Translating Strategic plans into Operational Plans Essay

Translating Strategic plans into Operational Plans - Essay Example The picture is broken into many parts and all the micro-detailing are carried out to get the picture, the essence of translating long term objective into operational plan. The journey of achievement of long term objective is achieved through milestones, annual operation plan and medium term business plans. Business plans falls somewhere between long term objective and operational plan so it has a mix of the elements from both these types of planning approaches. The annual operational plan is a all about how to achieve the annual milestone. It breaks the planning into distinctly different areas / aspects. These include the daily / weekly /monthly output targets, resource deployment, financial plans-both the expenditure and income side, marketing plan, human resource plan and all other associated activities like statutory, safety, investment etc. It has been recommended that the plans should be simple and easy to understand as it is essentially a communication to work force about the goals or results which the firm wants to achieve daily, weekly, monthly or on an annual basis. The quality of planning goes a long way in making the plan successful. It will be more beneficial to involve a large cross section of people during the planning exercises.

Comment on how Baz Luhrmann uses video Essay Example for Free

Comment on how Baz Luhrmann uses video Essay Romeo and Juliet, is a play written by William Shakespeare in the late sixteenth century in fair Verona. This is an ultimate love story between the only children of two powerful enemies , both alike in dignity These two households bear an ancient grudge. Within this hate Romeo and Juliets love cannot survive, and they are driven by this hate to death. From this 1595 classic play, Baz Luhrmann got the job of wielding it in to a twentieth centaury blockbuster. He did this by using many different techniques, and even though he keeps the original dialogue, he changes many classic features of the play to give this modern feel to it. Such as horses to cars, Swords to guns and villages to cities are several examples. As the film starts, the opening shot is of a modern day television. It is shown speaking as a newsreader, speaking as a chorus would on stage, giving background knowledge to the audience watching. This television reflects Luhrmanns modern setting, showing how the film will be set, rather than the one in which the written play was set. The TV represents the media, as our main source of information. Just as the chorus would be, stood on stage, addressing the audience, giving them required information. The headline upon the TV reads , Star-crossed lovers, and above a picture of a ring split in two, showing both the themes of love and hate. How the pair had love enough to marry, though within their families there was hate enough to drive the couple to take their lives. Their love was doomed to die, the ring shows how they could not be together as reflected in one of the chorus lines , death marked love. One extremely short though effective camera shot, zooms down the middle of a main street, with many high raised buildings, until focusing upon a large statue of Christ. Showing that religion will play some part within the play/film. Here loud dramatic music kicks in. This music tells us that the play is going to be very powerful and dramatic. The choruss first line appears white upon black, in fair Verona. White and black are usually associated with good and bad. Showing two main features of the film. Again the image of Christs face appears, a close up camera shot, recoiling to show two large skyscrapers dominating the skyline. Each bearing separate names, Montague and Capulet, showing the large gap between them, they are different. The sheer size of the buildings tells us they are wealthy families, but separate. The statue of Christ is stood in the middle, showing again the religious society in which the film is set. Still with the dramatic music playing building up aura, images of police vehicles- cars and helicopters burn across the screen. Quick images. Images of conflict, linking the families with violence and ultimately the law. The music quietens, though still strong and menacing, as a voice over man speaks the same lines as already spoken by the chorus. Now the images are shown slower, two households both alike in dignity showing the two families, again separated by Jesus, sour looks upon the heads faces; hate and malcontent, though smiles upon the childrens; happy, contented faces, with no worries. Leading on to images of flames, representing hell, hatred and death. Headlines of newspapers flash upon the screen, linking again with the theme of the media and the modern setting. Showing there must be public interest in the growing feud between the two families, and again highlighting the conflict between the two families. Extremely short images are shown of police helping civilians escape the troubles caused by this abhorrence between the Montagues and the Capulets. The music had died down up until the point of take their life, where it picks up again adding atmosphere and letting the audience know there is great tragedy within the film. Another modern technique is then used. Just as characters on television programs are introduced or how western wanted posters are displayed, some of the main characters are initiated. These images build great suspense though shows a building power within the play/film. Two important images from later on in the film flash upon the screen, though they are very insignificant at this point, just adding suspense and wonder at this early stage. The music reaches a peek as the now familiar words of the prologue flash upon the screen. The words white on black, suspense, power, the words showing love, lust, hatred and tragedy. Followed by random images shooting across the screen, fireworks, choir boys singing in a loud wild fashion. Guns, characters, light and dark images showing good and evil. Loud bangs of gunshots, police helicopters, blood, raging images demonstrating excitement and apprehension to the audience. Now with the music at a climax, the words in bold print of Romeo + Juliet linger upon the screen. The + in blood red symbolising bloodshed and conflict, it is also shaped like a cross, to continue the religious theme of the film. The words are white upon black, illustrating good and evil. Here the music changes and a bouncier, more funky, modern tune kicks in as the boys come on to the screen. These three wear brightly coloured shirts- reds and lime greens, indicating good and to me fun. Though with the first line spoken you realise the Montague boys hate the Capulets. The boys are presented whizzing down a highway in an expensive looking yellow convertible, again suggesting warmth and fun. They are cool, with open shirts, brightly coloured hair, shades on heads and tattoos over their bodies. They are excitable, casual and looking at them they would not pose any threat. The car has a personalised number plate, Mon-005, Verona beach again showing wealth. The camera shot is at the front of the car as it comes in to the gas station, here there is a sound of screeching tyres, the piping of horns and basically excitable boyish behaviour. Benvolio- Romeos cousin does not come across as uncompromising, he tries to detach himself from the quarrel between the two families masters. Where as the other two Montague boys are very eager and want to be involved this is sown in their faces as a face close up is shown. Here Benvolio turns and another facial close up is shown, his face twisted almost looking in disgust as he turns and walks away. Here the camera turns moving across to another pump as an expensive looking blue car pulls calmly in to the station. Blue suggesting coldness and the slow speed suggests that the driver is not excitable like the Montague boys but serious. The music suddenly changes from hip to a western style tune as another personalised number plate is shown Cap-005, Verona beach. The camera is swung around with a whooping sound and rests upon a close up of the bottom of the car door opening and a pair of western style cowboy boots stepping from the car. Here the frame freezes on the boot touching the ground, Cooley and calmly and in this freeze frame he displays the words The Capulet boys with western style music playing to continue the western style theme. The boots walk away through a door the sound of spurs following, tension building as the camera shot moves again from the western boots to shoes and tights and the giggling of little girls over the western music. Leading back to more dark cowboy boots with spurs. The shoes belong to a Nun with a class of children and each side of their people carries resides a car of each of the two families. The two families torment the nun and her party in a very cocky sort of manor, exceptionally intimidating. So as the nun and her party speeds away to escape further torment, the two families are revealed to each other for the first time. The fun and idiocy of the Montagues turns to fear, as Abra-Capulet is revealed. Here another facial close-up is shown. Abra wears dark menacing colours (oranges, blacks and reds- colours associated with hell. ) He has a goatee beard an earring and a silver chain with cross hanging around his neck. He has the look of a typical gunslinger, someone who could be extremely dangerous. The music is now changed, as a more electric tune plays more menacing and threatening than before, highlighting the danger of this man. Fear is shown in the Montagues faces, shocked by the appearance of a known enemy. This man alarms them and with this abrupt entrance one of the boys makes a quick movement to reveal the butt of his pistol. A fast frightened movement, followed by the facial shot of a frightened face and the sound of a reluctant gasp, signifying the fear and tension between the two families. Here there is a shot of the face of Abra moving down his body and showing the slow movements of his hands to reveal the butt of his own pistol, engraved with the word Capulet, just as the Montagues gun was engraved with the word Montague, reflecting wealth yet again. The movements are menacingly slow, so calm and cool. Then suddenly a loud hissing sound like a serpent as Abra snarls revealing the word sin engraved on a silver plaque on his teeth. The camera is at a straight close up angle. The shot is both threatening and frightening. Here all the sounds stop as the Montagues sink back in to the car relieved that no harm has come to them. Though the Capulets are amused by the impression they have made upon the Montagues and laugh profusely showing they do not feel threatened at all by their presence but take them more as a joke than any thing else. The Montagues took this wind up a little too lightly and decide to make a second move. Here one of the Montagues bites their thumb at the Capulets. This is shown as a close up with a silly sound coming from the mouth of the offending Montague. Now there is anger and hate starting to show as the montages reverse the car, with the noise of screeching tyres, and the sound of a quick furious sounding, loud blast of music showing anger. The caplets sling loud though slow angry words at the Montages who return fast frightened words trying to calm the situation. Though as the camera shot goes to the toilet door, the quick shocking music picks up again and Benvolio appears-an image of a peace maker leading to a close up of Benvolios gun with a change back to western music. Here with gun drawn, a close up of Benvolios apprehensive face fills the screen and silence falls. Here only the sound of an old creaky sign is heard blowing in the wind, un-nerving Benvolio further and continuing the western theme. The camera swizzles around to an image of a close up cigar being lit and a match being dropped to the ground by Tybalt-the prince of cats. Juliets cousin Landing close to his feet, though still burning. The music playing slowly and quietly, adding tension and atmosphere. Now there is a major close up of tybalts face. He has the look of the devil, slick black hair with tiny matching beard. He has pointed teeth that only a close up would enable us to see properly. He wears the colours of the devil, Reds and blacks showing hate, fire, torment and death. Also his face shows no fear, no feelings but pure untamed hate. He is just so slick and calm and as he speaks, there is a close up on his eyes. These ooze confidence and hold great hate and rage towards the Montagues. The camera then focuses on Benvolios eyes, which are the complete opposite to Tybalts. His eyes show a great fear of the other man, apprehension. All adding tension to the opening scene. On a half of body shot, Benvolio is seen putting away his sword (which in this 1997 film s actually a gun,) and in an effort tries to avoid conflict by stating I do only to keep the peace put up my sword. His voice shaky in the eerie silence. Then another facial close up on Tybalt, as he says, Peace, peace, I hate the word. As I hate hell. All Montagues. And thee. With no quivers only confidence and raw hate. The burning match is finally stamped out with the sound of the metal healed boots grinding at the concrete ground. This long gap between lighting the match and putting it out shows a great danger. This man means something; he alone stands for power and danger. Now a small boy, symbolising innocent bystanders at the market place, interrupts the silence. The boy just playing, shouting bang, bang triggering the attack. Tybalt draws, the music screeching. The shot looking up the barrel of tybalts gun as the word bang is said again. Showing he is willing to harm fellow citizens if need be. Now there is a range of many different camera shots, with electric music playing in the background. Tybalt does a lot of flamenco style movements, flowing, professional movements, as though he was fluent and skilled in the art. Very dramatic and serious movements, with no fear of being harmed. The Montagues begin to try to fight back, though not really succeeding. They are frightened; you can see it in their eyes. Tybalt moves almost fashionably, where as the Montagues dont really know what to do. They shoot, showing no passion or drive. Unlike Tybalt who shows both. Tybalt is calling the shots, and in a swift movement he throws down his coat and fits an aiming device. Kissing his gun with a loving passion. People are running, frightened. The Montagues flee, leaving Benvolio and Tybalt in the petrol station. Music still flaring giving added depth to the scene, petrol covering the ground. Tybalt zooms on to one of the fleeing Montagues, taking the shot, and injuring him. The camera looking down the guns barrel as the shot is fired, pointing into Tybalts eyes. With a flickering smile he drops the cigar from his mouth, landing in a pool of petrol and igniting it immediately, which during the whole scene showed how contented he was with conflict. Here Benvolio flees with Tybalt in pursuit. The flames escalate, symbolising the devastation to come. The flames show hate and anger. Every body around is affected by the fighting as symbolised by the flames. Affecting peoples livelihoods, every body is effected by these civil brawls. There is very dramatic music playing now, escalating the feeling of hate and friction between the two families. A poster is shown burning, once stating Montagues and Capulets 2nd civil brawl. This shows that it is over; hate has ended that, and born a third brawl, more powerful than the previous ones. A sign is also shown burning, Add more fuel to your fire. Showing that the public are affected, and that hate is the road to all evils, symbolising the devil and hell. The camera follows the flames upwards showing things will get worse, still with the music blasting. It moves up and through the smoke screen, the two houses can be seen dominating the skyline, with the image of Jesus between them. Still looking extravagant and wealthy after the brawl. Nothings really changed. The fire is burning as strong as their hate, causing public panic and confusion. Now short images are shown of police helicopters and vehicles flying between and around the towers and statue. The music still blearing. Shots are shown from alternate angles showing news reporters reporting the third civil brawl, again linking with the media. Ted Montague (the father-head of the house) rushes to the scene in his limo with registration plate being Montague, Verona beach. Again representing wealth and power. Once more fast flickering shots are shown of the fleeing public, panic stricken, confused. Police swarming to the scene in different kinds of vehicles now, and here with the music breaching a climax the shots slow down and return to facial close-ups. Tybalt and Benvolio are screaming at each other hate in their eyes, with no more fear left in Benvolios body only hate. Cars spread upon the road, utter havoc breached by the two feuding enemies. Guns are pointed at the couple from air and ground. They have no choice but to both walk forward and admit defeat, dropping their weapons to the ground. There is no music now just a loud boom as the weapons fall. Adrenalin at an ultimate climax for anybody watching. The range of shots along with the series of different sounds and music create an unforgettable opening, showing many of the different themes and aspects of the play/film to anybody watching.

