King Lear By William Shakespeare (1564 - 1616) Essays - King Lear

King Lear by William Shakespeare (1564 - 1616) King Lear by William Shakespeare (1564 - 1616) Type of Work: Tragic drama Setting Medieval England Principal Characters Lear, King of Britain Cordelia, his faithful daughter Regan and Goneril, his two mean-spirited daughters The Dukes of Cornwall and Albany, their husbands The Earl of Gloucester Edmund , the Earl's treacherous son Edgar, the Earl's true son (later disguised as a madman) The Duke of Kent, Cordelia's loyal helper Lear's Fool, a comical character Story Overveiw England's aged King Lear had chosen to renounce his throne and divide the kingdom among his three daughters. He promised the greatest portion of the empire to whichever daughter proved to love him most. Goneril lavished exaggerated praise on her father; Regan even outdid her sister with a wordy show of hollow affection Cordelia, however, refused to stoop to flattery, and insisted that she loved her father no more and no less than was his due. Lear exploded at what seemed to him her untenderness and immediately disowned her. Moreover, Lear banished the Duke of Kent from the castle for defending Cordelia. Two suitors had come to the British court to seek Cordelia's hand: the Duke of Burgundy and the King of France. After Lear had disinherited Cordelia, Burgundy suddenly lost interest in her he aspired to a wealthy bride. The King of France, however, was delighted by Cordelia's honesty and immediately asked for her hand. They departed for France, without Lear's blessing, and Cordelia's part of the kingdom was divided between Goneril and Regan, who were all too happy at their sister's fall from grace. Furthermore, these two daughters decided that Lear had succumbed to a sort of senility, and they set upon a plan to exploit his weakness to their own advantage. Meanwhile, in the Earl of Gloucester's castle, Edmund, Gioucester's bitter and cunning illegitimate son, was fretting over his father's preference toward the legitimate brother, Edgar. Edmund now forged a letter in which Edgar supposedly expressed his intent to murder their father. Gloucester immediately believed the letter and fled in distress from the palace. Then Edmund, in mock concern, went and warned his brother that someone had turned Gloucester against him. Edgar, too good at heart to suspect his brother's treachery' accepted the story and escaped to the forest. Thus, with two clever strokes, Edmund had managed to supplant his brother in his father's affections. After dividing his kingdom, Lear decided to lodge for a time at Goneril's palace. Now that she had her half of his kingdom, however, she no longer feigned love for him. In fact, she so distained her father that she ordered her servants to mistreat and insult him. Accordingly, her servants began to deal with him as a senile old man rather than as a king. In the meantime, the banished Duke of Kent disguised himself and presented himself to the king at Goneril's palace. Lear failed to recognize the disguise and hired Kent as a servant. Then, with the help of the King's Fool (whose biting jibes and puns provide some of the finest moments in all literature), Kent began hinting to Lear that he had acted unwisely in dealing with Cordelia, until the King began to perceive his folly. As Gonerit continued to humiliate him, Lear, bemoaning his fate ("How sharper than a serpent's tooth it is / To have a thankless child!"), determined to move on to Regan's household. He did not know that Regan was at that moment on her way to visit Gloucester. (In fact, all of the characters were now converging on Gloucester's castle). Near Gloucester, Edgar, still convinced that his life was in peril from his father, lingercd in a local wood, disguised as a madman - Tom o' Bedlam. Soon Regan and her husband, the Duke of Cornwall, arrived at Gloucester. They were followed by King Lear not long after. When Goneril and her household also appeared, the two sisters united to disgrace their father, ordering him to dismiss all his servants. But this humiliation proved too much for the old King, who, in a fit of anger and shame, rushed out of the castle into a furious storm, where he wandered about madly, screaming and cursing. Their plan having succeeded, the daughters locked the doors behind him. Then follows a most famous and stirring scene: Lear raged and cursed in the midnight storm, with his frightened Fool cowering beside him, uttering the most biting and ironic jokes, while Kent watched in disbelief. Fortunately, Gloucester found them and led them to a little hovel, where they encountered Edgar, still disguised as Tom O'Bedlam and pretending derangement. Lear, now half mad himself, set about conducting a bizarre mock trial

