 Play: Have fun, even If you have lots to do with deadlines nearing, and dont seem to have enough in your schedule.All that stress come from the fact that you prevent yourself from enjoying what you do. Make it a playful project, an enjoyable study, an easy hopping, a fun meeting, etc. If you cannot enjoy what you do, then try to have some pleasant moments between the heavy tasks you work on. Engage with colleagues or family to create a play yard out of your place. Ingredient 3 Make their day: By having fun yourself, work on extending that to others who surround you.Make their day by expressing how youre grateful to have them, or by cheering them up. Get them out of their misery by offering advice and help. You cannot imagine how cheerful you would be when giving a hand to someone. Ingredient 4 Be there: Be present to your family, customers, colleagues, and people by giving full attention to who calls for you to advice or help. Dont be ignorant to those calls Get to answer them on the spot, or at least dedicate some time to connect with those you care about to listen to.Ignoring a call for help from your wife, your son, a colleague, or a customer could yield to disappointments and sometimes problems that you couldve avoided earlier. Applying FISH to your life: I actually believe in the importance of these ingredients to have better place whether t home or at work, and below are some ideas Im thinking of to practice those in my life (both at home and at work): Ideas I At Home I At Work I Choose your attitude I Be happy, smiling, and open-minded, soft, easy going, ones.Say hi or salaam to everyone you face! I Play I Educate by fun, and stop yelling. Make the shopping a learning experience for your child where he or she looks for the stuff and picks them up. EnJoy home fixes. Watch cartoons with your child while commenting. I Start your meetings with fun or Spookiest some funny pictures or comics to your desk, or common applesauce a board so employees can post some sheave a gaming console and work on a gaming competition I Make their day I Compliments, Compliments, Compliments.Bring your wife some flowers. Lenitive the family to a day out (l really mean the invite here, and not like were bored, lets go out). Bring your child something he or she likes (candy for instance). I Compliment the work and attitude of your colleagues. Engage with customers and pinpoint their pains and offer solutions with what they already have. Avoid bad news, and be a passenger of the good ones! I Be there I Listen to your wife and dont offer lotions, Just listen (we all can hear, you need to listen! ).Have a conversation with your child on school or how others deal with him. Listen to the unsaid, and express your willingness to offer help if needed. I Listen to pains from colleagues and customers and offer solutions emails and phone calls if someone calls for your advices full attention when talking to your colleagues or customers all people are comfortable talking about their problems, so dig deep within the soles and look for faces that need help. I Remember to work hard on setting the stage by choosing the right attitude!

