A Christmas Carol Essay Example for Free

A Christmas Carol Essay Explore how Dickens emphasises the importance of children and family relationships in A Christmas Carol In the novel A Christmas Carol the atmosphere I receive from the book shows me that dickens cares deeply about children. There are many aspects of when Charles Dickens emphasises the importance of children and family in A Christmas Carol. There are A lot of scenes that show this: the first cratchit scene (pages 37-42) which is the main one, belle and her family (pages 29-30) and scrooge living at his school and his sister coming back (pages 21-23). First I will talk about the cratchit scene. It shows the cratchits celebrating Christmas. Dickens says, Heres Martha mother! , this helps to create an atmosphere of warmth and love. It works because of the explanation mark, it makes it seem that all the children are overjoyed about playing the joke on Mrs Cratchet. On the scene with the goose, Dickens uses the phrase, Universal admiration, to describe how the family feel about the goose. It shows that even though they havent got a real turkey they dont take anything for granted. The phrase implies that the whole universe admires it but in reality its just an average goose. The quote Bobs voice was tremulous when he told them this and trembled more, Tiny Tim is growing strong and hearty, is very ironic because Tiny Tim wasnt growing strong and hearty, this shows that Bob was always trying to look on the brightside of things, his main priority was to keep the family happy. The family mean the world to each other and they are trying to make it a Christmas to remember. After they had eaten the goose Mrs Cratchet was ready to give out the pudding, she was terrified it wouldnt be acceptable, Suppose it should not be good enough,Suppose it break turning out. Mrs Cratchet was going through every bad possibility, she was so nervous. Although it was a little small it never crept into any of the familys head that there wasnt enough. When Bob Cratchet told her that it was the biggest triumpth since there marriage she replied, Now the weight is off my mind, She was delighted that it was a success! In the scene with Scrooge living at school and his sister coming back Dickens shows how your childhood can be so important. Scrooge sat down upon a form, and wept to see his poor forgotten self as he used to be. Scrooge was a very mean man and I feel that it was soley to do with his child hood, he wasnt short of luxurys but he was very lonely and he needed family. Scrooge obviously wasnt always a mean and a spiteful person, because whilst he is seeing all of his past he is experiencing a lot of feelings of how he used to be and what he had turned into. Scrooge has now realised what he has become, this is all because of his childhood. He said, There was a boy singing A Christmas Carol at my door last night, I should like to of givien him something. Scrooges childhood was so important for him because if his childhood had been different in anyway, for example; getting attention from his parents or feeling loved, he could of have been a totally different man. Before the ghost had shown Scrooge his chidhood or peoples familys he would not have given that Carol singer a second thought. ` In the scene with Belle and her family Dicken emphasises the importance of children and family by expressing how scrooge wants to be one of them. Scrooge said what would I not have given to be one of them! As a child scrooge was not allowed to have the fun and lafter that the children in this scene had, he was very enveous of the children, he wished he could of grown up in this family. He also said I should have dearly liked, i own,to have touched her lips or to have let loose waves of hair, i do confess to have the lightest license of a child. He so longed for frivolous childhood. To conclude I think that Dickens makes his readers aware of the importance of children and family by showing how Scrooge changes after seeing his and then other peoples childhood. The Cratchets show how they are so close and all pull together in good or bad times. The scene with Scrooge living at school and his sister coming back helps Scrooge realise what he had become as a result of his upbringing. The scene with Belle and her family show how much Scrooge envied a fun and happy childhood, to able to lark about and have games in a relaxed atmosphere. I feel that Dickens was a keen admirer of children and it was fitting how Tiny Tim ended the novel by sayin god bless us everyone!

