The first World War Essay Example for Free

The first World War Essay Part way through the Second World War Hitler occupied nearly all of Europe, including France. He decided to take Britain next. His first plan failed. So he resorted to the blitz. The blitz was the constant bombing of major cities in Britain, along with other targets such as food and railways. But this wasnt Hitlers ideal way to take Britain. But to understand why this and everything else previously occurred, we need to go back to the end of the First World War, when the allied countries, Italy, America, France, Britain and Belgium put together the treaty of Versailles. This treaty blamed Germany for the war, and made them pay compensation to the allied countries for the cost and damages expenses of the war. Their army was reduced to 100,000 men and 10% of their land was taken away. Soon after the end of the war came the Wall Street crash, this came as a result of the treaty of Versailles. The German people were in a mess, as was their country. They were looking for a strong leader who felt the same way as they did, and would promise them improvement. Hitler fitted the bill. In 1933 Hitler became the chancellor of Germany, and from then on he worked solely for war. He even went behind the backs of the allies to do so. He wanted to regain the land that had been taken from them, and he wanted to take extra to make room for his perfect race. So, in short, he built an army and marched to war. Hitler developed a tactic known as Blitzkrieg which means lightning war. This was a two way attack that surprised the enemy into submission. He would bomb the city he was advancing on at the same time as advancing on foot, then moving onto the next target very quickly. This resulted in a large amount of Europe being taken very quickly with these tactics. But the beginning of the Second World War was only signalled when Hitler decided to invade Poland, as Poland was allied with both France and Britain. The rest of Europe soon fell to the Germans, and now only two countries remained to be taken; Britain and Russia. Hitler chose Britain, as he had already made an agreement with Russia that stated that they would not attack each other. This meant that Hitler would only be attacking one country at once as Russia would not attack, just so long as he didnt invade them. Hitlers approach to invading Britain was slightly different to his approach with the rest of Europe, as the British channel separated Britain from him. So he decided to put into action operation sea lion. Operation sea lion required the Luftwaffe to bomb the British air bases, thereby gaining air superiority, and thus being able to cross the British channel safely. And so The Battle of Britain began. Over a period the Luftwaffe were defeated, due partly to the superiority of the British aircraft, such as the supermaire spitfire and the hawker hurricane. The invention of radar also played a big part, as it allowed British aircraft to see the Luftwaffe in advance. This forced Hitler to change his tactics and so he decided to use the blitz. On the 7th of September 1940 the continuous bombing of all major cities and some other targets began. On the first night alone over 2000 died or suffered from injuries. By doing this, Hitler aimed to shock Britain into surrender, as he believed that Britain didnt want a war. So his targets were designed to cause as much damage and unrest as possible, aiming for densely populated areas, such as cities, (but especially ones with ports) food supplies and factories. The blitz only stopped after the d-day landings, so Britain was bombed for 8 months. In which time many children had been evacuated, gas masks handed out, shelters had become many peoples second homes, and 40,000 men, women and children had died. 2 million were homeless. In bombing Britain, Hitler concentrated on several targets. A port, railways, food supplies, factories, etc. any city by the sea was heavily targeted, as they had every single one of the above. Coventry, Plymouth and Bristol were three heavily targeted cities. Coventry was bombed because it was the centre of Britains arms trade and machining industry. As it was quite a small city, the 450 German bombers in the raid caused enormous damage, totally demolishing the majority of the city centre. 554 people were killed and 865 were seriously injured. 30,000 fire bombs fell cut from the daily verald. This counter propaganda was released along with RAF Strikes Berlin and Coventry, Not a mortal blow. 450 bombers, and yet the factories were back to full production in only 6 weeks. Several other major attacks on Coventry took place, such as the one on November 14 1940. On this day, the Luftwaffe had pulled all the stops out. The raid was made by 515 German bombers, two thirds from Luftwaffe 3 and the rest from the pathfinders of Kampfgruppe 100. The attack, code-named Operation Moonlight Sonata, was intended to undermine Coventrys ability to supply the Royal Air Force and the British Army by demolishing factories and industrial infrastructure, although it was clear that the damage to the city, including monuments and residential areas, would be considerable. The initial wave was of 13 specially modified Heinkel He 111 aircraft of Kampfgruppe 100, which were equipped with X-Geri t navigational devices, accurately dropping marker flares at 19:20. The British and the Germans were fighting the Battle of the Beams and on this night the British failed to fully disrupt the X-Geri t signals. However, the cathedral was heavily bombed, which enticed Britain to retaliate by bombing Berlin, a very historical city in Germany. Plymouth was one of the United Kingdoms principal naval dockyards. The city was extensively blitzed during the Second World War, to the extent that approximately twice the amount of housing stock that existed prior to the war was destroyed during it (as a consequence of rebuilt houses being successively hit). Although the dockyards were the principal targets, civilian casualties were inevitably very high. The first bomb fell on the city on Saturday 6 July 1940 at Swilly, killing 3 people. The last attack came on 30 April 1944. Altogether 1,172 people were killed and 3,269 people were injured these figures do not include the many service casualties. At one point the population fell from 220,000, at the start of the conflict, to 127,000. Probably the worst single raid of the blitz was on a central area of the town called Portland Square. On the evening of the 22 April 1941 the communal air raid shelter took a direct hit, killing 70 people. As a result of one of the first raids, 26 people were killed, 60 houses demolished, 400 houses seriously damages and 2,000 slightly damaged. The citys electricity was restored in the afternoon, but gas was not available until 3 weeks later. After raids, locals teamed together and sang the national anthem as they dug out survivors. As this helped maintain and lift moral, it was strongly encouraged. On Monday 6th January meat rations were reduced from1s 10d to 1s 6d. Then on the Thursday of the same week, their majesties King George VI and Queen Elizabeth visited Plymouth and toured the service