Of Mice and Men - the Crisis of Drama free essay sample

The Drama Based on Peter Szondi’s studies, the Drama of modernity had its beginning in Renaissance. After the collapse of the medieval worldview, an artistic reality in which a human being could fix and mirror himself on the basis of interpersonal relationships was created. Man disclosed himself to his contemporary world: nothing outside the interpersonal relationships was accepted in the drama. Drama is absolute and unique for it is separate from everything outside itself and it is constructed by dialogue, which is dominant. The author cannot appear anywhere in drama – referred to what is spoken – but it belongs to him just as a whole and everything spoken cannot be out of context. Also, the absoluteness of this artistic reality regards to the spectator that has to be passive: â€Å"silent, with hands tied, lamed by the impact of this other world†(p. 8)?. The relationship between actor and role cannot be visible, since no things can exist besides those demonstrated in the drama – actor and character become one. We will write a custom essay sample on Of Mice and Men the Crisis of Drama or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The drama is always primary, which means that it represents only itself. It is not related to some historical event, or to something that is happening in the contemporary world, and these both characteristics always leads to the â€Å"present† as Drama’s internal time. The internal time, or present, is constructed through dialogue – as the dialogues pass, the action pass and the present is dressed by a new present. As Szondi affirms, â€Å"every moment must contain the seeds of future† (p. 9), otherwise, the linearity and the principle of absolute presence in Drama would be subverted. From this point of view, the temporal fragmentation of the scenes would result in the break of unity of time. Another aspect of drama consists on its unity of place. The spatial context should not be large, since the larger the scene, the more difficult it is to the spectators to follow it. Then, with Drama’s characteristics mentioned above, this paper will analyze one of the novels that symbolized the beginning of the crisis of drama. The novel is Of Mice and Men, and some of its aspects that can be considered opposite to what was preached by Drama’s theory will be observed. The Crisis in Of mice and Men As said in introduction, the Drama consists in unity. Nothing outside the interpersonal relationships was accepted in it. As Szondi says, â€Å"real dramatic action does not present human existence in terms of some specific cause. If it did, the action would point beyond itself (†¦) The existence of the dramatis personae should not reach beyond the temporal borders of the Drama† (p. 38), which means that the characters presented in the Drama are not created as a mirror of subjects in the exterior world. This kind of dramatic presentation is called by Szondi as â€Å"transformation of alienated conditionality into interpersonal actuality† and it means that a single dramatic personae represents thousands of people living in the same condition. However, in Of Mice and Men, of John Steinbeck, an undramatic element is seen the characters do represent subjects inserted in a certain period of human history. In this case, the period remits to the Great Depression, which happened after World War I and had devastating effects in many countries. This crisis led many rural poor and hand workers to produce even more goods, but for the same amount of money and many rich farmers bought more lands and expensive agricultural equipments in order to support the new demand, and this made them broke. It is in this context that Steinbeck writes Of Mice and Men. One of the main characters, Lennie, is as mindless as a mice, and he may represent the life that the low society in this particular case, hand workers had in this period. Lennie can also be a stereotype of people that simply accept and obey what others tell them to do and this can be noticed in the 2nd act, 1st scene, when Curley starts beating Lennie and the last fights back only when George asks him to do so. A character as Lennie cannot be accepted in society, since he is not capable to, at least, try to improve his conditions in the world – he is not even able to reason about himself. He only obey orders without being able to think about what is his real role in society and every action he does by his will ends in great trouble. Curley, the boss’ son, symbolizes the oppressive system. He many times acts irrationally and wants to demonstrate his power by showing his physical strength – although minimal. This character could be sometimes considered as stupid as Lennie, but the difference is that he is the son of the ranch’s owner, and knows the difference between evil and good, and that means he is conscious of his wrong doings. Opposite to Curley, there are characters as George, Curley’s wife, Crooks and Candy that are victims of the system, but, at the same time, dream about changing their lives to a better condition, even though the oppressive system hinders them to fulfill their dream. George dreams about owning a land, Curley’s wife desires to be a movie star but renounces it by marrying Curley. Crooks wants to have his own mules and also hoeing a patch of garden on Lennie’s farm one day. Candy gets excited about George’s idea to have a piece of land and wants to take part in it. All of these dreams represent for these characters the possibility of real happiness, but the realization of these fantasies is not tangible for them. These dreams are an allegory of the impossibility of reaching the American Dream. Such impossibility is another undramatic element in Of Mice and Men, since it is a way of the epic I to expose to the audience one idea, or, as Anatol Rosenfeld in his essay â€Å"O Teatro Epico† indicates, it is a way to present a â€Å"palco cientifico capaz de esclarecer ao publico sobre a sociedade e a necessidade de transforma-la† (p. 48). The epic I consists in a subject which stands above the play and shows the social determinants and forces the spectators to reflect about society and to make decisions in order to improve it. In Of Mice and Men, the epic I exposes several issues in human society. Among these issues there are the already mentioned impossibility to reach the American Dream, the brutality that men with certain power can exercise upon men humans of lower classes and the necessity of not take an action just when someone else demands it. However there are other conceptions presented in the play, as the imponderability of life that acts upon all men, not just upon those of a low condition – although a boss, Curley has his wife killed by Lennie. It demonstrates that, metaphorically, there are wealthy and non-wealthy mices, but both suffer from superior forces that submit them to uncontrolled situations the repressive human elite, the death, the mental incapability and so forth. It remits to the title of the play, which means humans and mices share the fragility they possess before something bigger than them. Also, there is the conception of friendship which is pointed by the relationship between Lennie and George. The spectator notices that George seems to look after his friend, for Lennie has a mental disability. Their relationship is established within the first pages of the first act, and although they are uneducated laborers, they have a mutual devotion that persists until George kills Lennie, mercifully, with a shot to the back of his head just as Candy’s dog is killed by Carlson, retracting, therefore, the similarity between the dog and Lennie – the dog’s murder was a prelude of what would happen further to Lennie. Finally, the last undramatic aspect to be considered in Of Mice and Men is based on Szondi’s affirmation that, in social Drama, â€Å"The play’s unity is not rooted in the continuity of action but rather in the invisible epic I who presents the conditions and events† (p. 40). This aspect consists in the rubric, that is an instrument through which guidelines are given to the reader regarding the scenario, the time, and the character’s features, lines and actions. In the 18th century, the rubric gained importance as the characters became more psychologized. As they are introduced, the rubrics function as a device that helps not only to construct the characters but to reveal the complexity of their relation by indicating the nature of their interaction, the way they react to each other and to the faced circumstances. In the very first act, Lennie’s manners are described by the epic I through adverbs as â€Å"irritably†, â€Å"furiously†, â€Å"sternly†, â€Å"disgustedly† and â€Å"violently†. On the other hand, George seems to assume a rationalist position with more security, which allows him to ponder and doubt about the circumstances, present in the second scene of the act one, when he â€Å"inspects†, acts â€Å"skeptically†, â€Å"on guard†, â€Å"thoughtfully† and â€Å"pensively†. These rubrics show the difference between both main characters. During all the play, rubrics are presented indicating the feelings and situations of characters. Also, rubrics in Of Mice and Men present the scenario: â€Å"Outside the sound of the horseshoe game goes on† (p. 331), â€Å"They take places opposite each other at the table† (p. 339), â€Å"Candy turns over and watches George† (p. 345). Even more, in the very beginning of each act, the epic I narrates the hours, the places and the situation to be further developed through the character’s dialogue. All the characteristics mentioned in this paragraph prove that there is an explicit appearance of the epic I, although his identity is not exposed, and this is once more an aspect of the crisis of Drama. As a conclusion, it can be said that with society’s crisis, the Drama also entered in crisis, and the necessity of transformation in plays appeared. This necessity implied in making the spectator an observer, obligating him to make decisions and to face his troubles.

East of Eden BookMovie comparison essays

East of Eden BookMovie comparison essays East of Eden: Book Movie Explanation John Steinbecks epic tale, East of Eden, is portrayed very accurately in Elia Kazans film adaptation of the novel. Though the screen adaptation of East of Eden is an excellent portrayal, one of the most probable reasons for deleting sections of the book were constraints of time and money. Apparently the directors choices to delete certain sections of the book obviously did not affect the movie or the books plot line too greatly. The director most probably felt that the backgrounds of Adam or Kate were not necessary since in this movie the main theme circulated around Cal and Arons fight to win their fathers love and attention. Elia Kazan probably also felt that the role of Lee, Samuel Hamilton, and other supporting characters were not essential to the screenplay. I do think that the director should have added a little insight and background to Adams family such as his feeling of respect and not love toward his father Cyrus and, like his own sons situation, his brother, Charles, jealousy over his fathers affection. The last moments of the movie sum up and bring all the emotional conflicts of this dysfunctional family to a heads in climatic and dramatic fashion. Cal believes that he will finally aquire the love, appreciation and respect that he has craved for from his father, through his gift of money. His fathers rejection only serves to convince him that further attempts to gain his fathers approval are futile and that he truly must be evil as everyone suspects. His brothers rejection confirms his decision and he reacts by revealing his mothers identity to his brother Aron. Aron subsequently enlists in the armed forces and is ...