Halted by Hinduism essays

Halted by Hinduism essays Islam was a very strong force. Thus it met something even stronger known as Hinduism. Islam was spreading rapidly until it reached Hinduism in India. It was halted by Hinduisms strong basic beliefs. It strived even though the very violent ways of Islam. Countries surrounding India were converted leaving India as the only country in the region that was still Hindu. The spreading relegion of Islam was based on five key principles known as the five pillars. The first is You must state that there is no God but Allah and Muhammad is the prophet of Allah. You must pray five times a day towards Mecca according to Islam. You are legaly required to give one-fortieth of your income to the poor. This must be done to achieve salvation. During the holy month of Ramadan you should fast. Doing this develops self control and devotion to God. The last pillar is a pilgrimage to Mecca. This must be done at least once by every Muslim. If they are to old or not physically able to go they may send some one for them. There is a sixth religious duty associated with the five pillars. Men are required to go to war to defend or spread Islam. If they are killed they are guaranteed eternal life in Paradise. Hinduism had a very different opinion on religon. The Hindus belief that there are many different Gods and Godesess. Thus there are three main Gods. The first is Shiva the creator and destroyer. He destroyed the old while creating the new. Vishnu is the preserver that represents stability and order. The third is Devi the protecting mother which is sometimes known as simply the Goddess. She is often identified as the creative energy of the universe, and is considered the equal of Devi and Shiva. Unlike Muslims Hindus usualy worship at home and are not required to do so daily. The Hindus also believe that the temple should stay very clean. If the temple was not clean the God would leave it. ...

A Study Of Society Detachment In Henry David Thoreaus Life Without Principles

A Study Of Society Detachment In Henry David Thoreau's Life Without Principles In Henry David Thoreau’s â€Å"Life Without Principle,† Thoreau talks about separating ourselves from society as a whole and living life according to our own standards, not society’s. I believe that Thoreau’s thesis statement is, â€Å"If I should sell both my forenoons and afternoons to society, as most appear to do, I am sure that for me there would be nothing left worth living for.† Thoreau speaks of the ways people earn their living and the many trivial things people will do just to get more money. He believes that we should not get caught up in the ways of money and society. Personally I agree with the points that Thoreau makes in â€Å"Life Without Principle.† After all, what is the point of having money if you are not happy? Today, society paints an image of what the perfect life should be. However, the reality is that the average person would never achieve that portrayed lifestyle. Yet, people still strive to accomplish it. People work day in and day out, some methods more controversial than others, to make more and more money. At the end of the day, are those people truly happy? I believe that wealth does not equate to happiness. If all I have is one hundred dollars in my bank account, I am no less happy than when I have a thousand dollars in my account. Don’t get me wrong; money is a nice thing to have, and a very fun thing to spend. However, material things are just that, material. I would much rather spend money hanging out with my friends or taking a trip with my family than buying a two hundred dollar pair of shoes. Material things wear out, but memories last a lifetime. I believe that this mindset would be achievable in an ideal world. One in which no one truly cared about what others or society in general thought about them; a world in which we did not base our happiness on our bank accounts. But we do, and it is a very sad thing. Which is why from a generational standpoint, Thoreau’s ideas/beliefs in â€Å"Life Without Principle,† We live in a society in which everyone has principles. However, not everyone’s principles are the same. We all come from different backgrounds, religions, and families and each of those aspects influence what each of our principles may or may not be. I do not believe that my generation would ever fully agree with Thoreau’s thesis statement. We are a generation that is constantly competing against one another, and constantly wanting the newest versions of things. For example, I know many people who just bought the Samsung galaxy s6, but are already waiting for the s7 to be released so they can bye it. For no other reason than to say that they have the newest phone. Social media and television play a large role in this also. We spend so much time wanting to be just like our favorite celebrities, and wanting to have what they have. We forget to stay true to ourselves, and do what we enjoy doing. It is for those reasons that although I agree with Thoreau, that my generation would never be able to achieve his ideal way of living one’s life.