establishments. Then, the very next day, Mr Winston Churchill visited Plymouth and Britains reconstruction chief recommended they plan boldly, and plan now! To conclude, my answer to the question why did Hitler bomb British cities? is Hitler bombed Britain to try and force them into surrender. Because he couldnt risk sending his fleet across the British channel he tried to take out our air bases, but because he failed to gain air superiority he changed tackics. He was hoping that the British civilians could be so demoralised by the relentless dropping of bombs that they would force Churchill to surrender. But he failed. What effect did the blitz have on Britain? In the summer of 1939, the British government were making plans. Hitler was still making threats and war seemed imminent. And so they began to plan for the event of war, majoring on air defences. And so, when the attacks did come, the nation was prepared. Taking into account that aerial attacks would, undoubtedly kill many civilians, the government began to evacuate children out of the cities, thereby protecting the future generations. Many young children were evacuated prior to the first bombings. The government had portrayed the idea that when your children arrived in the country they would be brought into loving homes and would be looked after as if they were part of the family. They sent out propaganda films showing children running in and out of the woods and having school lessons on fields with butterflies. However, the real events were quite different. When the children arrived in the village they would be staying in, they would be lined up and hand picked. The larger, healthier children were picked first, leaving the scrawnier, dirtier children to be picked last. Many parents didnt like the thought of their children going to stay with strangers, and in many cases, quite rightly so. Some children received regular beatings from their new families and some were even sexually abused. And so, when the parents began to get letters from their children, or in some cases no letters came, the parents began to call their children home, but by that time, some had already run away. However, after the first air raid, many parents saw the sense in evacuation and sent their children back into the countryside. The blitz had another major effect on Britain: the government foresaw that if the Germans bombed them, then they would easily find their targets, as they would be lit up like a spot light, so they introduced the blackouts. At first, everything was totally blacked out. From street lamps to torches, everything was gone. However, this did cause a few problems, such as there was a large increase in the amount of Car crashes, so slits were introduces to help combat that. It worked too, as there were fewer crashes and the desired effect was still accomplished. The blackouts also had the effect of giving that illusion that the bombers were in the wrong place. In addition to getting rid of the lights in the cities, they also would place lots of lights on top of hills all around, giving the wrong impression again, and therefore minimise damage. For 8 months the blackouts plunged Britain into darkness, and the near constant darkness didnt help with moral. But is was necessary as it not only protected the cities, but airbases and in coastal regions a shore-side blackout of city lights would also help protect ships from being seen and attacked by enemy submarines farther out to sea. Overall, the blackouts played a vital part in keeping Britain in the war. War is notorious for causing civil panic, and as a result lower moral and more deaths. The government needed to educate. That way, when first raids did come, the people didnt simply run around like headless chickens, but they all knew exactly what they had to do, and proceeded to do it. To educate the people they introduced drills and news reels before films. The news reels acted as an education program, stating the procedure that would take place in the event of a raid. The drills were a practical procedure that everyone learnt. You were taught the different signals, stating the different type of raid (e. g. Gas, fire bomb, etc). These drills had a major effect in the long run, as they save many lives and helped to keep the country orderly when under attack. Rationing was another dramatic change for Britain. At the beginning of World War II, the UK imported 55 million tons of foodstuffs per year (70%), including more than 50% of its meat, 70% of its cheese and sugar, nearly 80% of fruits and about 90% of cereals and fats. One of the principal strategies Germany used was to attack shipping bound for the UK, restricting British industry and potentially starving the nation into submission. In order to deal with the extreme shortages the Ministry of Food instituted a system of rationing. It was introduced on the 8th of January 1940, with bacon, butter and sugar being rationed. Next then came meat, tea, jam, biscuits, breakfast cereals, cheese, eggs, milk and canned fruit. Each person would register with their local shops, and was provided with a ration book containing coupons. The shopkeeper was then provided with enough food for his or her registered customers. When purchasing goods, the purchaser had to hand over the coupon as well as the money for the purchase. Strict rationing caused many people to buy food on the black market and thus having a negative effect on British society. Everyone was issued the same amount of food, (per person, so bigger families didnt go without). The typical weekly ration per person was Bacon 6oz Cheese 4oz Butter 4oz Eggs 2 Milk 1 pint Tea 3oz Sugar 12oz Dried milk 4 pints Dried eggs 12 per eight weeks Sweets 3oz Food like bread, fish, fruit and vegetables were not rationed, but the queues were very long. Initially, this benefited the poorer families, as they were entitled to the same amount to food and therefore ended up eating more than they had done prior to the war. The way the government ensured that people got their fair share was to issue ration books. Each was different, depending on you age, for instance, babies were blue, childrens green, and adults brown. The general public were also encouraged to convert their gardens into allotments, thus providing more food for each family. Clothes were also rationed from June 1941. Each person was issued with 66 coupons per year, with which they had to buy all their cloths. For example, a coat would cost 14 coupons and its money value. Petrol was very hard to come by, so most people cycled or walked, as fuel was used for emergency purposes or government needs. As the war developed, almost everything was rationed. Towels, cutlery, furniture, sheets were all in short supply. In 1942, even soap was rationed. Without rationing, Britain would have almost certainly have fallen to Germany. It was only because everyone knew that they were getting the same amount of food as their neighbour that a civil revolt didnt break out and Britain didnt surrender. In the 20th centaury, many houses were small, and fairly basic. They werent very sturdy either. And if a raid came, and a bomb landed on your house, then you would be dead.