Tula de Hidalgo (Mexico) Toltec Capital City of Tollan

Tula de Hidalgo (Mexico) Toltec Capital City of Tollan The archaeological ruins of Tula (known as Tula de Hidalgo or Tula de Allende) are located in the southwestern part of the Mexican state of Hildalgo about 70 kilometers (45 miles) northwest of Mexico City. The site is located within the alluvial bottoms and adjacent uplands of the Tula and Rosas Rivers, and it lies partially buried beneath the modern town of Tula de Allende. Based on extensive ethnohistorical research by Wigberto Jimenez-Moreno and archaeological investigations by Jorge Acosta, Tula is considered the likely candidate for Tollan, the legendary capital of the Toltec Empire between the 10th and 12th centuries AD. In addition, Tulas construction bridges the Classic and Postclassic periods in Mesoamerica, during the period when the power of Teotihuacan and the southern Maya lowlands were fading, to be replaced by political alliances, trade routes and art styles at Tula, and at Xochicalco, Cacaxtla, Cholula and Chichà ©n Itz. Chronology Tollan/Tula was established during the Epiclassic period, about 750 AD as a fairly small town (ca 3-5 square kilometers or 1.2-1.5 square miles), as the Teotihuacan empire was crumbling. Colonial (after 1550 AD)Late Postclassic (1230-1550 AD)Early Postclassic (900-1230)Epiclassic (750-900) During the height of Tulas power, between AD 900 and 1100, the city included an area of some 13 sq km (5 sq mi), with an estimated population perhaps as high as 60,000. Tulas architecture was set in a large diversity of environments, from a reedy marsh to adjacent hills and slopes; within this varied landscape are hundreds of mounds and terraces, representing residential structures in a planned city scape, with alleys, passageways and paved streets. The heart of Tula was its civic-ceremonial district, called the Sacred Precinct, a large open quadrangular plaza surrounded by two L-shaped buildings, as well as Pyramid C, Pyramid B and the Quemado Palace. The Quemado Palace has three large rooms, sculpted benches, columns and pilasters. Tula is justly famed for its art, including two interesting friezes worth discussing in detail: the Coatepantli Frieze and the Vestibule Frieze. Coatepantli Frieze The Coatepantli Frieze (Mural of the Serpents) is the best known piece of art work at Tula, believed to date to the early Postclassic period. It is a carved into a 2.2 meter (7.5 foot) high free-standing wall running for 40 m (130 ft) along the north side of Pyramid B. The wall seems to channel and restrict pedestrian traffic on the north side, creating a narrow enclosed passageway. It was named coatepantli, which is the Aztec (Nahuatl) word for serpent, by excavator Jorge Acosta. The Coateplantli Friese was made from slabs of local sedimentary stone carved in relief and brightly painted. Some of the slabs were borrowed from other monuments. The frieze is capped by a row of spiral-shaped merlons; and its facade shows several reclining human skeletons intertwined with serpents. Some scholars have interpreted this as a representation of the feathered serpent in pan-Mesoamerican mythology, called Quetzalcoatl; others point to the Classic Maya Vision Serpent. (see Jordan for some interesting discussion). The Frieze of the Caciques (a.k.a. the Vestibule frieze) The Vestibule Frieze, while lesser known than that of the Coateplantli, is no lest interesting. It is a carved, stuccoed and brightly painted frieze that illustrates a line of ornately dressed men walking in a procession, located on the interior walls of Vestibule 1. Vestibule 1 itself is an L-shaped colonnaded hall that links Pyramid B with the main plaza. The hallway had a sunken patio and two hearths, and 48 square pillars supported a roof. The frieze is on a nearly square bench, measuring 94 centimeters (37 inches) high by 108 cm (42 in) wide in the northwest corner of Vestibule 1. The frieze itself is 50 cm x 8.2 m (19.7 in x 27 ft). The 19 men shown in the frieze have been interpreted at various times as local chiefs (caciques), priests or warriors, but based on the architectural setting, composition, costumes and color, these figures represent merchants, people who were engaged in long-distance trade. Sixteen of the 19 figures carry staffs, one appears to wear a backpack, and one carries a fan, all elements associated with travelers (see Kristan-Graham for more). Sources This article is a part of the About.com guide to the Toltec Civilization, and the Dictionary of Archaeology. Castillo Bernal S. 2015. El Anciano Alado del Edificio K de Tula, Hidalgo. Latin American Antiquity 26(1):49-63. Healan DM, Kerley JM, and Bey GJ. 1983. Excavation and Preliminary Analysis of an Obsidian Workshop in Tula, Hidalgo, Mexico. Journal of Field Archaeology 10(2):127-145. Jordan K. 2013. Serpents, skeletons, and ancestors?: the Tula Coatepantli revisited. Ancient Mesoamerica 24(02):243-274. Kristan-Graham C. 1993. The Business of Narrative at Tula: An Analysis of the Vestibule Frieze, Trade, and Ritual. Latin American Antiquity 4(1):3-21. Ringle WM, Gallareta Negron T, and Bey GJ. 1998. The return of Quetzalcoatl: Evidence for the spread of a world religion during the Epiclassic period. Ancient Mesoamerica 9:183-232. Stocker T, Jackson B, and Riffell H. 1986. Wheeled figurines from Tula, Hidalgo, Mexico. Mexicon 8(4):69-73. Stocker TL, and Spence MW. 1973. Trilobal Eccentrics at Teotihuacan and Tula. American Antiquity 38(2):195-199.

Research Proposal Essay Example | Topics and Well Written Essays - 2250 words - 3

Research Proposal - Essay Example Along with the business enterprises, the term has also gained its applicability in social service oriented institutions such as schools, nursing-homes and hospitals. Hence, it is largely differentiated from the other business and social service oriented activities (Dagoon, 2005). With the gradual change in the business scenario, it is quite certain that the global outlook has also changed in terms of Entrepreneurship. Presently, the entrepreneurs have innumerable opportunities rewarded by the economy such as technology, flexible policies for global trade, and increasing demand. But there are also few major challenges that entrepreneurs need to face while creating a new business idea and serve it to the ultimate customers. Few of them are high level of competition, constantly increasing demand for innovations, rigidity of government norms like taxation and others. Moreover, as it depends highly on the issue of personal perceptions and the environmental influences of the entrepreneurs, the applicability of entrepreneurship also differs from one economy to other and from one business to another (Viramgami, 2007). Hence, this paper shall concentrate on the aim to understand the modern day phenomenon of entrepreneurship in two different countries, India and the United Kingdom. As these economies are largely different in terms of both social and economic attributes it shall be beneficial to critically analyse the entrepreneurial process. Moreover, the proposed paper shall centre on the business sector comprising of entrepreneurial process related to the petrol station-cum- convenience store. The paper shall try to conclude on the aspect of development of entrepreneurship in both these economies with the help of wide ranging researches. With a growing emphasis on the term ‘Entrepreneurship’, several theorists and analysts have stated their viewpoint in various literatures and research papers. These are beneficial to critically evaluate the meaning of the term. In