Self-Reflection on Entrepreneurial Personality

Self-Reflection on Entrepreneurial Personality By submitting this piece of work I confirm I am aware of, and comply with University and Programme Requirements and regulations regarding Examination and Assessment Offences and that I am not party to any behaviour which could be construed as an assessment offence. I am aware that if I, or any member of my group transgress these regulations that the entire group could be found guilty of an academic offence. The last decades have witnessed the most dynamic emergence of entrepreneurial activity worldwide and the interest in entrepreneurship has increased significantly. No sector of economy has grown as vital, powerful and creative as entrepreneurship. (Kaplan, 2003). What is Entrepreneurship? The ability and motivation to form something from practically nothing is entrepreneurship. Moreover it is the willingness and steely determination to build an enterprise and handle risks and do everything possible to get the odds in your favor (Timmons, 1989). What is an Entrepreneur? The term entrepreneur had his beginning in the 17th-century and comes from the French word â€Å"entreprendre† and is usually a sole proprietor, a partner or a majority shareholder in an incorporated venture (Rowland, 2015). I have potential to be an Entrepreneur, because of my tested competencies! Different models can be used to identify what your personal traits are. Each model or test assesses particular attributes for entrepreneurial characteristics. One model is the â€Å"Entrepreneurial Traits Wheel† that depicts some traits an entrepreneur or an enterprising person may have. My self-evaluation (Figure 1 / Appendix 1, p.6) shows that I ´m a proactive person with a strong vision and flair. Moreover I ´m self-confident and prefer to solve problems. Furthermore I very goal oriented, a team player and a motivator to overcome difficulties. Thus my not innovated skills I ´m a motivated and communicated decision maker. The T-P Leadership questionnaire indicates that I ´m more laissez-faire than autocratic. I prefer a more morale than productivity style. Nevertheless I have a moderate high shared leadership style with a high morale and moderate high productivity behavior (Appendix 2, p. 7). Related to the Thomas-Kilmann (Appendix 3, p.10) test my profile indicates in various situations a good repertoire of useful social skills. A further test to evaluate entrepreneurial characteristics is the â€Å"General Enterprising Tendency† (GET) test. The results of my test show only in one particular section an average score (Appendix 4, p.16). All other sections assess a nearly maximum score. Summarised the tests underline the argument that I have entrepreneurial skills. But these are only theoretical results. I have potential to be an Entrepreneur, because of my working experience and our family business! To be entrepreneurial is to be inspired and capable of creating opportunities for oneself. To be an entrepreneur is one of the interesting and most exciting things. But it is not easy to start and maintain your own business. The best example in this case is my father. In our family it is a kind of tradition to have an entrepreneurial thinking. In 1963 my grandfather founded the logistic company â€Å"HTS Hà ¼ttges Tranport-Service†. Meanwhile my father manages the company since 1986 and I am working part time during my study in my father’s office. But I have already worked for other companies (Appendix 5, p. 22). To start, I did my apprenticeship as an industrial management assistant at Friesland Campina from 2005 to 2008. Friesland Campina is a worldwide Joint Venture who manufactures milk products. During this time I worked in different areas in the company such as the sales, purchasing, marketing, accounting and controlling department. After my apprenticeship I stayed in the company and was taken in the purchasing department from 2008 to 2010. In these two years I was responsible for the purchase of packaging and raw materials. At that time I was 22 years old and had a huge responsible position in this company, because when my disposition was poor the production plant couldn ´t produce their planned qua ntity. But I grew with the task and became more and more responsibilities. So, I earned the ability to lead negotiations with suppliers and hold presentations during important meetings. Also during my Bachelor study in the Netherlands I have expand my competencies. In the first semester we had to write a business plan and had interview a general manager to analyse the company. Moreover I was general manager and finance director of a project team in reference of a study project named â€Å"Mini Company† at the Fontys International Business School in the Netherlands. We