Cognitive Development and Language Development

Cognitive Development and Language Development What roles do nature and nurture play in children’s language development? Within this essay I am going to be looking at whether I think, nature or nurture has the greatest impact on human development, referring to cognitive development and language development. By looking at what different theorists from the human development field have discovered, I will come to the conclusion whether nature or nurture wins this debate. I will start off by explaining some of the key terms that I will be using, making it easier for myself to reference back to when needed. I will then move onto my first area of human development, which is cognitive development, and discuss the nature/nativist theories and the nurture/empiricist theories. By talking about a few different key issues, I will then focus on one main theorist for each. Then, moving on to the second area of human development; language development, I will do the same thing again. By starting off looking at the different nativist theories, and then focusing on one main theorist, and then looking into the empiricist theories, and focusing on one main theorist. After having looked at all the different views I will be able to conclude on whether I think nature or nurture has the greatest impact on human development. Some of the key terms which will assist me in this essay are: Cognition is basically the mental activities that are associated with thinking, knowing and remembering; any ideas and thoughts that a person has, or memories that are stored are all different types of cognitive processes. Reading and learning is also a type of cognition. Development can either be qualitative or quantitative. It can be qualitative in the sense that you cant measure the change, but the change is still noticeable. You can develop quantitatively by an increase in height or weight etc. Patterns of change over time which begin at conception and continue throughout the life span (Keenan, 2006). Cognitive Developmental Theory, which consists of many different theories, but I will start off by referring to Piagets Cognitive Development Theory. In Piagets theory of cognitive development, is a stage theory which consists of different stages of development. Within each stage of development, children are put before challenging situations which they must then deal with and overcome through their own abilities. After completing the challenge the child is then able to move on to the next stage of cognitive development. Learningis when there is a change in behaviour or knowledge which has developed from previous experiences or training. The learning process could be innate, meaning that we are born with the knowledge, or it has been obtained through daily life. Hence, any knowledge or behaviour that we are now in hold of that we were not born with, was somehow learned. This has been studied by psychologists in many ways, Pavlov with his associative learning; he examined the salivation of dogs in response to meat powder; to Skinner with his reinforcement theory, that a learner will only repeat the desired behaviour if the behaviour is followed by positive reinforcement; rats press a lever in the quest of gaining some kind of reward. Language is something that we use in everyday lives. Theoretically, language is a formal system of communication which involves a combination of words and/or symbols, whether written or spoken. It is not necessary for another organism to comprehend the language, for it to actually be a language just that it meets the description given. Language Development is a process which starts early in human life, that begins when a person starts to acquire language by learning as it is spoken or by mimicking the person. By four months of age, babies are able to read lips and distinguish between different speech sounds. Language usually starts off as meaningless words by simply recalling what others are saying, but as a child grows, the words begin to acquire meaning creating connections between words being formed. As a person gets older, new meanings and new associations are created and vocabulary increases as more words are learned. Nature is the genetics you receive, its something you have ever since you were born, e.g. eye colour. It is something that cannot be influenced by others. Nurture is the effect that the people in your life have on you, and the environment you are in. It is things that have influenced you whilst growing up, e.g. the media or values taught by your parents. Nature-Nurture is known to be one of the longest running debates; whether its or genes (nature) or our experiences (nurture) that make us who we are? E.g. If a person commits a violent crime, did they do so because of their genetic makeup (they are genetically pre-wired to be violent) or because of their experiences (e.g., growing up in an impoverished area, not getting a good education, no parental guidance or some other experience)? This is the nature-nurture debate. Child development is a discipline which aims to identify, to describe and to predict patterns in childrens growth where growth includes intellectual (or cognitive), linguistic, physical, social, behavioural and emotional development. (Smidt, 2006), (ARU, 2009) The key theories that are mainly acknowledged within cognitive development include The Stage Theory, carried out by Piaget (nativist), and Scaffolding by Bruner (empiricist). Piaget (1896-1980) researched into childrens learning and believed that they go through stages and learn in sequences when growing up. He thought that children were active learners and that they used their past experiences as their knowledge for the world and how to deal with previously experienced situations. Piagets theory was first published in 1952, which came from his observation of children, including his own, whom he observed in a natural environment. He imagined that a childs knowledge was composed of schemas; knowledge which is used to organise previous experiences, which is referred back to when trying to understand new ones. Piagets theory states that cognitive development occurs in four stages, in which when they begin to take place, they follow the same order; you are only able to move onto the next stage once the previous stage has been completed. The four stages are: Researchers have found that the advanced memory skills in children, mainly in the Formal Operational Stage, are due to memorisation techniques, such as repeating things in hope of memorising them, or categorising them, making it easier to pick out the information in future. Vygotsky (1978) states: Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. His theories were a mix of both nativist and empiricist views. One of Vygotskys central ideas was the Zone of Proximal Development (ZPD), which is the difference between the level of potential development and the actual development in a child. He emphasised how social interaction was vital for develo pment from the beginning of their lives. He declared that before becoming internal, a function must go through a social stage when developing. Therefore, it is initially social, and then becomes an internal function which is known as internalisation (Vygotsky, 1962). The empiricist views would include Vygotskys theory on the role of culture and social interaction. He stated that socio-cultural environment was important for cognitive development. Being able to