Key Events Of The Civil Rights Movement Essay -- African-American Civil

  Ã‚  Ã‚  Ã‚  Ã‚  The United States Civil Rights Movement of the 1960's was the centerfold of the 1900's. The Movement came about because not all Americans were being treated fairly. In general white Americans were treated better than any other American people, especially black people. There were many events of the Civil Rights Movement some dealt with black people not getting a fair education. Some events came about because people were advocating that people should be able to practice their American rights. The term paper that you are about to read is composed of events that occurred as apart of the Civil Rights Movements. The events are all in chronological order with the brutal murder of Emmett Till first in order. After that is the story of Arkansas' Central High School's integration. Keeping with the idea of equal education, you will be able read how the University of Mississippi was integrated by James Meredith with the assistance of the U.S. Government. Lastly you will see t he power the Ku Klux Klan had in the deep South, especially Mississippi, with the murder of three members of the Council of Federated Organizations (COFO). These events are just a glimpse of what the Civil Rights Movement truly was. Now here is the strory of young Emmett Till. Emmett Till   Ã‚  Ã‚  Ã‚  Ã‚  Not knowing the customs of Mississippi was the downfall for young Emmett Till. While visiting family near Money, Mississippi, Emmett Till, age 14, was murdered. Emmett grew up on Chicago's South side, where he was a fun loving child with a bit of a smart mouth. Living in Chicago, Emmett knew of segregation but had white play mates. On one occasion he had showed his cousins a picture of a white girl and had told them that she was his girl. His friends were some what impressed and had dared Emmett to speak to a white woman who was inside of the store, that they were standing in front of. Emmett went in and bought some candy and as he left, he said to the woman, "Bye-baby." That would be the biggest mistake of his life. When the woman's husband got back from out of town, there was trouble for Emmett. The woman's husband, Roy Bryant, and her brother, J.W. Milam, paid a visit to the cabin of Mose Wright, Emmett's grandfather. The white men did not listen to Mose Wrights suggestion that since Emmett was not from Mississippi, that they may just whip him. Instead, the men ki... ... allowed by the police chief to be beaten for about fifteen minutes in Anniston, Alabama. Furthermore, I was not able to mention the end of "separate but equal" with the U.S. Supreme Court's decision on the case Brown vs. Board of Education. Inclusion to this paper I hope that you have enhanced your knowledge of the Civil Rights Movement. RESOURCES: Events of the Civil Rights Movement Books   Ã‚  Ã‚  Ã‚  Ã‚  Johnson, Jacqueline. Stokely Carmichael: The Story of Black Power. Silver Burdett Press, Inc., a division of Simon & Schuster, Inc., Englewood Cliffs, NJ,1990.   Ã‚  Ã‚  Ã‚  Ã‚  Hornsby and Straub. African American Chronology. Volume I: 1492-1972. Gale Research International Limited., Detroit, Michigan, 1994.   Ã‚  Ã‚  Ã‚  Ã‚  The Editors of Ebony. Ebony Pictorial History of Black America. Volume III: Civil Rights Movement to Black Revolution. Johnson Publishing Company, Inc., Chicago, Illinios, 1974. Television Program   Ã‚  Ã‚  Ã‚  Ã‚  "The Ku Klux Klan: A Secret History." Narr. ?. Writ. and Prod.?. History Channel, March 11, 2000. Internet   Ã‚  Ã‚  Ã‚  Ã‚  Lythgoe, Dennis. Desert News, February 26, 1997. Address: http://members.aol.com/deverysa/index.html.