Financial system Assignment Example | Topics and Well Written Essays - 1250 words

Financial system - Assignment Example rough taxation of the various economic activities and in turn providing essential services such as health care, public mortgages affordable, education, and defense. The governments are always not taxing directly, but their presence if often felt through the regulatory concept that they execute in areas such as licensing, wage bill, foreign ownership, and safety of products. The concept of macroeconomics often focuses on the details in the market for particular goods and services instead of the economic principles such as unemployment, economic growth, total output, and inflation. The macroeconomic policy divides the economy into monetary policy and fiscal policy. Fiscal policy refers to the set of decisions that the government makes in consideration of spending, taxation, and spending. There are various dimensions for the government’s fiscal policy specifically at the central level because revenue can be earned through various kinds of taxes and it can occur on infinite products in separate geographic regions aiming at different beneficiaries (Fender, 2012). Monetary policy refers to the collection of decisions that a government make through the central bank of state concerning the issue of the amount of money that circulates within the economy. In Canada, the monetary policy is done through the adjustment of very short- term interest rates in order to achieve a rate of monetary expansion. This depends on the maintenance of a minimum and stable rate of inflation. The monetary policy is operated by the bank of Canada. A major corporation of crown is under the supervision of the government. Therefore, there is a considerable independence from the central government but not a major issue in the legislative context. Since the financial capital can flow easily and smoothly within the state of Canada, the interest rates on the same assets are constant across all different geographic regions in Canada. This has eventually made an outcome of one financial policy or

Compare the pre twentieth century Essay Example for Free

Compare the pre twentieth century Essay Compare the pre twentieth century A Christmas Carol by Charles Dickens with the twentieth century play An inspector Calls by J. B. Priestly focusing particularly attention on plots, character and authorial intent; why do you think the two pieces of literature written at such different times are so similar? Both of these stories were written over a hundred years apart from each other but the message that comes across is a story about morals. A lot of people think that the stories are about stating the rich verses the poor. I dont see this, as there is a lot more to the stories than this in both IC and CC. In these stories the message that is brought to our attention is that what ever people do or what they have done they always deserve a second chance. There are a lot of similar features that appear in the two stories. One of these the similarities is between Scrooge and Mr Birling. Both of these men dont seem to care about other people and just think about them selves. Birlings shows this when he says Community and all that nonsense. This also shows how narrow minded he really is. In Scrooges case things are even worse as he does not even care for his own nephew Its enough for a man to understand his own business and not to interfere with other peoples. These two both think that people who are poor have to work all around the clock and dont understand that everyone is equal and some people (the rich) are more fortunate than others. Another example of their similarities as they look for any that could lead to a business opportunity. In IC Birling shows that he looks at Sheila and Geralds marriage is not a moment of joy but a huge business opportunity. This would greatly benefit him in the long run. We look forward for the day when Crofts and Birlings are no longer competing but working together. This compares well with when Scrooge in CC says He was an excellent man of business, on the very day of the funeral on the funeral of a long life partner, which would usually be very upsetting but instead jumps at the chance to keep his business going on his funeral. It is also shocking that he doesnt even show any sympathy towards him. One main reasons that these two men are so narrow minded is their generalisation. They resort to picking on people who ever they but they only see them as they do in their heads not who they truly are. Scrooge announces strictly I cant afford to make people to make idle people merry to one of young man who is trying to collect money for charity. He thinks that as some people are poor they cannot be happy. We assume that he thinks that people have to be rich to be happy. A good example of this is when Scrooge says to his nephew What have you to be merry? Scrooges nephew replying, What right do you have be dismal? sharply. This shows that just having family and friends with you at Christmas should be enough to make you happy. In IC Birling announces, If you dont come down sharply on these people then theyd soon be asking for the earth. Here he generalises his factory workers as greedy. This brings through his experience that he actually has of normal people.

philisophical paper -- essays research papers

As Christians today we are faced with many ethical issues living in our society. Every time we turn on the TV to watch the news, pick up a newspaper and read the headlines, or read a magazine about world issues we can see situations happening in this world that challenge our morals and ethics. It is our duty as Christians to know what we believe and where we stand so we can back up our beliefs and try to interact with this world as morally correct as possible. There are some situations that we have no control over that appear ethically wrong to us and there is not much we can do if anything at all. At the same time there are things that we can do to try and reach people in some situations. It is our job to know the difference and stand up where we can but not force our own morals and ethical principles on everyone we come in contact with.   Ã‚  Ã‚  Ã‚  Ã‚  One issue that is very prevalent in the world today and all through out the history or the earth is the issue or war and combatancy. Now as Christians we know the bible says, â€Å"Thou shall not kill,† but is this issue really that simple? If we just took that stance and said that as Christians we shouldn’t go to war then our country and the world we live in would suffer. Let me get something straight right now before I go into this topic, I do not like war; I think it is an ugly thing, and I wish there would not be any more wars on this earth for the rest of its existence. But the fact of the matter is that there is war, there always was war and there will always be war until the second coming of Jesus Christ. War has become a way of life, it was not God’s original plan, but because of the entrance of sin into our universe, war was created. The first war we know of was a war in heaven between Satan and his angles and Jesus and His angels. Al l throughout the old testament we see the Israelites, God’s people, lead by God, going to war to obtain the land that God had promised to them. War is real and has become a necessity.   Ã‚  Ã‚  Ã‚  Ã‚  Just because war is here does not mean that it is an ok thing to do. War came about as a result of sin; with the beginning of sin there was the beginning of war. War has become a necessary means to get by in a sinful world. To protect the peace and the free way of living that we enjoy here in America, sometimes, we must go to war. As members of socie... ...o many people told them when they were growing up that they shouldn’t do it. You see, it’s not so much that they like it but they were just told not to do these things, so they did them. We have to inform people and let them make their own decisions; we cannot just force our opinions on them, and that never works. This is the same for all of our views as Christians. It does not just stop with health but it extends into our entire way of life. We must live our lives as examples for all to see.   Ã‚  Ã‚  Ã‚  Ã‚  As you see in all these issues we, as Christians, must take stands on what we believe is right, but we should not force our opinions and beliefs on others. This is what everything boils down to. God gave us the gift of choice, and this is something he gave everyone. As Christians we are called to try to lead people to God and his work not to force them. If they want to come to him that is a personal decision, all we can do is help them along, not push them. The best way to help someone is to show him or her by example. If we set good examples for other people in all the ways mentioned in this paper then we can begin to reach other people and help them to change.