experience different contexts creates different forms of development; cognitive processes such as thoughts and your imagination develop through social interaction. The matter of social interaction relates back to ZPD, as communicating with other people develops your knowledge further. Bruner (1915- ) developed further on Vygotskys early work, and came up with Scaffolding, which was outlining how an adult assists a child in learning. Adults can aid children to move from where they are, to where they want to go. This is only possible if the child is interested in the situation initially, then they are able to be supported by the adult to further their learning. This is demonstrated in 5 stages, shown in the table below: (ARU, 2009) When an adult is assisting a child they are using previous experiences as their knowledge to do so. This is known as the Socio-Cognitive Stage Theory, in which recall is processed in 3 ways. The Enactive Mode, is when things are represented by doing them, the process used to get to the end product. The Iconic Mode is when children are encouraged to record their experiences, therefore making them more memorable. Lastly, the Symbolic Mode, which is where children use symbols and codes to represent and specify the meaning of what they are trying to represent. E.g. writing the number 5 instead of writing five; its a symbol representing the number. Skinner (1905-1990) is another example, who has practiced the importance of empirical learning in development. According to him, learning is characterised by the way a person processes their behaviour, which is then shaped into an experience. He doesnt completely eliminate the role of innate factors, but does argue that the external environment has a higher influence on development. Skinner suggested that if a person is positively reinforced (rewarded) for carrying out a certain action, they are more likely to repeat it again and recall it as a good experience. If a child was to be negatively reinforced (punished) they are highly likely not to repeat the behaviour again as they dont want to be punished, therefore remembering it as a bad experience. I believe that a person has to experience an event physically for them to be able to remember it better and recall it. Therefore, the environment plays a crucial role in cognitive development as it gives you knowledge of whether something is right or wrong, and then this experience is moved into the innate as a memory. Like Skinner suggested, before carrying out an action the child will remember the last time they carried it out, how they had approached the task set ahead of them then, what they have learnt since then, and how they can improve on it now with their recent learning; hence the social interaction has led the child to think back using their innate memory. Cognitive development requires both nativist and empiricist approaches to help a child develop their learning. The key theories that are mainly acknowledged within language development include Chomskys Language Acquisition Device, Skinners Reinforcement and Banduras Social Learning Theory (SLT). The nativist theory deals with language being an innate feature of a child. Chomsky (1928- ) promotes this theory and came up with his own Language Acquisition Device (LAD). He declared that the ability to learn language is inborn, suggesting that nature is more important than nurture. His work contributed to the thought that childrens language development is more complex than what is declared by behaviourists, who believe that children can learn language by being rewarded for imitating. However, Chomskys theory does not take into account the influence that cognition and language have on each others development. Nativists believe that if children surrounded by poverty, and brought up in a poverty constricted environment, children are still learning to speak due to their language acquisition device. Th is leads them to believe that the study of learning focuses on events that can be observed and measured. Empiricist views of Skinner and Watson, shows that they believed that children come into this world as a blank slate. Therefore, meaning that when a child is born, they have no knowledge at all, and are incapable of doing or knowing anything. They believe that this theory applies to all species. Behaviourist views like this suggest that the role of the environment is vital, and that the process of learning is only successful if there has been a change in behaviour. Moving onto Banduras (1924- ) Social Learning Theory, which suggests people learn from one another by observing their actions and imitating them. This theory is known to be a link between nativist and empiricist views as nativist learning is needed when trying to memorise what you are seeing and embarking on motivation. Most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a gui de for action (Bandura). The conditions which are necessary for this model to take place include, Attention, there are various points which will either increase or decrease the amount of attention you are paying to a situation. This could relate back to Skinner and his Reinforcement theory. Retention, being the second condition, is remembering what you were paying attention to. This can be remembered in different ways such as, images, symbols, coding, or just rehearsing. Reproduction, is being able to reproduce the image, which then leads to Motivation, which occurs when you have a good reason to imitate the previous sequence. Other reasons for this motivation may be incentives, or the speculation enforced by the reinforcement theory. Skinner suggested that the associations between a stimuli and the response could explain the behaviour and interaction of a being. He tried to apply his Operant Conditioning to the way language is learnt. The probability of a verbal response was contin gent on four things: reinforcement, stimulus control, deprivation, and aversive stimulation. The interaction of these things in a childs environment would lead to particular associations, the basis of all language (Skinner 1957). I believe that nurture, is a more effective form of language development. This is because language is a gradual process; you need to go through various stages of development until you are at a level of individual learning. By watching what an adult is doing, at a young age you observe them and imitate them. Its like watching a carer and a baby having a conversation; CARER: Hello, what are you doing? BABY: (babbles) When talking to the baby, theyll try and converse back, and as they grow older they learn words and their meanings and are able to create sentences. This all comes from some form of social interaction. The nature side of things is important in this matter too as; once a child has learnt a word, it needs to be stored and recalled again when needed to. Therefore, both nature and nurture work together in an effort to create language development. To conclude overall, I believe that both nature and nurture play a vital role in the development of cognitive and language development. The nurture may come first at times to experience the situation or process, which you then will remember and will store it, and then when needed to use again the experience becomes innate and is remembered through the cognition of your brain, becoming your nature. There are many studies that have been carried out to prove that nurture is more vital in the development of these processes, but