A Critical Review of a Senco

A critical review on the role of the SENCO and dyslexia: how this role has been affected and impacted upon by recent legislation Introduction The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner. The writers begin with a definition of dyslexia stating that â€Å"dyslexia is a learning difference, a combination of strengths and weaknesses†.This is an informative definition as opposed to the recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school system whereby dyslexia is considered but not in isolation. The BDA (2009) state that importance ought to be placed on acknowledging dyslexia as â€Å" a specific learning difficulty† as a specific learning difference† so that teaching is inclusive and focuses on all learners rather than just the dyslexic learner who may already feel something is wrong with them.However, I stress that this general definition is simplistic and I agree with Reid that there should be a working/operational definition. Reid’s definition of dyslexia is more informative: There may be visual and phonological difficulties and there is usually some discrepancy in performances in different areas of learning. It is important that the individual differences and learning styles are acknowledged since these will affect outcomes of assessment and learning. (p. 4-5, Reid, 2003).The BDA (2009) conclude to achieve BDA Quality Mark status, LEAs and their associated schools must encourage and identify outstanding practice in following and improving access to education for all learners. I feel that planning a dyslexia friendly school has the effect of improving the learning of not just the dyslexic learner but other pupils as well. According to Snowling et al (2011), dyslexia is seen to be a â€Å"deficit in phonological skills which, in turn, compromi ses the ability to learn the grapheme–phoneme mappings that underpin competence in an alphabetic system†.Snowling et al’s (2011) research underpins the classic definition of dyslexia that it is a specific reading difficulty whereby literacy under achievement is apparent and falls below the accepted level given the intelligence of the learner. This study is important: it goes beyond recounting dyslexia at the behavioural level (i. e. incorrect spelling and reading) to taking into consideration weaknesses at the cognitive level that explicate the practical problems (Morton & Frith, 1995).Dyslexic learners have deficits in three linked but dissimilar areas of phonological processing: â€Å"phonological awareness (the ability to attend to and manipulate sounds in words); phonological memory (memory for speech-based information – also referred to as verbal memory); and naming (providing the spoken label for a visual referent)†. (Vellutino et al. , 2004). Consequently, recent definitions of dyslexia have discarded the need for literacy to be appreciably below general aptitude, and have taken a widely accepted view of dyslexia with â€Å"phonological processing as a core deficit† (Lyon, Shaywitz & Shaywitz, 2003). ContextThe context in which I am employed is a small mainstream one-form entry Church of England voluntary aided primary school. The school is situated in a deprived inner city area in the London borough of Lewisham where 25% of the 225 children on roll from Nursery through to Year 6 are eligible for Free School Meals. This is significantly higher than 2006 national figures of 16% of all primary school children receiving Free School Meals (FSM). The number of children currently identified as having a Special Educational Need is 47, or 20. 8% of the total school population which is slightly higher than 2005 national figures of 18%.The figure of 1. 7% is the number of SEND (Special Educational Needs and Disabilities) c hildren who have a Statement of Special Educational Need – lower than national figures of 3% – and the remainder of the SEND population comprises overwhelmingly of children on School Action Plus (78% – 67. 5% represented by boys and 32. 5% represented by girls) and approximately 8% of SEND children on School Action. The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or xpressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as t hey have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified .A critical review of the role of the SENCO The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.This was largely interpreted as a co-ordinating role whereby Teaching Assistants ( in at least 36% of schools ) were employed in this capacity and contributed to disparities in provision nationally as well as a divergence of roles. In 2009 new government regulations and amendments to the SEN Code of Pra ctice 2001 required SENCos to be qualified teachers and for those teachers new to the role to undergo compulsory training in the form of the National Award of SEN Coordination.The 2006 House of Commons Education and Skills Select Committee Report on SEN clearly defines the role of the SENCo as a strategic leader, and recommended that SENCos â€Å"should in all cases be qualified teachers and in a senior management position in the school as recommended in the SEN Code of Practice†. (Recommendation 84) Statutory and regulatory frameworks and relevant developments at national and local level The SEN Code of Practice 2001 remains the statutory legislation governing SEN practice and provision.The 2001 Code of Practice replaces the 1994 Code of Practice, although it retains much of the original guidance, but takes into account developments in education since 1994 and includes new obligations introduced by the SEN and Disability Act 2001. The 2001 Code of Practice promotes a more co nsistent approach to meeting the needs of children with SEN and focuses on preventative work and early identification as well as developing strong partnerships between parents, schools, local authorities, health and social services and voluntary organisations.The school Special Educational Needs and Disability policy is largely based on the SEN Code of Practice 2001 and incorporates elements of the statutory Disability Discrimination Act 2005, as well as local authority guidance of national policy, such as the Lewisham school action & school action plus guidance 2010. The school policy clearly states: â€Å"A child is deemed to have special educational needs when they are seen to have significantly greater difficulty in learning than the majority of their age group, or have a disability which significantly hinders their use of educational facilities.When such difficulties or disabilities persistently demand the planning of educational provision different from that of the rest of th e class, the child is placed on the Special Needs and Disabilities Profile. This is a confidential list of children for whom extra support may be necessary and whose progress will be monitored by the class teacher and Inclusion Manager. † ( Rose & Lyle, 2011, p1) Some elements of the SEN Code of Practice 2001 framework are guidance, whilst others must be observed.This includes ensuring liaison with parents and other professional in respect to children with SEN, ensuring that Individual Education Plans (IEPs) are in place and that relevant information about individual children with SEN is collated, recorded and updated. The Code ensures that schools and local authorities must examine their practice and provision for children with SEN and that they are accountable by law – e. g. offering full access to a broad, balanced and relevant education.The Code of Practice emphasises the right of a child with SEN to access mainstream education through the development of provision i n such settings to meet â€Å"a wide spectrum of SEN† (COP 2001, 7:52-7:63) that may overlap in the categories of communication and interaction, cognition and learning, behaviour, emotional and social development and sensory and/or physical needs. The provision provided may involve well-differentiated Quality First teaching (Edwards 2010), intervention programmes including withdrawal from lass, specialist teaching or therapy or attendance ( full or part time ) at a specialist setting. Children are to be identified as early as possible and their needs met through a graduated approach within the school’s own resources ( School Action), additional support from external agencies ( School Action Plus ), or if progress is inadequate and further support from the Local authority is required, a Statement of Special Educational Needs may be issued.As I prepared this essay, I have identified a number of key tensions in my particular school: Whilst class teachers in my school acce pt, in accordance with the National Curriculum Inclusion Statement 1999, that they must respond to children’s diverse learning needs and overcome potential barriers to learning and assessment for individuals and groups of pupils, including those with SEND, there has been a lack of clarity over the meaning of the term â€Å"inclusion† and with whom the overall responsibility of children on the SEND register lies.This is hardly surprising as there is little consensus on the precise meaning of ‘inclusion’ at national levels – OFSTED tend to view inclusion as minimising inequalities for groups of children – eg. including those with SEND, on FSM, gender, race or attainment – whilst teachers primarily regard inclusion chiefly in terms of individuals with SEND ( NASUWT Report 2008, p. 17 ) and their â€Å"right† to be included in a mainstream classroom and how to best achieve this.Increasingly, I favour a model which allows individual children – whether SEND, English as an Additional Language (EAL) or non-SEND – to access an education which best meets their needs based as much as possible within the mainstream classroom but through withdrawing children for specialist 1:1 or small group teaching depending on their needs and the gaps in their knowledge relative to their peers and age-related expectations.The non-statutory Removing Barriers for Achievement (2004) highlights that all teachers – not just the SENCO or Inclusion Manager – are responsible for teaching children with SEND. This also includes communicating the message to class teachers that they are often best placed to initially notice difficulties a child may be having and by making certain referral forms available to them, thereby actively engaging them in jointly taking responsibility for SEND or potential SEND children in their classes.The Every Child Matters (2004) agenda is currently not statutory and is now being re-draft ed as Every Child Achieves in a new White Paper, although the five original outcomes remain. The 5 outcomes are: to stay safe, to be healthy, to enjoy and achieve, to make a positive contribution and achieve economic well-being. The focus for schools not only has to be upon ensuring that all staff are aware of the 5 outcomes, but also on the impact and progress made towards the 5 outcomes by all pupils and individuals within vulnerable groups, such as children with Special Educational Needs.Such agendas which sit alongside other requirements on class teachers to also focus on group outcomes such as groups of children attaining age –related expectations hence creates pulls in opposing directions as to the levels of attainment a child is achieving and the best outcome for that child – or â€Å"competing rather than complementary agendas. There is a lack of clarity as to whether educational policy is concerned with ‘normalisation’ and conformity, or genuinel y values diversity and difference (NASUWT Report 2008, p. 18 ). This tension is a theme which continues in the form of ‘narrowing the gaps’ between groups and ‘accelerated progress’.In the case of children with Speech and Language difficulties or dyslexic tendencies, these terms appear contradictory and oxymoronic – as typically such children need reinforcement and over learning compared to their peers operating at age-related expectations. It is hard to see how such children can make the requisite amount of progress as measured by national age-related attainment standards ( and making a minimum of 2 sub levels progress a year ) as opposed to progress as measured against their individual areas of weakness and specific difficulties.Measured this latter way, their progress may well be excellent although a system of levels and sub-levels may fail to be sensitive enough to chart this progress. I am therefore examining ways such as building in pre- and po st intervention screening for relevant children and considering using Assessing Pupils’ Progress (APP) Speaking and Listening levels in addition to National Curriculum levels in Reading, Writing and Maths to more sensitively measure progress.The contribution of extended services, such as Child and Adolescent Mental Health Services (CAMHS), Educational Psychology, Family Services, and Early Intervention Services to improve outcomes for children as set out in ECM(2004) is welcomed, although it is hard to measure the impact and the progress that this may have for a number of reasons: in changing times, it is at times difficult to keep abreast of developments and changes to services offered and their accessibility; various services may have a varying level of impact on different children and their families; not all parents are receptive – and some positively resistant – to accepting referrals to certain services; there