ERP Systems Essay

1.Explain the conditions or circumstances that would lead a company to use the IWM features available within SAP ERP. What capabilities does IWM add to the features available within the Sales and Distribution, Materials Management, and Production Planning and Execution areas of SAP ERP? The conditions and circumstances that would lead a company to use the IWM features available within SAP ERP are due to increased cost pressure, higher customer expectations, shorter cycles of innovation and high differentiation of consumer goods within the same industry. Additionally, customers are demanding more efficient ways of delivery. IWM features are able to improve timeliness and flexibility of deliveries. IWM has the capabilities to support increasingly complex supply chains. There are many capabilities provided within the Sales and Distribution, Materials Management, and Production Planning and Execution areas. Some capabilities include the ability to track orders and inventory in real time, display inventory value, control the movement of goods internally between plants, initiate the transfer of goods, and creating sales orders pertaining to materials management and warehouse management. Additionally, running bin status reports of goods in the warehouse, purchasing/selling goods internally by STOs and controlling the fulfillment process. 2.What is the purpose of using a â€Å"stock transport order†? Why would a â€Å"stock transport order† be used rather than an ordinary â€Å"stock transfer,† or a combination of â€Å"sales order† (sending plant) and â€Å"purchase order† (receiving plant)? The purpose of a stock transport order (STO) is to request materials from another plant within the same company code instead of procuring the material from a normal vendor. Hence, one plant is purchasing materials from another plant that sells the materials. Additionally, the IWM process is triggered by the STO from the manufacturing facility to a warehouse managed storage location. STOs are more complex in nature and can be performed with deliveries, without deliveries, and with deliveries and billing. A STO would be used instead of a â€Å"purchase order.† This is due to the plant purchasing goods from the other plant as a transport under the same company code. A purchase order is purchasing goods/materials from a normal vendor, not a plant within the same company code. The same reasoning applies to the sales order. The sending plant is sending goods/materials to their customers, not a plant within the same company code. As for a stock transfer, they are used to transfer materials within a company from one location to another. Movements include within one plant, between plants, and etc†¦Stock transfers are a simple way of moving goods, not internal purchasing/selling of goods like STOs.