from my point of view, I dont think there is as much information available on the nature side of things as there is on nurture. There are well known nature theorists out known, taking Piaget for example, but nature theories need to be backed up more strongly with more research being carried out. Reinforcement plays a big role in no matter what you do, if you are negatively reinforced towards a situation, you are likely to not want to go through it again and put th at experience at the back of your mind; but still have it in your memory for you to be reminded to not recreate the scenario. The nature-nurture debate has been studied over for many years, and will probably continue to be for many more years to come; but this is strong debate which I believe works together as a pair, and the one needs the other for it to be able to function appropriately. REFERENCES: http://www.alleydog.com/glossary/definition.php www.learning-theories.com/classical-conditioning-pavlov.html http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html http://en.wikipedia.org/wiki/Language_development (2009). Theory of Cognitive Development. Available: http://www.answers.com/topic/cognitive-development. Last accessed 13 December 2009. (2008). Stage Theory of Cognitive Development (Piaget). Available: http://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html. Last accessed 13 December 2009. (2004). Cognitive Development In Children. Available: http://allpsych.com/psychology101/development.html. Last accessed 13 December 2009. Verenikina,A. Understanding Scaffolding and the ZPD in Educational Research. Available: http://www.aare.edu.au/03pap/ver03682.pdf. Last accessed 13 December 2009. Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian Perspectives. Cambridge University Press. The Nativist Theory. Available: http://language11.tripod.com/id9.html. Last accessed 13 December 2009. (2009). Developing language for life. Available: http://www.literacytrust.org.uk/talktoyourbaby/theories.html. Last accessed 13 December 2009. (2009). Nature Versus Nurture. Available: http://education.stateuniversity.com/pages/1913/Developmental-Theory.html. Last accessed 13 December 2009. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. (2008). Social Learning Theory (Bandura). Available: http://www.learning-theories.com/social-learning-theory-bandura.html. Last accessed 13 December 2009. Oates,J Grayson,A. 2004. Cognitive and language development in children. Open University : Blackwell BF Skinner, Behavioralism, Language Behavior. Available: http://www3.niu.edu/acad/psych/Millis/History/2003/cogrev_skinner.htm. Last accessed 14 December 2009.

More Than Just The Disease :: essays research papers

By close reference to â€Å"More Than Just The Disease†, show what feelings you have for Neil in the course of the story. What lessons do you suppose he has learned by the end of it? In the story, â€Å"More than Just the Disease†, Neil who was away from home for a holiday with the Middleton family experienced and learned much. The best part was how Neil managed to take the first step of overcoming his shyness, not to â€Å"suffer from more than just the disease†. At the start of the story, we come face to face with the dominance of Neil’s mother. â€Å"Be tidy at all times, then no one can surprise you† and â€Å"A little too ornate for my taste-vulgar almost† shows that Neil’s mother does not just exist in planning everything for him(â€Å"although he had been reluctant because of this very thing, she had insisted he could not turn down an invitation from the doctor’s family†), she had embedded herself in Neil’s thoughts, even to the end of the story like, â€Å"Close your mouth when you’re eating, please. Others have to live with you† and â€Å" It will teach you how to conduct yourself in good society†, all highlighted in italics. This brings about irritation and annoyance as Neil is really a â€Å"Mama’s boy†. He does not seem to have a mind of his own and lacked the moral courage to be his own personality. This is worrying as this dominance of his mother may stay with him all his life. I am, to a certain extent, angry with Neil, for being so easily dominated by his mother, and not by his own self. It is rather disappointing of a protagonist. The continuous excuses given by Neil (â€Å"Too cold†, â€Å"I told you I can’t swim†, â€Å"No, it’s too cold†) shows his defences to cover up his disease, psoriasis as he is inferior about it. This is understandable as he is fearful of being found out and shunned by everyone. (â€Å"If there is one thing he couldn’t abide it was to be laughed at†) I sympathize with him as it is indeed unfortunate to have the disease and desperately trying to hide it. However, when he gave his final excuse â€Å"I’ve got my period†, the whole situation changed. Besides the readers getting some entertainment, they are fairly amused and laughed behind his back. â€Å"There was a long silence† and â€Å"Neil heard her (Anna) make funny snorts in her nose†.

Charlotte Brontes Childhood Influences to Become a Writer :: Charlotte Bronte Author Essays

Charlotte Bronte's Childhood Influences to Become a Writer Charlotte was born to in 1816 in Yorkshire to Patrick Bronte and his wife. She was one of six children, an averaged size family in those days. The family were moved to Haworth (a small village in the west Yorkshire moors) in 1820. Sadly a year later Mrs Bronte died leaving the six children in her sisters care. Charlotte had to cope with the death of a mother when she was very young and the death of her two elder sisters a few years later. She had to learn to care for herself and to be more independent. This may have helped Charlotte to be able to empathise with the feelings that arise when somebody dies. In later years she was then able to use these feeling in her novels. Having to be independent may have helped her to be able to make up the character Jane Eyre as she was in a similar situation to as Charlotte, having to learn to care for herself and having to cope with the death of a parent. In 1824 Charlotte was sent to boarding school with three of her four sisters. The appalling conditions at the school had a long term affect on the two elder sisters and this is where Maria and Louisa died. After the death of Maria and Louisa Charlottes father brought all his children home. Charlotte made this school the model for Lowood institute in Jane Eyre. So although she had been through horrible times she was able to use them to her advantage. After their mother and two eldest children had died, Charlotte was left with her sisters Emily and Anne and brother Branwell to the care of their father, and their strict, religious aunt, Elisabeth Branwell. The children created imaginary kingdoms, which were built around Branwell's toy soldiers, and which inspired them to write stories about the fantasylands of Angria and Gondal. Charlotte had a very big imagination at an early age and having a brother and sister that shared this imagination helped her to expand on it. All of Mr Brontes children were encouraged to read widely.The Bronte children were avid readers and they loved to make up stories and then share them with each other. In later life Charlotte started a new school and after she had left the school she then returned to it a few years later as a teacher. She was able to practice her writing skills and learn how to teach them to others. In 1841 Charlotte became a pupil at the Maison d'education pour les jeunes, in Brussels.