can be a diffusion of responsibility once vario us agencies are involved. As a SENCo, one would encounter all of these barriers and find that developing good working, collaborative and supportive relationships with all representatives of extended services that a SENCo works closely with as well as parents is the best way forward and ensuring that communication channels are maintained.This has to be carefully weighed against issues of data protection and confidentiality by ensuring for example that Common Assessment Frameworks (CAFs) are raised before information is shared between agencies and that all sensitive information is stored in a safe location to which only a SENCo and the Headteacher have access. However, to enable class teachers to better understand the needs of children that a SENCo teaches on a daily basis, the SENCo would ensure that all class teachers are provided with relevant reports from external agencies and that these are used appropriately to inform planning and provision for a child within both a classroom an d wider school setting.High incidence of SEN and dyslexia – how they can affect pupils’ participation and learning and strategies to remove barriers to learning Baroness Warnock is quoted: â€Å"SEN has come to be the name of a single category, and the government uses it as if it is the same problem to include a child in a wheelchair and a child with Asperger’s, and that is conspicuously untrue† (The Guardian, Tuesday January 31, 2006). Indeed, the 2006 House of Commons Select Committee Report on Special Educational Needs acknowledges that â€Å"children exist on a broad continuum of needs and learning styles but do not fit into neat categories of different sorts of children – those with and without SEN.The category of â€Å"SEN† is an arbitrary distinction that leads to false classifications and, it can be argued that, this is what is causing the high levels of conflict and frustration with all those involved. † (p. 36) This has ofte n been my experience when discussing the progress of various pupils on the SEND register with senior leadership who frequently use the terminology â€Å"SEND† and â€Å"non-SEND†. I am of the opinion that this is a blanket term which does little to understand the true nature of individual children’s difficulties and how best to address these. OFSTED comparison of groups engenders such an approach and is not sensitive enough to the variation between individuals.In the case of my school, it appears that the group most at risk of underachieving is higher ability girls – with no SEN! With an emphasis on the social context of special educational needs, Removing Barriers to Achievement (2004, p. 8,) states: â€Å"Difficulties in learning often arise from an unsuitable environment – inappropriate grouping of pupils, inflexible teaching styles, or inaccessible curriculum – as much from individual children’s physical, sensory or cognitive imp airments. Children’ emotional and mental health needs may also have a significant impact on their ability to make the most of the opportunities in school, as may family circumstances. †These considerations, combined with evidence that there is a link between social deprivation and SEN nationally – as well as underachievement nationally and social deprivation, can make identification of SEN problematic in my school, especially at School Action Level – for example, is a child making poor progress in reading and writing because of difficulties such as potential dyslexia, or through poor parenting and a lack of exposure to books at home? Or both? Should the child be on the SEND register and is he/she underachieving? In such cases, assessment and targeted intervention at the specific area of weakness can help differentiate between a range of possible factors, but it may not always be so clear cut. What is clear is that these difficulties need to be addressed to minimise the longer term effects on such a child’s development and to help them succeed in the future.This can involve working very closely, and in partnership with parents in order to create a sustainable and longer term solution. The OFSTED Special Educational Needs and Disability Review 2010 found that the term ‘Special Educational Needs’ was too widely used with up 50% of schools visited using low attainment and slow progress as the key indicators of a special educational need, with in some cases, very little further assessment. According to the report, 50% of all pupils identified for School Action would not be identified as such if, â€Å"schools focussed on improving teaching and learning for all, with individual goals for improvement† (p. 3). This suggested a culture of underachievement due to low pupil expectations and poor mainstream teaching provision.It also found that pupils identified as having special educational needs were disproportionate ly from disadvantaged backgrounds and achieved less well than their peers in terms of attainment and progress over time. Parents were keen to have their children formally recognised as having special educational needs in order to ensure additional support for their child. The quality of the additional support from within or outside the school was not found to be good by inspectors. Provision was often not appropriate or of good enough quality and did not lead to better outcomes for the child. The review found that no one model or setting of special needs provision worked better than another.The key findings included improving the quality of assessment, improving teaching at an early stage to avoid additional provision at a later stage, ensuring that schools do not over-identify children as having special educational needs when better Quality First Teaching was required, ensuring that additional support was effective and developing specialist provision and services. A result of such findings and the implications for my school have been: 1. A reduction in the number of children placed on School Action – either by not being placed on the SEND register, or by being removed from it. In many cases, identified labels were â€Å"behavioural†.There is evidence that good class teacher behaviour management, combined with weekly visits from a pupil referral unit outreach worker, as well as a Learning Mentor, has helped to remove some emotional barriers to some children’s learning. However, definitions of ‘behavioural difficulty’ can still remain unclear as this can be a fluid and relative term dependent on the setting of a class and the nature and frequency of behavioural challenge – and hence vary nationally as well as within a school. Children remaining on school action are largely children with ongoing literacy difficulties, whose difficulties are being examined more specifically as suspected dyslexia. 2.Improved training for Te aching Assistants who are often the staff working closely with children identified with SEND. This has included in-house training and attendance on specific courses as well as reaching a minimum standard in Maths and English. Time factors and competing demands on Teaching Assistants’ time however are considerable constraints and hinder the impact that this training may have. The school now employs a NumbersCounts maths specialist. The impact of this specialist teaching needs greater time to develop to measure its effectiveness – although I do not feel that curriculum sub-levels may necessarily be the best way to measure this impact for certain children. 3.A focus on Quality First teaching so that all staff educate, share and promote practical and achievable ways for every class teacher to adopt strategies as a matter of daily routine that are inclusive to children with Speech and Language difficulties and dyslexic tendencies – to embed this in a culture of good general practice and reduce the potential for children to be classified as ‘SEN’ when underachievement is the issue and provide a good learning environment for all children – including those with SEN. The Code of Practice (2001) outlines four main areas of need – cognition and learning, behaviour, emotional and social development needs, communication and interaction and sensory and/or physical needs. Compared to national 2006 figures ( DfES Special Educational Needs in England, January 2006. SFR23/2006), our school has a far higher incidence of Speech and Language difficulties including dyslexia ( 61% of the SEND egister ) ASD ( 21%) than the national figures ( 14. 3% and 2. 4% respectively ) but a much lower incidence of BESD ( 6% to 26. 5% nationally ). Part of the reason may be recent school investment in enhanced Speech and Language Service from the NHS, where the school together with 4 other local schools, funds weekly Speech and Language therapist ti me. This has lead to a high rate of referrals, which has led to a higher rate of detection. This picture is not evenly spread however – the investment in Speech and Language, although justifiable as such difficulties impede access to many parts of the curriculum, comes at a cost to other categories of SEND as identified by the Code of Practice.Other children’s need are not always met quickly ( sometimes more than 2 terms ) despite early identification due to lengthy waiting times for assessments with ‘low level, high incidence’ learning difficulties such as dyslexia having low priority in the hierarchy of urgency . There are only 2 Specialist Teachers qualified to formally diagnose dyslexia provided by the Lewisham Inclusion Service to support the needs of children in mainstream settings whose time is shared between 92 schools in the borough. This means that specialist provision increasingly needs to be provided within the school setting and is dependent o f current staff levels of expertise.This can create variability in the quality of provision for children with SEN across schools in the same locality. In accordance with the Equalities Act 2010 and Special Educational Needs and Disability Act (2001), schools must make reasonable adjustments for children with SEN and disabilities to access testing that does not discriminate against them on the basis of their disability or special need. A learner with a Statement of Special Educational Needs automatically qualifies for up to 25% additional time in order to complete testing in Reading, Writing and Mathematics at the end of KS2 – however changes in the criteria for awarding Statements of SEN in Lewisham have amounted to fewer statements being issued and financial savings for the authority.A diagnosis of dyslexia would not however result in additional time if the learner does not have a Statement unless considerable additional documentation is provided. The use of a scribe, transc ript, technology such as a laptop or reader however for a dyslexic learner is discretionary upon a school’s assessment of the learner’s need in order to access the tests and can be easily arranged. It is at least reasonable for Qualifications and Curriculum Development Agency (QCDA) guidelines to permit such measures as scribes or laptops to remove potential barriers to performance for children with certain types of need under formal examination conditions to access the knowledge held by children who may not best be able to demonstrate in written form.In conclusion, whilst various governmental policies have aimed to improve the outcomes for children with SEND, there are difficulties – some unforeseen – between the principles set out and the translation of these into practice, with gaps and variations on local and national levels. We await the forthcoming new legislation around SEND and the implications that this will have on the ever-developing role of th e SENCo forging a strategic path to best meet the needs – Special Educational and otherwise – of families and children within a tighter resource framework. References Special Educational Needs Code of Practice. DfEE 581/2001 November 2001 QCA Curriculum guidelines for learners with learning difficulty and special arrangements during Key Stage 2 tests – 2012Special Educational Needs and Disabilty Act 2001 What Equality law means for you as an education provider: schools. Equality and Human Rights Commission, 2010 Removing Barriers to Achievement: The Government’s Strategy for SEN. DfES/0118/2004. 2004 National Inclusion Statement, 1999 Every Child Matters: Change for children (2004) Special Educational Needs and Inclusion: Reflection and Renewal, NASUWT Report, 2008 House of Commons Select Committee Report on Special Educational Needs, HMSO, 2006 Inclusion Development Programme:Teaching and supporting pupils with dyslexia. www. nasentraining. org. uk/resou rces/dyslexia-idp-materials/ The Special Educational Needs and Disability Review.Ofsted, 2010 The SENCO survival guide: the nuts and bolts of everything you need to know Edwards, Sylvia; National Association for Special Educational Needs (Great Britain) E-boo, Routledge, 2010, 1st edition Inclusion: Does it matter where pupils are taught? Ofsted, 2006 Lewisham Local Education Authority publications: School Action/School Action Plus guidance criteria (2010) Inclusion debate treads new ground, The Guardian, Tuesday 31, 2006 Hallett, F & Hallett, G (2010). Transforming the Role of the SENCO: Achieving the National Award for SEN Coordination; Open University Press Special Educational Needs and Disability Policy, Rose and Lyle, 2011