had to found a real company for one semester with real market conditions. We had to sell company shares to get money and had a real entry in the Netherlands Commercial Register. Our student company â€Å"Nature Arts† was very successful and a good investment for our shareholders. We won a price from the â€Å"Jong Ondernemen† organization for the one of the best Mini Company (Appendix 6, p.23). At the end we could disburse them with a dividend of 30â‚ ¬. A further experience which could be beneficial to an entrepreneurial career was the internship during my study at the METRO GR OUP. The METRO GROUP is the one of the biggest wholesaler worldwide such as Tesco. I worked in the Corporate Planning Controlling department. It was a hard time and with long business days. I worked in different teams with different educational and cultural backgrounds. But this was an experience I ´ll never want to miss. This work experience was excellent to prepare for higher duties later. Now I ´m 28 years old and had the fortune to witness a good education. The following figure (Figure 2 / Appendix 7, p.24) illustrates my personal life path. Figure 2: Life Path Chart Felix Freericks Source: Own Illustration, 2015 Certainly I have weaknesses. Nobody is perfect. Certainly I have weaknesses and also experience with some difficult situations during my life. One Example is the language barrier. Therefore to improve my language skills such as English I study abroad and live in a residential community with only international native speaking people. I hope after my study I have improved my English skills to be confident in business discussions. Another Weakness is the motivation in some areas. Sometimes I fall in a deadlock and it’s difficult to motivate myself to change the current unsatisfied situation. In this case I have a high potential for improvement. The life is a long-life-learning process. Hence, I have to learn from my mistakes and try to avoid them in the future. My dream is to follow in one ´s father ´s footsteps hopefully. But Dreaming a dream is one thing, but bringing the dream to market is another dimension entirely. Therefore I early recognised to have to study to become a well-educated manager with managerial responsibility. Through the experience in the last nine years and hopefully in the common years I will learn how to manage and maintain a business. I see myself as an enterprising person, because even now I use the learning and experience to benefit my father ´s company in other ways. This attitude is crucial to your success at this early stage. Once my father said to educate yourself you have to be open-ended and focused to provide the freedom necessary to explore unexpected leads. My personal work experience in different companies has shown that’s difficult to manage a company. But I am hopefully ready for this challenge in a few years. References Kaplan, J. M., 2003. Patterns of Entrepreneurship, s.l.: John Wiley Sons. Rowland, M., 2015. www.businessdictionary.com. [Online] Available at: http://www.businessdictionary.com/definition/entrepreneur.html#ixzz3SD5CxrBQ [Accessed 16 2 2015]. Timmons, J., 1989. The Entrepreneurial Mind. In: Andover: Brick House Publishing, p. 1. Appendix 1: Entrepreneurial Skills Wheel Appendix 2: T-P Leadership Questionnaire: An Assessment of Style The following items describe aspects of leadership behavior. Respond to each item according to the way you would most likely act if you were the leader of a work group. Circle whether you would most likely behave in the described way: Always = A, Frequently = F Occasionally = O, Seldom = S, or Never = N. A F O S N 1. I would most likely act as the spokesman of the group. A F O S N 2. I would encourage overtime work. A F O S N 3. I would allow members complete freedom in their work. A F O S N 4. I would encourage the use of uniform procedures. A F O S N 5. I would permit the members to use their own judgment in solving problems. A F O S N 6. I would stress being ahead of competing groups. A F O S N 7. I would speak as a representative of the group. A F O S N 8. I would needle members for greater effort. A F O S N 9. I would try out my ideas in the group. A F O S N 10. I would let the members do their work the way they think best. A F O S N 11. I would be working hard for a promotion. A F O S N 12. I would tolerate postponement and uncertainty. A F O S N 13. I would speak for the group if there were visitors present. A F O S N 14. I would keep the work moving at a rapid pace. A F O S N 15. I would turn the members loose on a job and let them go to it. A F O S N 16. I would settle conflicts when they occur in the group. A F O S N 17. I would get swamped by details. A F O S N 18. I would represent the group at outside meetings. A F O S N 19. I would be