The Problem of Moral Agency in Shakespeares Hamlet Essay -- GCSE Cour

The Problem of Moral Agency in Hamlet  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In order to be a moral agent, a person has to have a good sense of self, they have to know exactly who they are and how they must act according to the decisions they make. In Hamlet, the moral task at hand is revenge for the murder of Hamlet the elder. The murdered King's son, also of the same name, must be the one to avenge the murder. Before Prince Hamlet finds out the true story behind his father's death, he has his mother's "incestuous" remarriage to his uncle Claudius (who is now the King of Denmark) on his mind. Long after Hamlet learns the truth, he still does nothing. Hamlet is unable to act even though he has decided to seek revenge. One reason he does not act is because he cannot get past the fact that his mother is not, in his mind, adequately mourning old Hamlet's death. The second reason the Prince has problems with moral agency is because he does not really decide why he is planning to seek revenge on Claudius. His task is twofold, h e wants to avenge the murder of his father and he wants his mother to reveal her guilt about her hasty and incestuous marriage. Finally, Hamlet does not truly know who he is, and what he is to do until the very last act of Hamlet. This essay aims to explore why Prince Hamlet has trouble becoming a moral agent. When we first encounter Hamlet, his concerns are about his mother's remarriage to his uncle Claudius so soon after his father has died. The Prince is angry because Gertrude is not adequately mourning old Hamlet's death, and due to the insistence of Claudius that Hamlet consider him his father and king: O God, a beast that wants discourse of reason Would have mourn'd longer-- married with my uncle, My fathe... .... When Hamlet is doomed to die, he goes through with his revenge, but not for his father, nor for his mother-- The Prince finally kills the King when he finds out that it he, Claudius, who is responsible for the poisonous foil. This final reason to kill Claudius is most important of all. Works Cited Calderwood, James L.. To Be and Not To Be: Negation and Metadrama in Hamlet. --New York: Columbia University Press, 1983. Shakespeare, William. All's Well That Ends Well. --In: The Riverside Shakespeare. Ed. G. Blakemore Evans. --Boston: Houghton Mifflin Company, 1974; pp.504-541. Shakespeare, William. Hamlet. --In: The Riverside Shakespeare. Ed. G. Blakemore Evans. --Boston: Houghton Mifflin Company, 1974; pp. 1141-1186. Tirrell, Lynne. "Storytelling and Moral Agency."   --In: The Journal of Aesthetics and Art Criticism. --V.48, Spring 1990; pp.115-126.

Vero Moda Marketing mix

VERO MODA was one of the first brands to launch within the Bestseller family. Today VERO MODA is one of the largest brands in the company. The vision of the brand was to fulfill a need for good quality, on-trend clothing at affordable prices. VERO MODA is the brand of choice for the fashion-conscious, independent young woman who wants to dress well and pay less. Today, VERO MODA has more than 1,000 stores in Europe, 1,600 stores in China, and experience rapid growth in both India and Canada. VERO MODA is represented in almost 45 countries. Vero moda has two in-house labels that specialize in a certain type of apparel that is-Y.A.S- The core collection is founded in our eternal passion for luxurious fabrics, contemporary shapes, modern lines, and refined silhouettes. Y.A.S stays true to its ethos, which is a design approach centered on well-crafted, feminine collections with a touch of edge and understated coolness. Noisy May is a team of passionate individuals bound together by their love for fashion and true denim.SEGMENT- Young adults, young independent women, fashion conscious women. Between the age group of 18-35TARGET- It targets the upper middle class and high class; with annual income of 5 lakhs and above.THE FOUR P’sPRODUCT Vero Moda has apparel, accessories and shoes.Women’s wearVero moda caters to the fashion loving populace.Vero Moda clothes follow the current fashion trends and patterns. The silhouettes are very feminine, stylish and semi-formal. It doesn’t give a casual look rather a very prim and proper feminine look and feel. Premium quality fabrics are used giving the products a very luxurious feel. The colours used by the brands are sober and sophisticated and then again they have a section with bright feminine colours. The colour pattern is also tweaked from time to time according to the season’s trends. It offers a wide range of sizes catering to all- from an XS to a XL.Accessories & shoes The accessories include w allets, scarfs, earrings, neck pieces and rings. The accessories are again quite feminine and complement their apparel range. Scarfs use a lot of trendy prints. The wallets and shoes use a lot of leather and sequins- Keeping the target audience in mind this is very apt as a young fashionable working women need both to go with their professional and social life.PRICEVero moda has placed itself has a affordable fashion brand for young independent women.The price ranges from Rs 400 to Rs 6000. Since the brand is providing good quality and follows current fashion trends , their customers don’t mind paying that extra bit. Vero Moda has a very niche and sophisticated feel to it which is also reflected through it clothes. But it’s pricing strategy is such that it should target the young independent women who are willing to look good but at affordable prices. Women today are smart and aware and look for the best deals. Thus Vero moda is giving them high quality fashion at an a ffordable price and service. The strategy is that the price should come as a pleasant surprise to its customers.The competitor brands are Zara, Mango, Chemistry. Zara and Chemistry are similarly priced whereas Mango is priced at a higher level.PLACEThe brand targets the fashion conscious independent women and the upper middle class and high class.By Place it means the distribution channel a company follows. Maximum distribution of its products is direct. The brand owns independent stores. Off late they have set up sections in other departmental store that share a similar design philosophy. The brand is placed in a mall or high street which is frequently visited by the target audience. Vero Moda has not restricted itself only to high street or exclusive malls as it talks about affordability and reaching the masses.PROMOTIONAbove the line- Vero Moda doesn’t have much of above the line promotion. It doesn’t have tv or radio commercials. Though it does promote itself quite a bit through print media; especially in fashion magazines. For new collection Vero Moda prints out catalogues which are circulated to frequent customers and given to any visitor who comes to the store..Below the Line-Vero Moda has its own active website which is regularly updated. It also conducts online competitions and other promotional activity. The brand sends out regular mails to its valued customers always keeping them in the loop. Thus maintaining a good customer base and trying to create a brand loyalty for itself.One of the most striking promotional activities is the window displays done by the brand. Its out of the box, trendy and very attractive. It speaks smartness, class, chic, sophistication.During sales they have special window displays and holdings. This makes more and more people aware about their ongoing sale.SWOT ANALYSIS:STRENGTH- Fashionable and trendy Affordable pricing Good quality Spacious stores Strong brand image Brand awareness WEEKNESS Not enough promot ion ( tv commercials, endorsements, ) Repetition and can get monotonous Narrow target audience ( only young women)OPPORTUNITIES To broaden target audience ( menswear, children) More commoditiesTHREATS Competitor brands Global brands Brands with better promotional strategies Better offers and pricing strategies.