Disposition & Early Childhood Teachers Essay

Abstract This study explores teacher education programs and preservice teacher dispositions. The study examined the dispositions of two sections of a reading methods course populated by preservice teachers. A dispositions checklist was used to collect data in three phases and from two audiences. The findings of the study strongly suggest that preservice teachers have a positive view of their own dispositions as well as their peers’ dispositions. The study also shows that the perception of preservice teachers’ dispositions of themselves differ greatly from the perception of the instructor of the course. Implications from this study suggest further development of practices that surface disposition and strategic use of data to improve teacher dispositions within teacher education programs. Disposition & Early Childhood Teachers 3 Introduction As the push for effective teachers persists, many teacher education programs, and professional development administrators are left speculating about the part dispositions perform in effective teaching. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made. They mirror what Jung (2009) found in the study of teacher technology. Jung studied technology teacher dispositions and found education significantly increased competence level and disposition measures. The study also found there are no statistically significant differences in technology proficiency level in terms of age or gender, female and older students should be strongly encouraged to use technology without fear of failure. Since the major difference in the technology disposition score was due to the male students’ stronger selfconfidence level toward technology, teacher educators should pay attention for female students to be more self-assured through repeated contact to the technology experience. Jung made the following recommendations: (1)The importance of technology should be stressed frequently and intensely throughout the curriculum. (2) Future teachers should see successful role models continuously for adopting technology. (3) Numerous technology literacy and integration classes, and other forms of technology education need to be included in the curriculum- to make them competent and perceive themselves technologically competent. (4) Future teachers Disposition & Early Childhood Teachers 4  should be exposed to the experiences, which repeatedly connect the value of technology with their career, which enable them to see and to experience the value of using technology and living with technology, which let them frequently use technology for their learning, problem solving, and future instruction. Disparate to the literature on some dispositions, the dispositions cited in the teacher education literature (e. g. , INTASC) have almost no illuminating value and very little significance presently. This conclusion comes from an examination of the cited teacher dispositions in  terms of Underwood’s levels of meaning in the behavioral sciences and shows that these dispositional paradigms are little more than labels for particular behaviors. Although the construct, disposition, in teacher education may be redundant now, it is not entirely inadequate as it may provide a pilot hypothesis for further investigations (Murray, 2007; Windschitl, 2003). The implications from the previous studies provide the groundwork for exploring teacher dispositions. In order to effectively investigate this, a definition for dispositions by our governing bodies must be identified. â€Å"NCATE now defines Professional Dispositions as: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development† (2007). Institutions take their own stab at defining dispositions in many ways. The National Association for the Education of Young Children states in order to enact and examine surface disposition: â€Å"All teaching staff evaluates and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an Disposition & Early Childhood Teachers 5 annual individualized professional development plan with their supervisor and use it to inform their continuous professional development†. The National Association for the Education of Young Children also states that disposition is defined through: â€Å"All teaching staff continuously strengthening their leadership skills and relationships with others and works to improve the conditions of children and families within their programs, the local community or region, and beyond. Teaching staff participate in informal or formal ways in local, state, or regional public-awareness activities related to early care by joining groups, attending meetings, or sharing information with others both at and outside the program (2005)†. The University of West Georgia surfaces disposition through its conceptual framework. â€Å"The Conceptual Framework is the rationale and organizing principle that guides the curriculum for Developing Educators for School Improvement. The Conceptual Framework is grounded in research, knowledge, and experience that describe what undergraduate and graduate candidates should know and apply to foster transformational systemic change. Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education (NCATE), Georgia Professional Standards Commission (PSC), and Specialized Professional Associations (SPAs). The following beliefs give credence to our professional commitments—the 10 descriptors used to describe the qualities and dispositions that we feel educators must possess to positively impact school improvement—and provide further delineation of the Conceptual Framework: Disposition & Early Childhood Teachers 6 1. Decision Makers: We believe that candidates should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change. 2. Leaders: We believe that candidates should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. 3. Life Long Learners: We believe that candidates should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change. 4. Adaptive: We believe that candidates should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change. 5. Collaborative: We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change. 6. Culturally Sensitive: We believe that candidates should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change. 7. Empathetic: We believe that candidates should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change. 8. Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change. Disposition & Early Childhood Teachers 7 9. Proactive: We believe that candidates should be able to advocate for the removal of barriers that impede life long learning and hinder transformational systemic change. 10. Reflective: We believe that candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change. According to Merriam-Webster (2010), disposition is defined as a â€Å"prevailing tendency, mood, or inclination b : temperamental makeup c : the tendency of something to act in a certain manner under given circumstances†. Katz (1985) defines disposition as â€Å"the notion of disposition was defined as an attributed characteristic of a teacher, one that summarizes the trend of a teacher’s actions in particular contexts† (p.301). Now that the definitions for this context have been identified, let us examine what the research says about them. What Does Research Say about Disposition? The arena of literature on dispositions in the field of teacher education is one of great concern. In light of the fact that our professional organizations and accrediting bodies are constructing disposition requirements for graduate and undergraduate levels, universities are now being required to provide concrete evidence as to how dispositions are being addressed. At the same time, teacher education programs are continuously providing opportunities for reflection in induction, courses, field and clinical placements. If we are considering reflection in action as Schon (1987) defines it, we must marry this concept with teaching dispositions. Within action, reflection has the ability to surface. This study seeks to examine this relationship within the coursework through three points of view: the students themselves, their view of each other and the instructor. In the context of this study, the researcher defines preservice teacher as â€Å"a teacher education student working to attain an. Disposition & Early Childhood Teachers 8 undergraduate degree in education or initial certification after receiving a four-year degree in another field†. Disposition Origin â€Å"The study of dispositions had its roots in the 1960’s when Arthur W. Combs began a series of studies on the personal perceptions of effective helpers, which he called perceptual characteristics† (p. 96). Teacher education programs over the last 30 years have been implicit and explicit in including them in their conceptual frameworks. In issues of accreditation, dispositions play an important role in the making of teacher candidates. Similarly, Giovannelli (2003) stated that dispositions serve as an accurate measure of teacher effectiveness. On the other hand, Beyer (2002) stated that accreditation mandates, such as dispositions, emphasize a â€Å"technical-rational† approach to teaching and ignore â€Å"social, philosophical, and political understandings† needed by educators† (p. 96). The major teacher accrediting bodies have battled with this for a while now. McKnight (2006) states, â€Å"Where as before NCATE held college of education faculty accountable for proving each preservice teacher had mastered certain knowledge and skills, new policies and standards now dictate faculty must generate evidence as to whether the teacher candidate is the right sort of person† (p. 213). National Council for Accreditation of Teacher Education has been criticized regarding the dispositions that are highlighted in its’ standards. They should be assessed at the college level, or taught in a manner