reluctant to allow the members any freedom of action. A F O S N 20. I would decide what should be done and how it should be done. A F O S N 21. I would push for increased production. A F O S N 22. I would let some members have authority, which I could keep. A F O S N 23. Things would usually turn out as I predicted. A F O S N 24. I would allow the group a high degree of initiative. A F O S N 25. I would assign group members to particular tasks. A F O S N 26. I would be willing to make changes. A F O S N 27. I would ask the members to work harder. A F O S N 28. I would trust the group members to exercise good judgment. A F O S N 29. I would schedule the work to be done. A F O S N 30. I would refuse to explain my actions. A F O S N 31. I would persuade others that my ideas are to their advantage. A F O S N 32. I would permit the group to set its own pace. A F O S N 33. I would urge the group to beat its previous record. A F O S N 34. I would act without consulting the group. A F O S N 35. I would ask that group members follow the standard rules and regulations. T13P13 Appendix 3: Thomas-Kilmann Conflict Mode Questionnaire Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioural responses. For each pair, please circle the A or B statement which is most characteristic of your own behaviour. In many cases, neither the A nor the B statement may be very typical of your behavior, but please select the response which you would be more likely to use. 1. A. There are times when I let others take responsibility for solving the problem. B. Rather than negotiate the things on which we disagree, I try to stress those things upon which we both agree. 2. A. I try to find a compromise solution. B. I attempt to deal with all of anothers and my concerns. 3. A. I am usually firm in pursuing my goals. B. I might try to soothe the others feelings and preserve our relationship. 4. A. I try to find a compromise solution. B. I sometimes sacrifice my own wishes for the wishes of the other person. 5. A. I consistently seek the others help in working out a solution. B. I try to do what is necessary to avoid useless tensions. 6. A. I try to avoid creating unpleasantness for myself. B. I try to win my position. 7. A. I try to postpone the issue until I have had some time to think about it. B. I give up some points in exchange for others. 8. A. I am usually firm in pursuing my goals. B. I attempt to get all concerns and issues immediately out in the open. 9. A. I feel that differences are not always worrying about. B. I make some effort to get my way. 10. A. I am firm in pursuing my goals. B. I try to find a compromise solution. 11.A. I attempt to get all concerns and issues immediately out in the open. B. I might try to soothe the others feelings and preserve our relationship. 12.A. I sometimes avoid taking positions which would create controversy. B. I will let another have some of their positions if they lets me have some of mine. 13.A. I propose middle ground. B. I press to get my points made. 14.A. I tell another my ideas and ask them for theirs. B. I try to show him the logic and benefits of my position. 15.A. I might try to soothe the others feelings and preserve our relationship. B. I try to do what is necessary to avoid tension. 16. A. I try not to hurt the others feelings. B. I try to convince the other person of the merits of my position. 17. A. I am usually firm in pursuing my goals. B. I try to do what is necessary to avoid useless tensions. 18.A. If it makes the other person happy, I might let them maintain their views. B. I will let the other person have some of their positions if they let me have some of mine. 19.A. I try to get all concerns and issues immediately out in the open. B. I try to postpone the issue until I have had some time to think it over. 20.A. I attempt to immediately work through our differences. B. I try to find a fair combination of gains and losses for both of us. 21.A. In approaching negotiations, I try to be considerate of the other persons feelings B. I always lean toward a direct discussion of the problem. 22.A. I try to find a position that is intermediate between mine and another persons. B. I assert my wishes. 23. A. I am often concerned with satisfying all my wishes. B. There are times when I let others take responsibility for solving problems. 24. A. If the others position seems important to them, I would try to meet their wishes. B. I try to get the other person to settle for a compromise. 25.A. I try to show the other person the logic and benefits of my position. B. In approaching negotiations, I try to be considerate of the other persons wishes. 26.A. I propose a middle ground. B. I am nearly always concerned with satisfying all my wishes. 