Deforestation in Amazonia

The Amazon rainforest is the world's largest rainforest situated in Brail of South America and consequently suffers the most deforestation in the world. Deforestation is the cause for the destruction of the Amazon and rapidly becoming the most reliable method for access to resources such as wood. The countries of Amazonia are poor, less developed countries that rely on the resources of the Amazon rainforest to become richer, more developed countries. However, some people think that they can only do this by destroying the rainforest forever. The trees of the rainforest can be sold for wood (timber). This timber is in great demand in economically developed countries like Britain, Japan and USA. Accordingly, as it is in great demand, there are many advantages as well as disadvantages of the deforestation of the trees in the Amazon. There are many people that have an interest in the rainforest such as the large companies in the developed countries who buy the raw materials such as the wood from the rainforest. The business of trade of the materials would most likely improve the developing countries like Peru and Brazil as the government would profit exceedingly and could use the money to build roads or provide the materials for buildings and schools or hospitals as a way to improve the country. As the company will be a transnational company, there will be many, many jobs created in both the developing and developed countries involved in the business thus improving the standard of living for many people in both types of countries. Nevertheless, the destruction of the rainforest will be vast and this use of the rainforest will not protect the forest. Other types of people that might be interested in the rainforest are the owner and workers of a saw mill. The owner would gain from his business and would also place many local people in employment. This would improve the local people's standard of living however, the mill would not help the entire country to become more developed. Similarly, this use of the rainforest will not help protect the rainforest however, the destruction of it would not be on such a large scale as the large companies' use of the forest. Landless farmers would be under the impression that they would also benefit from the deforestation of the forest land. One of the government's plans to improve the country is to give landless farmers a way of living by encouraging them to set up small farms on land which has been deforested. The landless farmers accept the land as the government provides it for the cheaply. However, as a result of deforestation, the land has become useless as the soil is infertile and vulnerable to erosion due to the equatorial climate. This means that Brazil would not become more developed because the landless farmers will not have the land suitable for growing crops therefore their standard of living will remain poor, adding to the poverty of the developing country. Subsequently, Brazil is left with the destruction of deforestation and useless soil that cannot be recovered in addition to the problem of damaged scenery, all of which does not protect the Amazon rainforest. One point to be considered is that the jobs created will economically develop the country because tax will be introduced and the government could benefit from the tax money to improve the country by building schools and hospitals etc. so in one way, the poor countries would become more developed. If the land that has been deforested due to timber being in great demand economically is turned into cattle ranches and plantations, local people would benefit from this as many jobs will be created. Workers will improve their standard of living from this as plantations will allow vital crops such as sugar, coffee and rubber plants to be grown. These raw materials can be sold to economically developed countries, however, growing these crops will be a slow process and the workers would not benefit straight away. On the other hand, the local tribes like the Kayapo would be against the deforestation of the rainforest completely as their way of living and cultural traditions are destroyed because they are forced off the land to make way for new developments resulting in loss of homes and therefore poor standards of living ensuing again in the poverty of the country. Natural conservationists and tourists would be against this use of the rainforest because rare animal species would become extinct, as well as rare plant and tree species being destroyed. For this use of the rainforest to be sustainable, far less trees would have to be destroyed. Statistically, approximately one in twenty trees is of economic value, while the rest are destroyed for no reason, leading to the extinction of rare species of plants and trees, which the natural conservationists would be against. To maintain sustainability of the rainforest by using it for the timber, large companies who buy the raw materials could only cut down the trees of economic value rather than destroying others. Also, removing the deforested trees results in other plant life to be destroyed as roads have to be built and vehicles have to be brought into the rainforest to remove the trees. Residents of the forest are aware of the circumstances and have found others ways to remove the trees without destroying others. Buffaloes have been used to drag the trees out, without the need to build roads. However, using buffaloes to remove the trees would be slow development for the government so a few roads could be built. Another use of the rainforest is for valuable minerals. Under the forest lie huge amounts of valuable minerals like iron ore, bauxite and gold, some of which are vital to daily life. These valuable minerals are sold to economically developed countries. The developing country would profit from the sale of the minerals to more economically developed countries for the reason that the demand for the minerals is high from developed countries as they are so vital. Not surprisingly, deforestation is the method used to access these minerals, causing masses of destruction. Nevertheless, large companies in the developed countries who buy the raw materials from the rainforest will still favour the use of the rainforest to extract valuable minerals. Besides destroying the land under which the minerals lie, room has to be made for the power stations needed. Extracting valuable minerals such as bauxite which is aluminium need hydro-electric power from these power stations. One advantage of this use of the rainforest is that electricity can be provided for the local people as well as for the extraction of minerals. This therefore helps part of the country to become more developed as many homes would have the basic amenities that a home in the developed country would have. Another advantage of this use of the rainforest is that again, many jobs will be created for the local people to work at the sites. Jobs will be created in order to build the power stations, to build roads so that access to the rainforest is easy as well as for the removal of the trees. Jobs will imply a better standard of living for the people of the country. However, there are many disadvantages of the use of the rainforest in this method. The deforestation process leaves the soil useless as it becomes infertile and insecure. This is because the roots of the trees once held the soil together, to prevent it from collapsing, and a lot of the nutrients in the soil were also provided by the trees. In this way landless farmers are once again left not benefiting from this use of the rainforest. Deforestation also adds to the problem of the destruction of the scenery which natural conservationists and tourists of the rainforest would be against, and also because of the extinction of a variety of different species of animals and plants. The deforested land could then be used for cattle ranches which a few local people would profit from because jobs would be created on the ranches. There would also be one problem that the workers would face on the cattle ranch. As the land has been deforested it will be unlikely that grass will grow which is vital to the cattle for grazing. Therefore the cattle would not be as healthy and the food produce from the cattle would not be as appealing to the richer countries. . However, this problem is only small scale and the grass would grow back eventually. For that reason, workers on cattle ranches would be in favour of this use of the rainforest. On the other hand, workers on plantation farms would find it difficult to grow fundamental crops such as sugar, rubber, and coffee plants as the soil would be infertile. Similarly, the local tribes of Amerindians would be against this use of the rainforest as they do not benefit from deforestation because of their traditional, cultural and social way of living from the trees in medical ways as well as having animals to hunt for food. To maintain sustainability in the rainforest using this method of extracting minerals from the rainforest extraction of the minerals could take place in parts of the rainforests which have already been deforested as a result of timber trade rather than deforesting new areas of the rainforest. Another way is that when the soil is dug up after the extraction, people could find a way to return the nutrients back into the soil for example by using artificial fertilisers. However, this proves to be tremendously costly for the government as millions of acres of land would need to be covered and this would not benefit the country if the money was used on the fertilizers rather than developing it into a richer country. One other use of the rainforest is for tourism. The rainforest can be kept as it is and used as a tourist attraction. Visitors from the richer, developed countries would visit to see the great variety of plants and animals. As opposed to the other uses of the rainforest, this use of the rainforest will not be favourable to many of the different types of people interested in the forest. As the tourists would like to see the forest in its natural habitat, they would be against the idea of abusing the rainforest's nature by taking advantage of the land it covers and the crucial resources it provides. However, some deforestation would need to take place in order for the tourists to see the rainforest. Roads would have to be built to provide access to the forest. Lodges would have to be built for the tourists to stay in, which will have to include the basic amenities such as electricity and hot water. In order for these to be provided water and electricity systems will need to be accessible in the rainforest which could cause some deforestation. Local people would benefit to some extent from tourism because they could sell food products such as fruits and meat etc. from the forest to the tourists or provide the tourists with places to stay and this could improve their standard of living slightly. However as the scale of tourism in a natural place such as the rainforest is extremely diminutive, it is highly likely that the local people would not benefit as much from the use of tourism in the rainforest as using the rainforest to extract valuable materials or for selling timber. Many people such as the owner and workers of a saw mill, landless farmers, and owners of cattle ranches alongside the large companies in the developed who would want to buy the raw materials from the forest would be against this idea of conserving the forest for its natural purposes because they would not profit from this whatsoever. The rainforest land would have to be kept undisturbed. This use of the rainforest will not help the developing country to become more developed as tourism of the rainforest is of such a small scale that the whole country will not benefit from it. On the other hand, tourism of the rainforest does help protect the Amazon since people want to tour it in its natural condition. The idea of ecotourism introduces sustainability of the rainforest, however to maintain this sustainability of the rainforest, tourism would have to be limited. If the tourist industry were to grow in the rainforest, much more land would need to be deforested to make way for developments such as hotels, roads, shops etc. as this would attract more visitors from richer countries. This would also bring out the multiplier effect which is when an economic activity creates extra employment, expanding more economic development. This is also a method that could help to improve developing countries. In my opinion, for the development of the rainforest to be sustainable in order to allow many uses of the rainforest to gain access to the resources of the rainforest without destroying it forever, all of the above uses should be limited to a certain amount. Total neglection of the devastation done to the rainforest is not the solution. There is also the problem of the change in the climate caused by deforestation, for whatever reason, whether it is to extract minerals or to sell timber, to be considered when dealing with the issues of deforestation. However as timber is such a vital resource for everyday life virtually everywhere in the world, deforestation cannot come to an end immediately because of the timber being such a reliable source. My opinion suggests that limitations should be introduced so that deforestation can be easily managed, for example, restrictions should be made on how much land can be deforested each year and which areas of the rainforest deforestation can occur. If the area contains many rare species of trees and animals then deforestation here should not be allowed, to prevent the species from becoming extinct. To make this idea even more sustainable, the government should consider replanting in the areas deforested after making sure not too much damage was caused to the soil. As well as timber being an essential resource taken from the rainforest, minerals also have a particularly great impact on our everyday lives as these minerals are turned into valuable substances such as aluminium and priceless gold for jewellery. Again, destruction of the rainforest cannot be completely stopped in this situation because of the essentiality of the minerals, nevertheless, it can be limited. Areas can be restricted from mining sites to decrease destruction. Many people could argue here that more land would be needed if all the minerals in that area have been extracted. Interestingly, the solution to this has already been introduced and encouraged by many: recycling. Most of the materials can be recycled such as aluminium from the bauxite extracted as well as the iron and this environmentally friendly method could cause less destruction of the rainforest. My idea also suggests that although ecotourism is the most eco-friendly and causes the least destruction, this should also be controlled. To maintain sustainability of the rainforest without entirely abandoning ecotourism, restrictions should be made on exactly how much development of the tourist industry should be allowed in the rainforest. Although the country will become further developed with many jobs created and tourists from developed countries staying in hotels many shops set up profiting from tourism etc, problems such as the destruction of the rainforest will arise from this. More land will be required for this sort of development and this will cause more devastation of the rainforest, making it unsustainable. Therefore restrictions would preserve the sustainability of the uses of the rainforest without causing future harm to the rainforest itself. Fencing off areas that have restrictions from extracting minerals and slashing trees for timber is another way to make sure that ecotourism will be persistent in the rainforest as they fenced off areas will be preserved for the tourists, plus natural conservationists will be satisfied as well. In conclusion, my proposition is better than others as my solution maintains the development of many of the uses of the Amazon rainforest without causing too much destruction because I have made limitations to each use of the rainforest to maintain the sustainability of the rainforest's natural environment.