that would guide the teacher candidate to alter his or her already established dispositions. Time and opportunity may be in question. There is also the concern of whether dispositions towards virtues such as social justice, caring and honesty, which NCATE standards present as attractive, will fall short of leaving a mark on teacher candidates. McKnight (2006) found, â€Å"These dispositions have been reinforced in the general process of schooling, as Disposition & Early Childhood Teachers 9 part of the hidden curriculum and academic achievement discourse, according to those who analyze schooling from a critical lens (e. g. Bowers and Flinders 1990; Cherryholmes 1988; Doll 1993; Zeichner 1991, p.214)†. Presence of Dispositions In order to be aware of the facilitation of dispositions, preservice teachers must be open to interaction and experience in the learning and teaching environment. This would denote presence. Raider-Roth and Rodgers, (2006) defines this â€Å"engagement as ‘presence’- a state of alert awareness, receptivity and connectedness to the mental, emotional and physical workings of both the individual and the group in the context of their learning environments and the ability to respond with a considered and compassionate best next step † (p.266). The authors also hold that reflective teaching cannot be compacted to a set of behaviors or skills, but is a practice that requires presence. â€Å"It requires self-knowledge, trust, relationship and compassion† (p. 266). Research from past studies confirm that the relationship between teacher and student is a cornerstone in student achievement, motivation, engagement and in their ability to depend on what they know (Midgley & Urdan. , 2001; Pianta, 1999; Roeser Eccles & Sameroff. , 2000; Rodgers, in press; Raider-Roth, 2005a,b). This research illustrated that the quality of these relationships is not a light or surface factor of schooling; it is a critical feature of learning. What allows this relationship to burgeon is intricate and calls upon the mental, physical, emotive and related capital of the teacher†. If this is the case, preservice teachers must be prepared and primed for such a relationship. â€Å"Maxine Greene (1973), lifting the semantics of Merleau-Ponty, wrote on ‘wide-awakeness. ’ Through the act of reflection the human being confronts and becomes aware of ‘his relation to his surroundings, his manner of conducting himself with. Disposition & Early Childhood Teachers 10 respect to things and other human beings, the changing perspectives through which the world presents itself to him† (p. 269). Teacher educators anticipate this permeating exchange in the classroom. Schulz (2003) and Heshusius (1995) illustrated a similar position when they articulated the power of listening. Schultz, categorized listening at the crux of what it is to teach, defined listening as â€Å"an active, rational, and interpretive process that is focused on creating meaning† (p. 118). As with other thinkers and practitioners mentioned here she saw the teacher’s job as one of attentiveness. Attending to students in this manner, implies becoming deeply engaged in understanding what a person has to say through words, gesture, and action. â€Å"Listening is fundamentally about being in relationship to other and through this relationship supporting change or transformation† (p. 270). Transmission of Dispositions Oftentimes, dispositions are aligned with skills. For example, critical-thinking skills include the ability to create justification for via analysis, evaluation, and interpretation in reasonable, effective, careful, and serious ways, but these skills are powerless if certain dispositions are not in place. Attending to concepts and enacting these skills requires openminded and prejudice-free dispositions. â€Å"Thinking skills rely on disposition to imply knowledge transfer within domains and the impetus to apply those skills (Harpern 1998; Wright 2002)†. There are multiple approaches to this. The author suggests: â€Å"Creating learning experiences for students that foster the development of dispositional commitments including incontrovertible and democratic rights of liberty, opportunity, and dissent, as well as freedoms of participation, inquiry, expression, and worship, are mush easier to prescribe than enact. Developing these dispositions is central to the charge Disposition & Early Childhood Teachers 11 of democratic education: creating widening and enlarging experiences (Barton and Levstik, 2004; Dewey, 1916)†. Instead of attempting the edification of dispositions via transmission of instruction, learners can instead appropriately surface them habitually when students have continued exposure to various kinds of learning experiences Reinforcement of Dispositions Battalio and Morin (2004) share that teachers react to reinforcement similarly as students do. In this case, strategies that engage disposition need to be reinforced. A teacher who meets with accomplishment with a strategy will more than likely use the approach at another opportunity. If the success is a lasting one, then the teacher gets consistent confirmation about the usefulness of his or her practice. Regrettably, the reverse is also true. If a teacher uses a strategy that does not appear to operate, he or she is likely to employ the approach again. Achieving enduring change is often slow and seemingly unresponsive to initial positive interventions. Teachers need to be capable and ready to interpret preliminary intervention outcomes in the full framework of the student’s milieu while also resisting the temptation to follow subjective appraisals of the intervention’s effectiveness. The authors describe such teachers as having high personal teaching efficacy (PTE; Guskey & Passaro, 1994). This high personal teaching efficacy springs from a candidate who has the opportunity to explore and develop teacher dispositions for such behavior. Problem with Dispositions Due to concerns with the students’ communication to the instructor, and the nature of the language in that communication, the question of disposition arose. This is based on Schon’s definition of reflection in action. Reflection-in-action is defined by Schon (1987) as the ability of Disposition & Early Childhood Teachers 12 professionals to ‘think about what they are doing while they are doing it’. Schon views this as a fundamental skill. He emphasizes that the only way to manage the ‘indeterminate zones of (professional) practice’ is through the ability to think on your feet, and put into operation previous experience to new situations. Students often equate a score on an assignment of project with a positive teaching disposition. This is not an automatic correlation and is often misinterpreted in various areas; student-instructor communications, classroom discussions, instructional conversations, group assignments, presentations, field placements and lesson planning; as well as the instructional environment at large. In this particular case, dispositions manifest themselves in all of the previously mentioned areas in this course. Because of a cohort of students in the first block of the program from the previous semester experienced major problems with maintaining the teacher dispositions as indicated by the College of Education’s Conceptual Framework, the instructor soon discovered that a more explicit system for aiding students in surfacing and monitoring their own dispositions was critical. The next semester the instructor taught the course and took a proactive approach to the situation. She instituted a simple instrument that served a three-pronged purpose: to engage students in assessing themselves, each other, and assisting the instructor in assessing the student’s disposition as well. The review of literature and the instructor’s concerns of developing the â€Å"whole† teacher raised an essential question. How and under what conditions do preservice teachers assess dispositions in terms of themselves, each other, and in the eyes of the instructor? Methodology Research Questions 1. To what degree do preservice teachers assess their own dispositions? Disposition & Early Childhood Teachers 13 2. To what degree do preservice teachers assess the dispositions of their peers? 3. To what degree does the instructor assess the dispositions of the preservice teachers in the reading methods course? Population The sample consisted of forty-seven students enrolled in two sections of the reading methods course instituted in the first of four methods block courses in the undergraduate teacher education program at the university. There were forty-three females and four males. Thirty-six were early childhood education majors, eight were middle grades education majors and three were special education majors. The study was voluntary and this population, and its sequences through the methods course blocks, was appropriate for this study because this is the structured progression of the undergraduate teacher education program. Convenience sampling was utilized (Salkind & Rassmussen, 2007). Though convenience sampling has been stated in the literature not to be as strong a method as others, this method is essential to the study because of the nature of the candidates to this institution’s program. If these candidates are to continue in the program as a cohort, monitoring them will be essential to teacher quality and program expectations. Measurement Measures The Likert Scale is an ordered, one-dimensional scale from which respondents choose one option that that most appropriately supports their view. There are usually between four and seven options. An advantage is that questions used are usually simple to understand and show the way to consistent responses. A disadvantage is that limited options are presented; with which respondents may not completely agree. Disposition & Early Childhood Teachers 14 Construction