27.A. I sometimes avoid taking positions that would create controversy. B. If it makes the other person happy, I might let them maintain their views. 28.A. I am usually firm in pursuing my goals. B. I feel that differences are not always worth worrying about. 29.A. I propose middle ground. B. I feel that differences are not always worth worrying about. 30.A. I try not to hurt the other persons feelings. B. I always share the problem with the other person so that we can work it out. SCORING THE THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRE Appendix 4: The Duham University General Enterprising Tendency (GET) Test Appendix 5: Part of Curriculum Vitae Felix Freericks Working Experience 02/2014 – 06/2014MSK Verpackungs-Systeme GmbH Bachelor thesis in the purchasing department Implementation of a key performance indicator system 08/2012 – 02/2013Metro AG Internship student employee in the Headquarter Controlling department Forecast- Budget reports Reporting Implementation of a reporting-tool for analysing the reporting structure 04/2010 – 02/2012Altenheim St. Marien gGmbH Assistance of the Board of Managements Finance Accouting tasks 01/2008 – 04/2009Friesland Foods Deutschland GmbH Purchaser Purchasing of raw packaging materials Negotiation Contracting Study 09/2010 – 07/2014Fontys International Business School Venlo, NL Study: International Business Economics Bachelor-thesis: Implementation of a key performance indicator system (Grade: 8,0) Graduation: Bachelor of Business Administration (7,4) Apprenticeship 08/2005 – 01/2008 Friesland Foods Deutschland GmbH Apprenticeship as an industrial management assistant Appendix 6: Certificate of Jong Ondernemen Appendix 7: Life Path Felix Freericks Statement of Authenticity We hereby solemnly declare, that we ourselves wrote this coursework, without the assistance of any third party; that in this report, we identified and specified all direct literal quotes from literature and indirect quotes (ideas, indirect quotations) from other authors. We are fully aware that any violation of this code may result in disadvantageous consequences for us. If fraud can be proved, we will be required to bear the costs of investigation into and sourcing of the original document. Plymouth, 23rd February 2015 Felix Freericks

The Ruined Maid by Thomas Hardy and Cousin Kate by Christina Rosetti Es

The Ruined Maid by Thomas Hardy and Cousin Kate by Christina Rosetti The poems that I studied are 'The Ruined Maid' by Thomas Hardy and 'Cousin Kate' by Christina Rosetti. 'The Ruined Maid' was published in 1901, and 'Cousin Kate' in 1879. These poems were both written in Victorian times, and they both reflect the attitudes towards women at the time. At the beginning of the Victorian period women's powers were extremely limited; they could not control their own money and were very much under the control of men. Among the few respectable jobs available to women were teaching and taking in embroidery, but these were poorly paid. The attitude towards women at this time was extremely patronizing. Women had not yet been given suffrage: As they could not vote, they had little power and little choice. In the light of these attitudes the poems will be analysed to show how they reflect the Victorian women of the time. The poem 'The Ruined Maid' is about a woman who used to be a country maiden, who was 'tired of digging potatoes and spudding up docks', so has become a prostitute. This poem satirizes the Victorian view of prostitutes as doomed and ruined women, and suggests that they may in fact be happy and refined. 'Melia, 'The Ruined Maid' in the poem, has met an old friend 'in town' and now that she has become ruined she seems to be far better off than she was before. 'Melia left her home 'in tatters, without shoes or socks' and now she has 'gay bracelets and bright feathers'. Since her ruin 'Melia has also improved her language. "At home in the barton you said 'thee' and 'thou' and 'thik oon' and 'theà ¤s oon' and 't'other'; but now your ... ... in society. This tone is conveyed by the use of positive language such as, my 'dear', wearing 'fair garments', such 'prosperity', she has 'gay bracelets' and 'a delicate cheek' and is 'pretty lively' now that she is ruined. In 'Cousin Kate', Kate has all of the material things that 'The Ruined Maid' wants, but in 'The Ruined Maid', 'Melia has all of the material things that the country maiden wants. The poem that best represents the women of the time is 'Cousin Kate' which, coincidentally, is written by a woman. Although Thomas Hardy is more understanding and respectful towards women in his novels, this poem, 'The Ruined Maid', displays a totally different attitude towards Victorian women. Of the two poems I prefer 'Cousin Kate' because it is a more typical and realistic portrayal of the life of a ruined maid.