Discuss the theme of Aunt Granny Lith using the topic of Lilith Research Paper

Discuss the theme of Aunt Granny Lith using the topic of Lilith - Research Paper Example The story then takes us back more than 20 tears when Beth and Casey married. Beth was the third wife of Casey, and the first two having died under mysterious circumstances. Their deaths are hereafter attributed to the work of an old granny, Lith who Casey supposedly proposed to long before he married the first wife. Although in a rare joke, the granny is likely to have taken the proposal seriously and just like the Lilith in the mythical biblical story of Adam, the old woman was ready to ensure that he got married to the man who proposed and that no other woman was to come close (Schwartz, 93). The theme, Lilith augurs well with the story, â€Å"Aunt Granny Lith† in a number of ways. First, the first two wives of Casey died out of the jealous of a woman who Casey proposed to. Their deaths are a manifestation that the old ready, as in the myth was not ready to share a husband with another woman. It is out of this fear that Casey even carry a gun and a knife with him. Having revealed the story to Beth, Beth’s mother Nomey uses her knowledge on the old lady and advises the young couple on low to avoid the wrath. The bravery of Beth, as that of Eve in the Lilith myth is seen when she follows her mother’s advice, and even convinces Casey to do the same and at the end the two get rid of the danger and the fear. The victory of human over the forces of evil is also seen in the symbolism of Lil. Besides the name being significantly symbolic of the same force that was with the old woman and Lilith in the myth. After Beth’s marriage, the woman appears to Beth â€Å"†¦.saw someone scurry into the woods†¦. trailed the person to the head of the hollow† (Offutt, 136). The fight that results over Casey is an indication of the evil that has to be overcome by Beth and her husband to live safely. However, in this case, Beth effectively protects her marriage and does not need any help from her

Case Study - Research Proposal Essay Example | Topics and Well Written Essays - 2500 words

Case Study - Research Proposal - Essay Example This diminishes their quality of life and increase health care costs even though early detection can either prevent or lessen or postpone some of the emotional social and debilitating physical effects that these impairments have on the older people (Parmeleet al, 1992). The major key issue that I have encountered in this field is that those who have the responsibility of taking care of the aged always have a negative opinion towards the behavior of the aged people; they claim that, the aged are too demanding and always complaining. In addition to poor memory and loss of important sense which disable them to understand, reason and act as expected and due to these complications they create an unpleasant relationship with nurses in care homes and public in general and this sometimes results in neglect, abuse and mistreatment (Lau et al, 2001). Nursing homes should be located in a serene cool environment free of any form of disturbances and pollution with access to shops public transport and most importantly close to family and friends. It should also be designed such that it contains:- These properties ease work and reduce e stressing conditions experienced by nurses. A nursing home should also contain occupational and recreational facilities for the needs of its residents (Parmeleet al, 1992). ... A nursing home should also contain occupational and recreational facilities for the needs of its residents (Parmeleet al, 1992). There should be also sufficient security to ensure maximum safety and must of course comply with the building regulations and with general fire and safety rules since the homes are required to provide the residents with comfort. A nursing home must ensure that suitable, sufficient, nutrition and a variety of food is provided since dietary restriction on medical or religious grounds must be common also involving the residents in planning meal time and choice of food will reduce the rate of conflicts (Zerhusen et al, 1991) (ii) Education and training Nurse's area very busy due to the amount of work involved in nursing homes and must be in relatively good physical shape. They should also be good in communication skills in order to deal effectively with their patients by practicing good listening and giving clear directions to both patients and aides (Zerhusen et al, 1991). This is essential in dealing with human suffering and emergencies. In addition to fostering mutual understanding between the nurses and aged, the nurses must completely undergo through training in state approved practical nursing programs, which can be offered through community based, and technical programs. Also periodic licensing renewal is essential where the nurses are interviewed and their performance scrutinized and their service record checked (McCurren et al, 1999). In the improvement of prompt service provision new technology has to be implemented and this calls for further training of the nurses in regard to new systems and equipments introduced. Educating the nurses increases their understanding; attitude and insight in