Classic English Literature Research Paper Topics #038; Ideas

Classic English Literature Research Paper Topics #038; Ideas The subject of Classic English literature is more complicated than it seems at first glance. A work of literature must not be read as a separate story, but it should be perceived in the context of time. Hence, reading a book, one should consider when it was written, who the author is, and where it is placed with regard to all the other books of the whole literature. Thus, the subject of classic English literature influences as well as it is influenced by the literature of other countries, other genres of art, different philosophical ideas, popular trends, and historical events. While choosing the topic for the research in classic English literature, it is necessary to select the focus of the work. Having a focus, one has to choose the idea to work on. This may be a certain author, work, style, or the investigation of the correlations between two or more works. Topics and Ideas for Classic English Literature Research Paper Here are examples of topics for the classic English literature research paper: The Influence of Strange Case of Dr. Jekyll and Mr. Hyde on The Incredible Hulk The topic that concerns the influence of classic literature on popular culture is particularly interesting due to the generally unknown origin of the characters and stories. Stan Lee, one of the makers of the character of Hulk, mentioned that the story about Dr. Jekyll and Mr. Hyde had inspired him to create the character mentioned above. Thus, this research paper will concern similarities and differences between the stories about Hulk and Mr. Hyde to establish the borrowed and newly created details. Evolution of the Vampire’s Image from Dracula to The Twilight Saga In this research paper, the image of the vampire that was created by Bram Stoker will be compared to the image of the vampire from The Twilight Saga, which was based on the books by Stephenie Meyer. Thus, it will be possible to conclude that the image of the vampire has transformed from the monster into a Byronic hero by softening the rough edges. Compare and Contrast of The Tragedy of Macbeth and House of Cards The lust for power is the central ambition of the character of Macbeth from The Tragedy of Macbeth by Shakespeare and Francis Underwood from House of Cards, the TV series by Netflix. In this paper, the similarities and differences between the two stories will be investigated. The characters of the classic play will be compared to the characters of the Netflix product. For instance, the central character of the play, Macbeth and his wife correspond to Francis and Clair Underwood. Robinsonade of The Martian This topic will critically review The Martian, the movie featuring Matt Damon. The Martian will be evaluated as the story about a castaway, which is the motif originally used by Daniel Defoe in Robinson Crusoe. Thus, The Martian is a particularly interesting story that is created with the use of the motifs of classic English literature rather than remaking the original one, which is a popular trend nowadays. The Lord of the Rings: The Origins The Lord of the Rings trilogy written by J. R. R. Tolkien influenced the genre of fantasy and popular culture because further works in this genre have inherited the features of Tolkien’s mythopoeia. However, Tolkien has created his fictional world and its characters on the basis of English mythology and the stories about King Arthur. In such a way, modern fantasy literature is based on English mythology, which was derived from the works by Tolkien. Thus, the study of the origins of Tolkien’s story is necessary for understanding modern literature. Postmodern Interpretations of the Classic Stories on the Example of Pride and Prejudice Pastiche and mashup are the popular genres of modern literature. Both of them transform the original content of the novel to generate new meaning or to reconsider the original message of the story. Pride and Prejudice and Zombies created by Seth Grahame-Smith is an example of a mashup that parodies Pride and Prejudice, the novel by Jane Austen. This paper will examine the changes, which were made in the original text and their necessity. Supernatural Elements in Beowulf Beowulf is the epic that depicts pagan story from the point of view of the Christian author. In this story, elements of pagan mythology are viewed through the prism of the worldview of another religion, and thus, they are transformed to be discredited. For instance, monsters, such as Grendel, are called to be the descendants of Cain, who is a villain in Biblical mythology. Thus, this work will analyze the negative attitude towards the elements of the pagan mythology in Beowulf. The Archetype of Noble Outlaw This research work will investigate the common traits of the type of character that can be described as a noble outlaw. The sources for this work will include the novel Captain Blood: His Odyssey by Rafael Sabatini and the ballads about Robin Hood. The Tragic Figure of Lucifer in Paradise Lost Paradise Lost by John Milton is an epic poem written in the 17th century. The plot of the poem revises the Biblical stories from the book of Genesis, as well as it adds the point of view of the Biblical villain Lucifer. In such a way, Lucifer expresses his thoughts and feelings and transforms from a villain into a tragic hero. Thus, the topic of this work will be the investigation of the transformation of Lucifer’s character. The Reasons for Fictional Languages in Literature Three of the most popular fictional languages in literature are Quenya, spoken by elves in Tolkien’s works, Nadsat from Burgess’s Clockwork Orange, and Newspeak from Orwell’s 1984. All of them are designed to serve different purposes in the books and are necessary to create an atmosphere of fantasy, demonstrate the independent teenager subculture, or show how language may influence the worldview. In this paper, the reasons for the creation of the three mentioned languages will be researched. The Issue of Purpose of Life in Frankenstein Frankenstein is a novel that tells a story about a man who took the role of God and created life. Life was created is a monster that questions himself and his creator about the purpose of his existence. Thus, this novel raises one of the fundamental philosophical issues, which is the purpose of life. In this paper, the answer by Mary Shelley’s Frankenstein on the issue of the purpose of life will be investigated. Compare and Contrast of 1984 and Brave New World Both 1984 and Brave New World are dystopian novels, but the societies described in each book are different. In this research paper, the social orders and their influence on the societies from the books will be investigated. Psychoanalytic Explanation of the Indecisiveness of Hamlet Hamlet, the main character of the play by the same name, written by William Shakespeare, reveals that his uncle has taken his father’s life to become the King. The whole play is devoted to the retribution of Hamlet, who delays it until the end of the play and makes it because of being provoked. In this work, a psychoanalytical explanation of Hamlet’s indecisiveness will be investigated. Satire of Gullivers Travels Gullivers Travels was a novel that criticized popular literary genres, as well as political issues of that time in a satirical manner. Being published several years after Defoe’s Robinson Crusoe, the novel mocked the genre of the traveler’s tale. Moreover, the political system of Lilliput hinted at the failures of European politics. In such a way, this paper will investigate the idea behind the imagery made by Jonathan Swift. Romanticized Image of the Medieval in Ivanhoe The picture of the middle ages in Ivanhoe by Walter Scott is far from realistic. Being a Romanticist, Scott flattered the Dark Ages. Thus, this paper will investigate the influence of romanticism on the Medieval on the example of Ivanhoe by Walter Scott. The Changed Image of Piracy in Treasure Island The typical image of a pirate owes its look to the depiction of pirates in popular culture. However, the first author, who misrepresented piracy, was Robert Lewis Stephenson, who wrote Treasure Island. This paper will study the influence of Stephenson on the representation of piracy. The War of the Worlds as a Reaction to the Fear of a War At the end of the 19th century, novels about invasion were a popular trend in literature. The thing is that society of that time felt political tension between the European empires. In this work, The War of the Worlds by Herbert Wells will be studied as a representation of the feeling of insecurity due to the oncoming World War I. Ideas of Communism in Utopia Utopia by Thomas More is a social and political satire that ridicules the ideas of the perfect society where there is no private property. In such a way, the book by More criticizes the ideas of Communism before its emergence. In this research paper, the communists’ ideas in More’s Utopia will be studied. Robert Burns’ Influence on Romanticism Robert Burns was a proto-romantic poet who is famous for spontaneous and sincere lyrics all over the world. His style has influenced William Wordsworth, Samuel Coleridge, and other romanticists. Thus, in this paper, the style of Burns’ poems will be studied. Camus’ Ideas in Waiting for Godot Waiting for Godot is a play crafted by Samuel Beckett, an author who was inspired by Camus’ absurdism. Thus, this research will concern the implementation of the Camus’ philosophy in Waiting for Godot. Conclusion To sum up, the topics for the research in classic English literature may as well concern the other fields of humanities, such as philosophy, history, psychology, ethics, and various art genres. Hence, it is necessary to investigate the issues, phenomena, or events the original topic is connected with. Thus, literature may extend and evolve different ideas, and the research in literature is often beyond the scope of a single text. However, there is a common problem concerning the research in classic English literature, which is a personal opinion of the researcher. While personal opinion has the right to exist, it must be supported by the facts. In other cases, the opinion may distract from the research, and in such a way, the work transforms into personal reflection or flow of consciousness. Thus, as far as the format of the research essay is concerned, even such liberal subject as classic English literature requires a scientific approach and critical thinking skills.