JOHN COLLINS WARREN (August 1, 1778- May 4, 1856) :: Essays Papers

JOHN COLLINS WARREN (August 1, 1778- May 4, 1856) Synapsis The scientific community experienced several advancements from the late 18th century through the mid-19th century. This time period is of primary focus to illustrate the era in which a well accomplished anatomist left an astonishing, but often overlooked, mark in history. John Collins Warren, a skillful surgeon and fine anatomist, influenced and helped re-shape world wide views with his work on comparative anatomy titled Comparative View of the Sensorial and Nervous Systems in Men and Animals. A look into his life, accomplishments, and the time period itself will allow a thorough understanding of the importance and impact left by this work; a work previously unviewed by the internet community. John Collins Warren, born August 1, 1778, was a native of Massachusetts. Warren’s earliest influence, his father, was active in the medical community as both a doctor and surgeon. Warren’s father was such a great influence that young Warren himself decided to pursue a medical career. Warren chose a medical career, coercion free, feeling it would be most beneficial (E. Warren 21). Warren showed early on that his life was full of commitment and willfulness; he readily applied these traits towards his own education. At the time Warren began his studies there was no hospital in Boston and after one year of American schooling, he ventured to Europe to continue his studies. Around the beginning of the 19th century, voyages overseas were not easily accomplished; Warren’s voyage lasted twenty-four days and confirmed his sense of dedication. While in Europe, Warren studied in both London and Paris. Studying overseas was, as Warren himself had predicted, very beneficial. It enabled him to establish life-long relationships with influential members of the scientific community. With help from others, Warren was able to attend lectures by the most prominent scientists in Europe. Several of Warren’s journal entries from Europe speak of lectures by well-established scientists Vauqelin and Hope (E. Warren 57). After spending a sufficient amount of time in Europe, Warren felt he was well-learned and returned to America to advance his career in medicine. Upon returning to America, Warren continued his studies at Harvard and Cambridge and was forced to embrace what seemed like a whole different world.

The Forgotten Years Of Their Eyes :: essays research papers

Although Hurston’s novel Their Eyes Were Watching God is a widely read novel today, that wasn’t always the case. When her novel was first published, many black readers were enraged. It wasn’t until the early seventies when Hurston’s novel was rediscovered and thus eventually brought back into the literary canon. What aspects of the novel enraged the readers so that it would be forgotten for more than thirty years? One of the most important aspects of the novel that enraged the black readers was Hurston’s portrayal of the white people. Readers complained that Hurston wasn’t harsh enough in her critique of the white people’s treatment towards the black people. Rather than portraying whites as the stereotypical â€Å"Simon Legree† of Uncle Tom’s Cabin—the ideal poor, racist â€Å"white trash†Ã¢â‚¬â€most whites that take part in the novel are contrarily very helpful towards the blacks and show great compassion towards them as well. For example, when Janie begins her story we meet the Washburns. These are the white folks for whom Nanny worked for and they are very helpful towards both Nanny and Janie by treating them as if they are part of the family. Contrary to a lot of whites at the time who treated blacks as if they were still slaves, the Washburns treat both Nanny and Janie as human beings rather than slaves, showing great respect and love. In a way they are portrayed as â€Å"angels† who truly believe in human equality and don’t have one bit of prejudice in them. â€Å"Mah grandma raised me. Mah grandma and de white folks she worked wid†¦They was quality white folks up dere in West Florida. Named Washburn. She had four gran’chillun on de place and all of us played together†¦Ã¢â‚¬  (8). Furthermore, by reading Hurston’s novel, one can clearly see that all blacks place the whites on a pedestal of knowledge. According to the blacks of the novel, whites know everything and are always right; they are superior and since blacks are supposed to be ignorant and stupid, they should believe and do everything the whites say. For example, Mrs. Turner states that she trusts only white doctors because black doctors aren’t as educated and skilled as the white doctors. â€Å"Don’t bring me no nigger doctor tuh hang over mah sick-bed†¦White doctors always gits mah money† (135-136). Another example is when the Indians are evacuating the muck because they foresee a big hurricane coming and the blacks don’t evacuate stating that since the whites aren’t evacuating there’s no reason to. The Forgotten Years Of Their Eyes :: essays research papers Although Hurston’s novel Their Eyes Were Watching God is a widely read novel today, that wasn’t always the case. When her novel was first published, many black readers were enraged. It wasn’t until the early seventies when Hurston’s novel was rediscovered and thus eventually brought back into the literary canon. What aspects of the novel enraged the readers so that it would be forgotten for more than thirty years? One of the most important aspects of the novel that enraged the black readers was Hurston’s portrayal of the white people. Readers complained that Hurston wasn’t harsh enough in her