Media Production: Television and Radio

Analyse the selected television rear tidings extracts (from the screening) showing your understanding(a) and ability to view as Personalisation and justice to your own critical discussion. In this es feel out I willing psychoanalyze ITV 1, BBC 1 and rail line 4s News programmes. I will keep detailed definitions of unsophisticatedity and soulalisation I will investigate the theorys of personalisation and honor and office them to critic al simple machinedinaly evaluate the password. I will experiment how these three intelligence proceeds circulateers incorporate personalisation and fair play into their password programmes.I will extinctright discuss the concepts of personalisation and define what personalisation is. Personalisation wherever possible, causes argon seen as the actions of people as individuals thusly the NHS cuts may be put on an agenda by Baby X not getting the operation s/he needs, (Branston & Stafford, 1996 138). Branston and Stafford, imply tha t personalisation within the discussion is traverseing the intelligence agency and relating it to the general hu cosmos race or a mixer issue. This showcase of the NHS making cuts, and effecting bilk x solelyt be reported in a veritable way that it affects the general humankind.For example, you the watchman brush off betoken an individual person or social group creation affected by something in the tidings. In this case the subject of a baby provides a human interest in the intelligence agencyworthiness tommyrot. Williams claims that, There is no subject, no abstract thing that holdwards endnot be translated in terms of people (Williams, 1958 220). An example of this concept in fresh word is in The solarise countersignworthinesspaper, at that place is a myth closely the recent re-imprisonment of one of Jamie Buglers killer. The Sun fool set up a orison demanding the politics to reveal the official reason for his return to jail.The upstartspaper bec ause encourages the ratifiers to add their names to a petition which they had set up on their website www. thesun. co. uk. This is an get down to directly involve and engage with the reader, emotion totallyy pulling them in by personalising the language. buck private personalisation within the intelligence operation has resulted in the news becoming dumbed down and info-tainment. There is an increase amount of news broadcasters using personalisation in the news, wether it is citing the public, polls, public whimsey, texts, online forums emails, vox pops, or the use of celebrity personalities, by using Twitter, Facebook or the broadcast forums. The infotainment debate is an billet rough the relationship between television and public lookaccording to the overabundant wisdom, TV news ought to conform as a great deal as possible to the animated generic format of a near newspaper (Creeber, 2001 118-119). An example of infotainment fag be seen when the news of John terrycloth s affair was published. This story current much press converge than the forthcoming general election. This asks the headland, is the general public much interested in the sex lifes of footballers than an election that will affect their lifes?I will instantaneously guide onto define the word impartiality impartiality is defined as a, sound radiation diagram that makes clear distinction between news reports and expressions of assessment. News reports should be free of opinion or bias of any benignant (Ameri rotter Society of Newspaper Editors, 1923 in Allan 200422) In other terminology news broadcasters argon legally required to broadcast unbiased and balance news reports. Ofcom evoke that news broadcasters have to ensure that news, in whatsoever form, is reported with due accuracy and presented with due impartiality. (www. ofcom. org. k/tv/ifi/codes/bcode/ wild/) Impartiality associated with objectivity the word objectivity is r arly apply by regulators, only when is substituted by words such as impartially, accuracy, balance and frankness they use a set of devices that they cease argue that their reporting is unbiased (Creeber, 2001 117) Habermas (cited in Bromley) argues that, in social democracies such as Britain,TV news, because of its institutional position of (quasi) independence from the state and its statutory obligations to contendds impartiality and public service i shoots,can serve to facilitate that realm of social life which is available to all citizens and in which and through which something approaching public can be formed. (200161)I will now move on to analyse the BBC, way 4, and ITV news programmes, discussing the broadcaster views and policies and how they use personalization and impartiality in their news broadcasts All the news broadcasters commented Andy Murrays win at the Australian open, the presenters all utilize words like we can win and its our time the news broadcasts were all precise patriotic and touch on the viewer in the story. I discover how the BBC used personalisation in their story astir(predicate) the devil children base d.o.a. in the boot of their mothers automobile in east Sussex, the news reader introduced the story with a soft kind voice to set the tone of the story, they showed two still images one image of the children and one of the mother which gives an insight into what people has been effected by this atrocity.The BBC excessively asked the neighbours opinion on the story all of these tequnices are used by the BBC to involve the viewer in the story and to make the viewer intend that this could have been thither next admission neighbour with such quotes as its the same old story you would never it would happen in a coiffure like this. ITVs take on the assassinate of the two children is a large(p) deal more dramatised than the BBCs the reporter narrates she is a cognitive contented micro missy there is no clue no sign in this picture of the fate she fa ces why would there be the reporter asks headways in the account to make the viewer answer and do more involved in the story, there is shot of a florists chrysanthemum and a spring chicken girl walking into a nursery school which basically sends the core to the viewer that this should have been the young girl and her mother.This was a full insight into what happened to the young children as the reporter points to the house to set