Blade essays

Blade essays Blade- The Double-edged Sword Between Two Communities Humans subside in a world that thrives on community, society, and relationships. Within each of these categories people function together, believe in the same morals and values, and create their own divisions within these groups. Through excluding certain groups or individuals the society would cease to function, while enabling the community to feel normal and safe in their ideals. In the movie Blade, the human race is unable to grasp the nature of the vampire realm. The people reside in a place where their everyday lives are unscathed by the dark world of the night. The night is an outlet for the vampires to feed, and thrive. Blade is a combination of both human and vampire. This gives him limited access into both worlds, because both groups fear Blade. These communities cannot embrace him because they cannot identify with him. He possesses greater strengths than humans and vampires. He is ultimately feared by both groups, and is not recognizable in either society that he dwells. His only outlet is to help the one race that does not know what kind of man/thing he is. As indicated in this movie, when an individual possesses the defining characteristics of two diverse communities... Blade will inevitably choose the one least threatening to him. Humans live in a sugarcoated world. They like to think of themselves as individuals within a community. The truth is that they are part of a community that makes them feel secure with themselves. Whether it is a country club, a union, or a church, they attach themselves to something to make them who they are. The human race lacks any type of empathy towards anyone outside of his or her group. They cannot relate to outsiders. In the movie Blade, the human race is wearing a blindfold. They cannot see the truth that lurks in the night. They may not be able to accept the truth because it would ...

History of the Scientific Revolution

History of the Scientific Revolution Human history is often framed as a series of episodes, representing sudden bursts of knowledge. The Agricultural Revolution, the Renaissance, and the  Industrial Revolution  are just a few examples of historical periods where it is generally thought that innovation moved more rapidly than at other points in history, leading to huge and sudden shake-ups in science, literature, technology, and philosophy.  Among the most notable of these  is the Scientific Revolution, which emerged just as Europe was awakening from an intellectual lull referred to by historians as the dark ages. The Pseudo-Science of the Dark Ages Much of what was considered known about the natural world during the early middle ages in Europe dated back to the teachings of the ancient Greeks and Romans. And for centuries after the downfall of the Roman empire, people still generally didn’t question many of these long-held concepts or ideas, despite the many inherent flaws. The reason for this was because such â€Å"truths† about the universe were widely accepted by the Catholic church, which so happened to be the main entity responsible for the widespread indoctrination of western society at the time. Also, challenging church doctrine was tantamount to heresy back then and thus doing so ran the risk of being trialed and punished for pushing counter ideas.    An example of a popular but unproven doctrine was the Aristotelian laws of physics. Aristotle taught that the rate at which an object fell was determined by its weight since heavier objects fell faster than lighter ones. He also believed that everything beneath the moon was comprised of four elements: earth, air, water, and fire. As for astronomy, Greek astronomer Claudius Ptolemy’s earth-centric celestial system, in which heavenly bodies such as the sun, moon, planets and various stars all revolved around the earth in perfect circles, served as the adopted model of planetary systems. And for a time, Ptolemy’s model was able to effectively preserve the principle of an earth-centered universe as it was fairly accurate in predicting the motion of the planets. When it came to the inner workings of the human body, the science was just as error-ridden. The ancient Greeks and Romans used a system of medicine called humorism, which held that illnesses were the result of an imbalance of four basic substances or â€Å"humors.† The theory was related to the theory of the four elements. So blood, for instance, would correspond with air and phlegm corresponded with water. Rebirth and Reformation Fortunately, the church would, over time, begin to lose its hegemonic grip on the masses. First, there was the Renaissance, which, along with spearheading a renewed interest in the arts and literature, led to a shift toward more independent thinking. The invention of the printing press also played an important role as it greatly expanded literacy as well as enabled readers to reexamine old ideas and belief systems. And it was around this time, in 1517 to be exact, that Martin Luther, a monk who was outspoken in his criticisms against the Catholic Churchs reforms, authored his famous 95 theses that listed all of his grievances. Luther promoted his 95 theses by printing them out on a pamphlet and distributing them among the crowds. He also encouraged churchgoers to read the bible for themselves and opened the way for other reform-minded theologians such as John Calvin. The Renaissance, along with Luther’s efforts, which led to a movement known as the Protestant Reformation, would both serve to undermine the church’s authority on all matters that were essentially mostly pseudoscience. And in the process, this burgeoning spirit of criticism and reform made it so that the burden of proof became more vital to understanding the natural world, thus setting the stage for the scientific revolution. Nicolaus Copernicus In a way, you can say that the scientific revolution started out as the Copernican Revolution. The man who started it all, Nicolaus Copernicus, was a Renaissance mathematician and astronomer who was born and raised in the Polish city of ToruÅ„. He attended the University of Cracow, later continuing his studies in Bologna, Italy. This is where he met astronomer Domenico Maria Novara and the two soon began exchanging scientific ideas that often challenged the long-accepted theories of Claudius Ptolemy. Upon returning to Poland, Copernicus took up a position as a canon. Around 1508, he quietly started developing a heliocentric alternative to Ptolemy’s planetary system. To correct some of the inconsistencies that made it insufficient to predict planetary positions, the system he eventually came up with placed the Sun at the center instead of the Earth. And in Copernicus’ heliocentric solar system, the speed in which Earth and other planets circled the Sun was determined by their distance from it. Interestingly enough, Copernicus wasn’t the first to suggest a heliocentric approach to understanding the heavens. The ancient Greek astronomer Aristarchus of Samos, who lived in the third century B.C., had proposed a somewhat similar concept much earlier that never quite caught on. The big difference was that Copernicus’ model proved to be more accurate at predicting the movements of the planets.   Ã‚   Copernicus detailed his controversial theories in a 40-page manuscript titled Commentariolus in 1514 and in De revolutionibus orbium coelestium (On the Revolutions of the Heavenly Spheres), which was published right before his death in 1543. Not surprisingly, Copernicus’ hypothesis enraged the Catholic church, which eventually banned De revolutionibus in 1616. Johannes Kepler Despite the Church’s indignation, Copernicus’ heliocentric model generated a lot of intrigue among scientists. One of these people who developed a fervent interest was a young German mathematician named Johannes Kepler. In 1596, Kepler published Mysterium cosmographicum (The Cosmographic Mystery), which served as the first public defense of Copernicus’ theories. The problem, however, was that Copernicus’ model still had its flaws and was not completely accurate in predicting planetary motion. In 1609, Kepler, whose main work was coming up with a way to account for the way Mars’ would periodically move backward, published Astronomia ​nova (New Astronomy). In the book, he theorized that planetary bodies didn’t orbit the Sun in perfect circles as Ptolemy and Copernicus had both assumed, but rather along an elliptical path.   Ã‚  Ã‚  Ã‚  Ã‚   Besides his contributions to astronomy, Kepler made other notable discoveries. He figured out that it was refraction that allows for the eyes’ visual perception and used that knowledge to develop eyeglasses for both nearsightedness and farsightedness. He was also able to describe how a telescope worked. And what’s less known was that Kepler was able to calculate the birth year of Jesus Christ. Galileo Galilei Another contemporary of Kepler’s who also bought into the notion of a heliocentric solar system and was the Italian scientist Galileo Galilei. But unlike Kepler,  Galileo didn’t believe that planets moved in an elliptical orbit and stuck with the perspective that planetary motions were circular in some way. Still, Galileo’s work produced evidence that helped bolster the Copernican view and in the process further undermine the church’s position. In 1610, using a telescope he built himself,  Galileo began fixing its lens on the planets and made a series of important discoveries. He found that the moon was not flat and smooth, but had mountains, craters and valleys. He spotted spots on the sun and saw that Jupiter had moons that orbited it, rather than the Earth. Tracking Venus, he found that it had phases like the Moon, which proved that the planet rotated around the sun. Much of his observations contradicted the established Ptolemic notion that all planetary bodies revolved around the Earth and instead supported the heliocentric model. He published some of these earlier observations in the same year under the title Sidereus Nuncius (Starry Messenger). The book, along with subsequent findings led many astronomers to convert to Copernicus’ school of thought and put Galileo in very hot water with the church. Yet despite this, in the years that followed,  Galileo continued his â€Å"heretical† ways, which would further deepen his conflict with both the Catholic and Lutheran church. In 1612, he refuted the Aristotelian explanation of why objects floated on water by explaining that it was due to the object’s weight relative to the water and not because an object’s flat shape. In 1624,  Galileo got permission to write and publish a description of both the Ptolemic and Copernican systems under the condition that he does not do so in a manner that favors the heliocentric model. The resulting book, â€Å"Dialogue Concerning the Two Chief World Systems† was published in 1632 and was interpreted to have violated the agreement. The church quickly launched the inquisition and put  Galileo on trial for heresy. Though he was spared harsh punishment after admitting to have supported Copernican theory, he was put under house arrest for the remainder of his life. Still,  Galileo never stopped his research, publishing several theories until his death in 1642.   Ã‚   Isaac Newton While both Kepler and Galileo’s work helped to make a case for the Copernican heliocentric system, there was still a hole in the theory. Neither can adequately explain what force kept the planets in motion around the sun and why they moved this particular way. It wasn’t until several decades later that the heliocentric model was proven by the English mathematician Isaac Newton. Isaac Newton, whose discoveries in many ways marked the end of the Scientific Revolution, can very well be considered among one of the most important figures of that era. What he achieved during his time has since become the foundation for modern physics and many of his theories detailed in Philosophiae Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy) has been called the most influential work on physics. In Principa, published in 1687, Newton described three laws of motion that can be used to help explain the mechanics behind elliptical planetary orbits. The first law postulates that an object that is stationary will remain so unless an external force is applied to it. The second law states that force is equal to mass times acceleration and a change in motion is proportional to the force applied. The third law simply stipulates that for every action there is an equal and opposite reaction. Although it was Newton’s three laws of motion, along with law of universal gravitation, that ultimately made him a star among the scientific community, he also made several other important contributions to the field of optics, such as building he first practical reflecting telescope and developing a theory of color.