of measures The instrument was a 4-point likert scale with three major response categories: satisfactory, areas of concern, and not observed. With in the category of satisfactory were two response subcategories: exemplary performance and expected performance. Within the category of areas of concern was below expected performance. Finally, there was the category of not observed. This makes for four responses in total. Exemplary performance was rated as a three, expected performance was rated as a two and below expected performance was rated as a one. The dispositions being assessed were belonging, mastery, independence and generosity. Within the category of belonging were samples of descriptors. Descriptors included: relates easily, positively, and tactfully with others, is friendly, courteous, and professional; actively seeks opportunities for personal and professional growth; appropriate professional appearance and personal hygiene. Within the category of mastery were samples of descriptors. They were: demonstrates a commitment to continuous learning and reflection; exhibits an interest in and a commitment to teaching and learning; responds with a positive attitude when receiving feedback. Within the category of independence were samples of descriptors. Descriptors included: demonstrates initiative and positive attitude; is responsible, reliable, dependable, & well organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, etc. ), and demonstrates flexibility and adaptability. Within the category of generosity were samples of descriptors. They were willingly, actively and cooperatively participates in collaborative situations; shares ideas and concerns, and appreciates multiple perspectives. There was also an open-ended comments section for those responses that students felt were important to the survey but not included in the checklist (See Appendix A). Disposition & Early Childhood Teachers 15 Procedures The instrument was administered twice to the students and completed once by the instructor. The students completed the checklist based on their observation of themselves at the middle of the semester. The students then completed the instrument anonymously on a group member at the end of the semester. Finally, the instructor completed the disposition checklist on all of the students at the end of the semester. Each checklist was submitted the day it was completed and all of the data were compiled ten days after the last checklist was collected. Though this was a mixed methods study, the research chose to address the quantitative aspect of the study at this time. Results The data was subject to descriptive statistical analysis, by way of percentages. Self-Reporting In the category of belonging disposition, all of the participants rated themselves as displaying satisfactory performance; with 39 (83%) reporting exemplary performance and 8 (17%) reporting expected performance. In the category of mastery disposition 27 (57%) of the participants rated themselves as exemplary performance, 17 (36%) reported expected performance, and a small percentage; 3 (7%) rated themselves an area of concern-below expected performance. In the category of the independence disposition, 100% rated themselves as satisfactory in the area with 25 (53%) of them rated as exemplary performance and 22 (47%) at expected performance. Finally, in the disposition of generosity, 39 (83%) of the participants rated themselves with an exemplary performance and with 8 (17%) of preservice teachers rated themselves with expected performance (See Appendix B, Table 1). Disposition & Early Childhood Teachers 16 Figure 1. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Peer Reporting In the category of belonging, 40 (85%) of the participants rated their classmates as exemplary performance with 5 (10%) of the students citing expected performance. Five percent of the participants rated their peers in the area of concern-below expected performance. In the category of mastery, 39 (83%) of the participants rated their peers at exemplary performance. Fifteen percent of participants rated their peers with expected performance and a small percentage of participants reported 1 (2%) of their peers at an area of concern-below expected performance. In the category of the independence, 39 (83%) of the participants rated each other with exemplary performance in this area. Of the preservice teachers, 5 (10%) were rated by their peers as meeting expected performance. Seven percent of the participants rated each other in the category of belowexpected performance. In the category of generosity, 41(86 %) of the participants rated each other with a score of exemplary performance. Seven percent of participants rated their peers with expected performance. Finally, 3 (7 %) of the participants rated their peers below expected performance (See Appendix B, Table 2). G en er os ity en ce Disposition & Early Childhood Teachers 17 Figure 2. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed er y nd en ce gi n B el on. In de pe Instructor Reporting In the category of belonging, the instructor rated 12 (25%) of the participants as displaying exemplary performance. Fifty-seven percent of preservice teachers were rated as displaying expected performance. Seventeen percent of the participants were rated belowexpected performance. In the category of mastery, the instructor rated 7 (15%) of the participants as exemplary performance. Thirty-two percent were rated as expected performance and a smaller percentage; 25 (53%) of the participants were rated as below expected performance area of concern. In the category of independence, 9 (19%) of the students were rated as displaying exemplary performance. Twenty-five percent of participants were rated as having expected performance and 26 (55%) of the participants were rated as below expected performance. In the category of generosity, the instructor rated 7 (15%) of the participants as exemplary performance and 33 (70%) at expected performance. Fifteen percent of the participants were rated at area of concern-below expected performance (See Appendix B, Table 3). G en er os M as t ity g Disposition & Early Childhood Teachers 18 Figure 3. Number of Students 50 45 40 35 30 25 20 15 10 5 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Figure 4. Comparison of Students’ Scores 3. 5 3 Mean Score 2. 5 2 1. 5 1 0. 5 0 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 Number of Students Reported by instructor Reported by self Reported by peer Discussion This tool provided three views of major disposition categories. The most marked difference was between the instructors view of the participants’ disposition of independence (Figure 4). The discrepancy solicits questions about the definition of independence based on objectives and the context provided by the program’s conceptual framework. It is possible that the proactive descriptor could be part of this definition. G en er os ity en ce Disposition & Early Childhood Teachers 19 Mastery was another disposition that elicited conversation and conflict. This, like independence, was controversial as well. Participants tended to view completing assignments as mastery whereas the instructor looked at issues of quality. Belonging was a disposition that was actually consistent across all three reporting groups. This disposition is critiqued because it sets the stage for collegiality; an essential part of teacher life. Generosity was also consistent across all three reporting groups. This disposition too, is critical for planting seeds of empathy; a descriptor in the university’s conceptual framework. As far as limitations are concerned, the research acknowledges a few of them. First of all, of the university’s descriptors are not discreetly measured or assessed. Secondly, the number of students is a relatively small number. Third, these students are in the first methods block of the teacher education program. The researcher questions what this data would reveal if the students were assessed towards the end of the program. Conclusion The study found a significant difference between the instructor’s view of the student’s disposition and their view of themselves. The research found this to be of importance and planned to examine this phenomenon qualitatively. Independence was the one disposition where students were actually aligned with the perception of that disposition with the instructor. Implications This small, yet informative study delineates three relatively important points. First, we must make the importance of dispositions explicit in each course, not just listed in the course objectives. It must be surfaced in the courses and monitored qualitatively and quantitatively. Secondly, we must teach students how to surface dispositions and understand the total Disposition & Early Childhood Teachers 20 commitment associated with the conceptual frameworks of each institution’s teacher education program. Third and finally, we must continue to create and fine tune a more concise process for creating banks of comparative disposition data in our accreditation and institutional reports that inform a dynamic curriculum. As issues of teacher quality and student performance continue to avail, we must make the examination of the potential and power of disposition a part of the deliberate conversation. Disposition & Early Childhood Teachers 21 References Battalio, R. , Morin, J. (2004). Constructing Misbehavior: The Efficacy Connection in Responding to Misbehavior. Journal of Positive Behavior Interventions. Vol. 6. 251-254. Barton, K. C. , and McCully, A. W. (2004). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies Vol. 37, 85-116. Beckham, L. ; Julian, K. ; Roberson, T. ; Whitsett, G. (2007). First Year Teachers’ Reported Levels of Functioning on Selected Professional Dispositions. 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