the scene then recreates the journey the mum took by filming inside the car as the drivers point of view. ITV also asked the neighbours about their views on the situation, and the last image was precise personal as it showed a marrow from the public or a family division formulation sleep tight little babies. I noticed the similarities between ITV and pipeline 4 news as their reports were rattling similar and so was there running game order. After metric research I found out that twain their news is provided by ITN who say they are the foundin gs leading independent content provider, producing news, entertainment and occurrenceual content across a range of platforms.I found that ITNs news was dramatized compared to the BBCs this is due to the fact that the BBC prides its self in being impartial and the or so respected News broadcaster in the world. After watch the BBC news I spotted some impartiality between the different news stories, in the first story about the war in Afghanistan, the picture ass the news reader shows the British and Afghanistan leaders standing side by side which implies that some(prenominal) leaders are together in their fight to have peace in Afghanistan. The first couple of minutes showed pictures of solders and the phalanx amiable the fight once against the Taliban. The reporter mentions in the story the number of British solders killed at war and is Impartial because it doesnt mention anything about any innocent civilians killed.The public views on the war in Afghanistan are mixed but I snarl that the BBC were in favour of the war as the reporter utter in a country where most cant read or write the solders have brought roads hospitals and schools to the area. And footage of a solder saying were winning. Even though the BBC back up the troops they were proscribe against both leaders saying the leaders cant guarantee to deliver on what they agreed today, the past few historic period in Afghanistan have been littered with failures. This was very impartial compared to the story of chair Obama and his great American recession and job opportunities speech. The BBC report used positive words such as not broken but bruised and great programs failing to mention that he hasnt delivered on many policies that he promised in his election speech.This story also got more airtime than the segment on the recent job losses in Sunderland and Burnley which asks the question is the BBC more concerned about the American recession or the U. K recession. The Obama story got more air time because it is infotainment as Obama is a celebrity hot seat and is associated with celebrities such as jay Z. Galtung and Ruge conducted an analysis of newspapers in which they identified certain factors as being worthy of the news. These factors include things such as frequency, the time strong suit in which the event could be reported, threshold, the law of proximity of the story in relation to the reader elite persons and nations, stories concerning powerful people or places and personalisation as well as others.The more of these criteria a story fills the more news worthy it is. Cited in Harcup and ONeill,2001, p 279) This format of selecting the news is repeated regularly as an example the ITV news again selects stories about elite people The ITV had a different view on the insurance policy against the Taliban the news report used words such as bribe and misdirect off the Taliban negative words to suggest that the policy is not a good idea. The first shot was footage of a dead solders coffin being laid to rest. It used words such as the man he died for suggesting the solder gave his life for the Afghanistan president it then showed clips of the Taliban firing rockets at the solders. This was a completely different view compared to the BBCs images of the solders winning battles and the solders being surrounded by children. The ITVs succinct report on the troops in Afghanistan was similar to the BBCs as it was very much supporting the troops but disagreeing with the government.With quotes from a dead solders farther saying I dont think all his (Tony Blair) stories about fighting for a commonwealth are true it leads us to call back that the governments decision to go to war isnt as supported as we might believe. While watching the Channel 4 news broadcast on the Taliban buy out as the presenter called it I noticed a lot of tongue and cheek comments against the governments initiative, the first shot behind the anchor man was of Gordon Brown and president Hamid Karzai shaking hands which implied deal done, the main(prenominal) argument of the Channel 4 news was basically the war has failed for example they said throughout the broadcast the war has failed so far and after marching octonary years in Afghanistan to nowhere.And that this new strategy is rubbish, by calling it think B and the big Taliban buy out the anchor man put the question to Gordon brown saying why should the tax revenue payers pay the Taliban who killed their sons to stop fighting and how do you know some people wint pretend to be in the Taliban for the money? Gordon browns response was pretty measly which led me to believe that this mandate isnt a good idea and isnt going to work. I found that the Channel 4 news were very satiric even to the extent of saying the UN, Nato, and . the the States of course implying that the ground forces involve themselves in everything, yet in my opinion the USA have as much say over the war in Afghanistan as the UK. It seems that all the news broadcasters when they were reporting about the war in Afghanistan were very careful not to say a disconsolate word about the army, yet most of their quotes from the reporters or general public were negative against the government. It is hard to be impartial when publicize the news due to individual believes and values, organ, culture, semipolitical and social pressures pulse the time of when the event is happing. We are all bias to opinion so there is no such thing as impartiality In conclusion In this essay I have defined both personalisation and impartiality looked in-depth into television news showing how news broadcasters show impartiality and personalisation in their broadcasts. I have given recent examples to back up my arguments and given academic quotes to back up the theories I use in this essay.