Understanding microeconomics Essay Example | Topics and Well Written Essays - 1500 words

Understanding microeconomics - Essay Example Microeconomics deals with the study of human actions and behaviors, which have the tendency to affect the supply and demand system, whereas macroeconomics deals with the behavior of the whole economy. In this paper, we will not only discuss different indicators of macroeconomics. Along with that, we will also analyze the importance of aggregate demand and aggregate supply in the field of economics. We will also discuss the reasons for the shifts in the aggregate demand curve and the aggregate supply curve in order to get a better understanding of the importance of aggregate demand and aggregate supply in the field of macroeconomics. Macroeconomics Macroeconomics is one of the major branches of economics and it is deals with the performance and structure of the overall economy of any specific country. â€Å"The field of economics known as macroeconomics focuses on the behaviors of a national economy, or a regional economy, as a whole† (Bram). The study of macroeconomics leads e conomists to the use of governmental policies to create an economic change in order to avoid depressions and other shocks related to the economy. â€Å"Macroeconomics can be best understood in contrast to microeconomics which considers the decisions made at an individual or firm level† (Moffatt). Macroeconomics focuses on the behavior and dimensions of the whole economy and is primarily concerned with a number of large-scale indicators of economy. The economists need to consider many factors in order to properly analyze the economy of a country. Some of the main factors, which the economists take into account while analyzing the economy, include rate of inflation, general behavior of price, unemployment, and production of goods and services. Macroeconomists perform a thorough analysis of these indicators in order to understand the current position and functioning of any domestic economy. In this paper, we will discuss unemployment, inflation, and production, which are the mos t important indicators of economy. Let us discuss these factors in some detail in order to get a better understanding of how these indicators reflect the economy of a country. Unemployment Unemployment is one of the most important phenomenons related to cyclical fluctuations in the economy. Unemployment rate is the ratio of the unemployed workforce to the overall size of the labor force of an economy. â€Å"In a healthy economy, a certain degree of unemployment indicated as a percentage reflects the fact that there constantly are job seekers and employers voluntarily running after better opportunities for their own good† (Yang). There are various types of unemployment, which reflect the reasons of unemployment in an economy. Some of the major types of unemployment include frictional unemployment, structural unemployment, seasonal unemployment, and cyclic unemployment. The economists find the rate of unemployment by dividing the total number of unemployed people by the labor f orce of a country which is the sum of total number of employed and unemployed people. Increased rate of unemployment is not a good sign for the economy of a country because unemployment is a factor, which not only results in loss of output but also decreases the income of the people living in any specific country. Inflation Inflation is another large-scale indicator of economy, which is associated with the rate of change in the level of prices. â€Å"

Social Media and Web 2.0 Assignment Example | Topics and Well Written Essays - 250 words

Social Media and Web 2.0 - Assignment Example I haven’t tried using Google plus principally because most of my friends have also not made the shift to that sites. Google plus has slim chances if any in competing with Facebook due to a number of reasons. The key reason is that its orientation is not aimed at social networking customers but business sector customers (Risen, 2014, Bosker, 2011). In terms of numbers, this means that fewer visits are made to the site compared to Facebook translating to lower revenues. Charlotte Fire Department fired Crystal Eschert over comments she made on her Facebook page which were deemed to be against the company’s policy of treating all people with dignity and respect. In According to Worf (2014), Chrystal Eschert was incensed by reports that the handling of Michael Brown killing was in fact making the white police officer the victim. I think the termination was not justified because she had not identified herself as the department’s employees in her Facebook account. Besides, the action was taken after a complaint by only one person who wrote to the company to complain. The company could have prevented this from happening ha it had in place a clear social media policy indicating the dos and don’ts. In this instance, Eschert was operating in a grey area. The article can be found in the link below: Highlights First Amendment Debate. American Renaissance. Retrieved December 24, 2014 from

Poetry Essay Questions Example | Topics and Well Written Essays - 500 words

Poetry Questions - Essay Example d as something whose beauty is cherished from afar as long as the gap of distance made by the heights where the object of interest resides is not closed. So that this initial part of the poem proceeds with â€Å"Provided it do hopeless – hang -- / That – â€Å"Heaven† is – to Me!† The creation of â€Å"Heaven† – is what I cannot reach! May be recognized with unusual use of punctuations. Dickinson richly fills in her composition with dashes all throughout the poem, locating them where appropriate. This reflects a particular attitude with the manner the speaker ought to connect words so that they generate interjections somewhere and evoke how much ‘heaven’ means to her. She further engages in enumerating scenes that are evidently beyond her reach, stating with keen sentiment â€Å"The Color, on the Cruising Cloud -- / The interdicted Land --†. Heaven, for the joyful speaker, must be a sight of paradise as she continues to express â€Å"Behind the Hill – the House behind -- / There – Paradise – is found!† To this extent, a critical reader may be inclined to observe that the poet desires to render the main character to possess a playful imagination of hovering at a spot from the distant Hill where all she could possibly have at that moment is a treasure in mind or that ‘House’ at the other side of the ‘Hill’. Dickinson can be felt to draw an allusion whereby the idea of being brought to her setting of heaven depends on whether or not a huge barrier can be crossed since the ‘Hill’ in the second stanza occurs to divide the onlooker and the dream ‘House’. Apparently, Dickinson’s heaven is found within the realm of this planet and need not be that which is conventionally associated with the cosmic bodies or the spiritual world. As long as there exists a great distance to be covered, either by longitude or latitude, between a dreamer and the dream, then this situation gives birth to the notion of heaven. Besides this, nevertheless, the

Public Policy & Government Regulation in Global Management Research Paper

Public Policy & Government Regulation in Global Management - Research Paper Example Energy is the heart of global warming. The production of electricity using fossil fuel is one of the prime reasons for the increase in global temperature. Global warming is likely to lead to a fall in demand for the hitting energy and increase the demand for cooling energy. The production of energy is likely to be halted by the increasing temperatures and a shortage of water supply. Energy production and distribution systems may get exposed to the rise in sea levels. Climate changes can affect some renewable energy resources in the nation.  Sea Level rise, as well as storms, would increase the risk of major impacts. Flooding resulting from the increasing downpour would increase the risk of disruptions and delay in rail, air and road transportation. The rise in heat might limit transportation operation and lead too pavement and truck damage. Some corps show good responses to lofty carbon dioxide and low levels of warming. Extreme circumstances such as drought and downpour would redu ce crop yields. Also, diseases, pets, and insects get benefited from warming. Global warming has affected the factors that control the decomposition and growth. Vast amounts of the shift have been seen in the timing of animal migration. Deserts and dry-lands are likely to become a lot drier.  Global warming has an increased risk of deaths and illness due to the extreme heat. Global warming would make it more challenging for the health authorities to meet the air quality standards. Children and old are likely to be most vulnerable.

Merger and acquisition Essay Example | Topics and Well Written Essays - 1000 words

Merger and acquisition - Essay Example Mergers may result into a stronger company with combined assets, competencies or into a dilution of financial strengths of one of the companies. Some of the examples of mergers that made deadlines include the one between British Salt and TATA Chemicals. This article focusses on the Disney and Pixar merger that saw Disney acquiring shares worth $ 7.4 billion in Pixar. This merger was more than a necessity for Disney especially because of Pixar’s creative force. According to Barnes (2008), Pixar was founded as the Graphics Group in 1975 with initial intention of making the first completely digital movie. Pixar started as a high end computer hardware company and one of their customers were Disney Studios who bought their Pixar Image Computer that never sold well. Due to poor sales, Pixar began animations and in 1990, the company’s hardware division was sold by Steve Jobs although Pixar still maintained her relationship with Walt Disney Feature Animation (Baid, 2012). Pixer then made a $26 million deal with Disney to produce some animated feature films that included Toy Story that went on to gross more than $350 million worldwide in 1995 and later became a major controversy between the two companies. Pixar became Hollywood’s first fully computer-generated feature film which made it become a household name overnight. All along, there was a close business relationship between Pixer and Disney that saw Disney’s acquisition o f Pixer on May 5, 2006 (Baid, 2012). Barnes (2008) explains that Disney has been preeminent in the field of family entertainment that began as a cartoon studio in the 1920s to the current global corporation. The company still provides quality entertainment for many families across the world Disney began with Alice comedies where he created a character named Oswald the Lucky Rabbit before another character known as Mickey Mouse. Disney began animated feature film in 1934 with the story of