Citizenship Education Essay Example for Free

Citizenship Education Essay About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. [emailprotected] org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

The Forever Changing Economy :: essays research papers

The Forever Changing Economy How easy is it for smaller business men to achieve the Aamerican dream. How to stop corporate domination. The question I pose to you is " Is the American Dream still achievable?" The opportunity is there but for what select few is the opportunity available to. If the resources are out there but I can't tap into the resources they rae of no use to me. (Make note of the fact that we live in a market economy. Just about every definition of the "market" in the dictionary connotes an oppurtunity as a place where goods are bought and sold.(cite dict.) As an abstraction, a market is the possibility of sale. Goods "find a market", and we say there is is a market for a service or commodity when there is a demand for it, which means it can and will be sold. Markets are opened to those who want to sell and a convenience for those looking to purchase.(cite 2) The market represents "conditions as regards, opportunity for, buying and selling".(cite 2) The market implies offering and choice. The way a market economy works is that there are market pressures that develop for different commodities. The pressures work in one direction for a while, but at the same time pressures are budding that work in the opposite direction. As people look forward and see there's going to be some profit made from their production, they'll make decisions to increase volume, usually hiring more people, buying more materials, often bidding up their prices. When people are competing in the same market, that tends to generate more and more pressure in the direction of expansion. But at the same time, as costs and possibly interest rates rise, pressures begin to operate in the other direction, against profits.(cite 1) The public as a whole must get their fair share of the benefits. Macroeconomic reforms should translate into a more efficient delivery of public services, equity, social welfare and social security.(cite 3) The Economic Policy Institute (EPI) has released its findings on American living standards. The report, issued every other year on a decline that begsn in the late-1970's. The EPI's report also contends that the Americans are working more for less money because of slow growth in wages since 1989. According to the report, wages in the bottom 80% of men have declined since 1989. The report also contends that 20% of women have experienced a decline in trsl esgrd dincr the 1980's, a period in which wages fell but family income increased because of longer hours at work and increased participation of The Forever Changing Economy :: essays research papers The Forever Changing Economy How easy is it for smaller business men to achieve the Aamerican dream. How to stop corporate domination. The question I pose to you is " Is the American Dream still achievable?" The opportunity is there but for what select few is the opportunity available to. If the resources are out there but I can't tap into the resources they rae of no use to me. (Make note of the fact that we live in a market economy. Just about every definition of the "market" in the dictionary connotes an oppurtunity as a place where goods are bought and sold.(cite dict.) As an abstraction, a market is the possibility of sale. Goods "find a market", and we say there is is a market for a service or commodity when there is a demand for it, which means it can and will be sold. Markets are opened to those who want to sell and a convenience for those looking to purchase.(cite 2) The market represents "conditions as regards, opportunity for, buying and selling".(cite 2) The market implies offering and choice. The way a market economy works is that there are market pressures that develop for different commodities. The pressures work in one direction for a while, but at the same time pressures are budding that work in the opposite direction. As people look forward and see there's going to be some profit made from their production, they'll make decisions to increase volume, usually hiring more people, buying more materials, often bidding up their prices. When people are competing in the same market, that tends to generate more and more pressure in the direction of expansion. But at the same time, as costs and possibly interest rates rise, pressures begin to operate in the other direction, against profits.(cite 1) The public as a whole must get their fair share of the benefits. Macroeconomic reforms should translate into a more efficient delivery of public services, equity, social welfare and social security.(cite 3) The Economic Policy Institute (EPI) has released its findings on American living standards. The report, issued every other year on a decline that begsn in the late-1970's. The EPI's report also contends that the Americans are working more for less money because of slow growth in wages since 1989. According to the report, wages in the bottom 80% of men have declined since 1989. The report also contends that 20% of women have experienced a decline in trsl esgrd dincr the 1980's, a period in which wages fell but family income increased because of longer hours at work and increased participation of