critique of the white people’s treatment towards the black people. Rather than portraying whites as the stereotypical â€Å"Simon Legree† of Uncle Tom’s Cabin—the ideal poor, racist â€Å"white trash†Ã¢â‚¬â€most whites that take part in the novel are contrarily very helpful towards the blacks and show great compassion towards them as well. For example, when Janie begins her story we meet the Washburns. These are the white folks for whom Nanny worked for and they are very helpful towards both Nanny and Janie by treating them as if they are part of the family. Contrary to a lot of whites at the time who treated blacks as if they were still slaves, the Washburns treat both Nanny and Janie as human beings rather than slaves, showing great respect and love. In a way they are portrayed as â€Å"angels† who truly believe in human equality and don’t have one bit of prejudice in them. â€Å"Mah grandma raised me. Mah grandma and de white folks she worked wid†¦They was quality white folks up dere in West Florida. Named Washburn. She had four gran’chillun on de place and all of us played together†¦Ã¢â‚¬  (8). Furthermore, by reading Hurston’s novel, one can clearly see that all blacks place the whites on a pedestal of knowledge. According to the blacks of the novel, whites know everything and are always right; they are superior and since blacks are supposed to be ignorant and stupid, they should believe and do everything the whites say. For example, Mrs. Turner states that she trusts only white doctors because black doctors aren’t as educated and skilled as the white doctors. â€Å"Don’t bring me no nigger doctor tuh hang over mah sick-bed†¦White doctors always gits mah money† (135-136). Another example is when the Indians are evacuating the muck because they foresee a big hurricane coming and the blacks don’t evacuate stating that since the whites aren’t evacuating there’s no reason to.

Personal Develop Plan

.0Introduction University is a time for personal exploration and growth, as well as gaining subject knowledge and skills. Entering a university is a very important in a person’s life, but at the same time it is an experience that will change your lifestyle and personality forever. The purpose of this essay is to show the goals of my personal development plan in the college. The goals include academic goal, personal goal and career goal. Through these goals I want to achieve my goals and improve myself. 2. 0Main body 2. 1Academic goalFirst of all, the academic goal means this goal must be academic. This goal is aimed to improve some skill which is good for study. It is connected with students, make sure that can achievement. My academic goal is pass the subject assignment for my first semester. When I started my degree study, I am worry about that. I think I need to improve many skills in the first semester. So I planned three activities to achievement it. First activities is r ead more books about business skills, I can go to the library borrow some books about that.Through this activities I can get more information then use to my assignment. A second activity is group study. I need to find partner group with me. Complete team work can help me grasp more skills, but I also need improve on my ability to work in a group. A last activity is solving some problems about assignment. Find to problems which are need our solving. I can use the Internet or books to solve it. I now feel relaxed. These activities help me to achieve my goal. In the future, I will keep on achieving my new goal, and try to find much more method to help me. 2. 2Personal goal Personal Develop Plan .0Introduction University is a time for personal exploration and growth, as well as gaining subject knowledge and skills. Entering a university is a very important in a person’s life, but at the same time it is an experience that will change your lifestyle and personality forever. The purpose of this essay is to show the goals of my personal development plan in the college. The goals include academic goal, personal goal and career goal. Through these goals I want to achieve my goals and improve myself. 2. 0Main body 2. 1Academic goalFirst of all, the academic goal means this goal must be academic. This goal is aimed to improve some skill which is good for study. It is connected with students, make sure that can achievement. My academic goal is pass the subject assignment for my first semester. When I started my degree study, I am worry about that. I think I need to improve many skills in the first semester. So I planned three activities to achievement it. First activities is r ead more books about business skills, I can go to the library borrow some books about that.Through this activities I can get more information then use to my assignment. A second activity is group study. I need to find partner group with me. Complete team work can help me grasp more skills, but I also need improve on my ability to work in a group. A last activity is solving some problems about assignment. Find to problems which are need our solving. I can use the Internet or books to solve it. I now feel relaxed. These activities help me to achieve my goal. In the future, I will keep on achieving my new goal, and try to find much more method to help me. 2. 2Personal goal

Chemistry and Confidential Instructions

O Level Chemistry (5070) Frequently Asked Questions Can my candidates take a dictionary / calculator into the examination? Calculators can be used in all science papers and students should take a calculator, ruler, pencil, protractor and set of compasses into all science exams. Dictionaries are not allowed. My candidates did 0K last session but I would like advice on how to improve my teaching and where they were losing marks unnecessarily – what help can I get? If you want a detailed breakdown then you can ask for a Group Report on your candidates but this will cost you money and so is only really worth doing if you have erious concerns.If you want more general advice the Report on the Examination gives a wealth of advice on teaching and highlights where candidates have most difficulty. What equipment should we have in our laboratories? A CIE booklet entitled Planning Science in Secondary Schools is available from CIE Publications and a list is given in the syllabus. What hel p and advice can you give me about health and safety in the laboratory? The most important point of first contact is with the organisation responsible for health and safety in schools locally; they must be consulted if you are in any doubt and will dvise on any local legal requirements.In addition, there are several useful guides available and many are listed in the booklet ‘Planning Science in Secondary Schools'. Most chemical suppliers' catalogues have details of safety requirements for specific chemicals, and ‘Hazards' (published by CLEAPSS Development Group, Brunel University, Uxbridge), ‘Hazards in the Chemical Laboratory (published by the Royal Society of Chemistry, ISBN 0-85186-489-9) and ‘Hazard Data Sheets' (published by BDH Laboratory Supplies) are all excellent reference points.An on-line resource is located at www. labsafety. rg My candidates are doing the Alternative to Practical paper, so they don't need any laboratory experience, do they? Yes, they do. The ATP paper is an alternative to the Practical Paper, not an alternative to doing practical work. The syllabus makes it clear, in both the Aims and the Assessment Objectives, that the course should be taught practically and that candidates should have experience of doing (rather than merely seeing) experimental work.The Alternative to Practical paper assesses their practical skills, including both data handling and familiarity with standard laboratory equipment. Any candidates without experience of doing practical work will be disadvantaged in this paper. Also practical work is an excellent way of demonstrating a particular point and helping students understand the chemistry theory. Is there an option available which doesn't involve any assessment of practical skills? No. Practical skills are an integral part of chemistry.A chemistry qualification without a practical component would be a second-rate assessment of the subject, and CIE aims to provide valid qualifications r ecognised in all parts of the world. Practicals are a good way of It does not have to be expensive or complicated and many experiments can be very much run as ‘kitchen sink style ones using only household chemicals. http://www. xtremepapers. net I am in the middle of setting up the practical examination, and I need to look at the question. Am I allowed to look at a copy of the question paper?No. You should have preparing the examination using the Confidential Instructions, which are issued to Centres in confidence well in advance of the examination. These instructions tell you all you need to know about the apparatus requirements, how the apparatus is to be rranged, and what it will be used for. If you have a problem which cannot be resolved using the Confidential Instructions, please telephone our Customer services line on +44 1223 553554 or e-mail [email  protected] org. uk.I haven't got the exact equipment specified in the Confidential Instructions, but I do have somethin g similar. Am I allowed to adapt the experiment at all? Yes, you are allowed to make minor adaptations to the apparatus, providing that the apparatus still works as specified in the Confidential Instructions. You do not need to seek our approval for these minor adaptations. However, you must report the adaptations in detail to the examiners, by completing the Supervisor's Report form on the back of the Confidential Instructions, which should be enclosed with the candidates' completed scripts.More substantial adaptations, which require changes to the experiment or which cause the apparatus to work in a different way from that described in the Confidential Instructions, are not allowed. Which option makes it easiest for my students to achieve high grades? They are all the same difficulty, and in every examination we use some robust statistical methods o make sure that the options really are all the same difficulty. Which is the correct textbook for the course?We don't require Centres to use any one particular textbook for our courses, and we would hope that wherever possible teachers would make use of a variety of different resources, drawing from the best bits of each. We do provide a list of books that we believe teachers may find helpful, and you can find this on our website, this will also identify any text books that CIE have produced or which ones we have endorsed for use with our syllabuses. Do I need to teach the course in the order given in the yllabus? No, and we don't recommend it.The syllabus outlines what may be assessed in the examination, but we would normally expect teachers to follow their own scheme of work based on the syllabus. Schemes of work suggesting teaching activities will shortly be available from the teacher support site. Where can I get advice from fellow teachers? There is a teacher discussion group for teachers, hosted by the product manager at CIE and a senior examiner. To subscribe or unsubscribe via the World Wide Web, visit the Teacher Support Site for instructions. 2/2