The Press And The Reproduction Of Racism - 1879 Words

Racism can be defined as an act of segregation of a particular racial group with the belief that one race is superior or inferior than the other races. Typically, the dominant group would be White/European and they would view the non-European groups, for example minorities, immigrants, and refugees, as inferior. Additionally, the dominant group would assume they have priority over social resources, for instance residence, employment, health care, income, status, respect, and knowledge (Van Dijk, â€Å"The Role of the Press in the Reproduction of Racism†). According to Van Dijk, there are two dimensions that the superior group finds itself being dominant in. These two dimensions are social and cognitive dimensions. The social dimension is explained as an act of segregation against other racial groups, such as the unequal distribution of social resources or human rights. On the other hand, the cognitive dimension is explained including beliefs, stereotypes, prejudices, and ideologies that would have some type of racist message or intention behind it (Van Dijk, â€Å"The Role of the Press in the Reproduction of Racism†). The term â€Å"Racism† came about during the 1920’s, which indicates that the term does not go that far back in history. However, racism has been going on for the longest time and it does not have a specific date or time when it first began. One of the biggest historical examples of racism is the transatlantic slave trade that occurred during the 16th to the 19th centuryShow MoreRelatedMultiracial Families In Canada And Their Struggle Living In A Radicalized Society1484 Words   |  6 Pagesprofessional is both essential to the reproduction of a trained and disciplined population and a potential source of resistance to capitalisms inherent expansionist and anti-egalitarian tendencies. (Bonnett, 1993) It is reported that there are three notions of anti-racism: (1) good education; (2) consciousness raising; and (2) racism as part of, and/or in support of the Black struggle. (Bonnett, 1993) Each of these were used to both defend and explain anti-racism. Antiracism challenges societysRead MoreBlack Feminist1005 Words   |  5 PagesOxford English Dictionary, Black Feminist can be defined as a movement consisting of African American women advocating social, political, legal, and economic rights for women equal to those of men (Oxford English Press). Black feminism argues that sexism, social class oppression, and racism are inseparably bound together (Collins). The feminist movement has been around since the 1880s when the word â€Å"Feminism† appeared in the French language (Collins). The word found traction in Britain in the 1890sRead MoreIslam and Diane Frost Essay example1483 Words   |  6 PagesB. Where it was use the most? C. Who did it affect the most? 1. Muslims 2. United State 3. Europe II. Terrorism A. September 11, 2001 B. Europe bombing 2005 III. Media A. Effect on Islamaphobia B. Spread of racism IV. Discrimination A. Muslims B. At work C. Home D. Public Places V. Conclusion A. Damage B. Effect in community Islamophobia: between terrorism, Muslim and â€Å"race hate’’. The aim of this paper is to examine weatherRead MoreMass Media Today a Summary1563 Words   |  7 Pagesmanage current world problems. While the deeper causes of various political events in the south and the East also affect the North, we are also facing an Increasing ethnocentrism and racism in Europe and North America as people are escaping to this part of the world. Wild capitalism thus combines with wild ethnicism and racism in a frightening mixture of policies and social practices that result in keeping many people or even whole countries and continents, down and out- this is manifesting in the phenomenaRead MoreSocial Power of the News Media12127 Words   |  49 Pagesaudiences, but also involves the role of the media within the broader framework of the social, cultural, political, or economic power structures of society. In order to focus this discussion better, I limit it to the news media, and in particular to the press, thus ignoring the undoubtedly pivotal role of televi sion and other media genres in mass communication.2 10 Political Communication in Action The theoretical framework for this inquiry is articulated within the multidisciplinary field of discourseRead MoreExample Research: Critical Discourse Analysis9514 Words   |  39 Pagesanalysis of conversation is very different from an analysis of news reports in the press or of lessons and teaching at school. Yet, given the common perspective and the general aims of CDA, we may also find overall conceptual and theoretical frameworks that are closely related. As suggested, most kinds of CDA will ask questions about the way specific 354 Teun A. van Dijk discourse structures are deployed in the reproduction of social dominance, whether they are part of a conversation or a news reportRead MoreEugenics: Solving Social Problems? 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Simply put, romanticism is a highly developed, deeply ideological system of racism toward Indians thatRead MoreThe Eugenics Movement Essay1541 Words   |  7 Pagesthrough Natural Selection, they believe the same could be done with humans. The reproduction of the considered unfit was too high compared to that of the fit reproduction. Contamination might be caused by imbeciles in the human race. If not cut from reproduction they could lower the â€Å"quality† of the race. Western and North American countries were given the opportunity to prevent the unfit population from reproduction through laws (â€Å"Forced Sterilization†). Sterilization has many different formsRead MoreAfrican Literature and Culture1447 Words   |  6 Pageswhose willful hardness of heart wields a difficult, unsympathetic character through a disturbing tale of unequal male-female relationships.Gender roles are predominant in the author’s correlations of sexuality and power and a legacy of colonialism and racism. The female role in Kincaid’s book is one that is hardened by life and by the negligence of the male counterpart (Xuela’s father). Nevertheless, Xuela’s mother is portrayed as a giver of unselfish love (she gave her life for her child –hence, she

Maslow’s Hierarchy of needs - 1220 Words

Maslow’s Hierarchy of needs Abraham Maslow foster the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslow s ideas surrounding the Hierarchy of Needs toward the responsibility of employers to provide a workplace environment that encourages and ability of employees to carry out their own unique potential (self-actualization) are today more related than ever. Abraham Maslow s book Motivation and Personality, establish in 1954 ,second edition released in 1970 ,introduced the Hierarchy of Needs, and Maslow extended his ideas in other work, notably his later book Toward A Psychology Of Being, a†¦show more content†¦4.Esteem needs When the scholars have happy their wants for love and happiness, the requirement for esteem can emerge. the scholars can feel the requirement of pride and to be revered by the others. academics ought to then develop new information supported the information therefore on facilitate guarantee success (scaffolding) and to pace directions to suit individual wants. they ought to additionally concentrate on the individual’s strengths and assets once designing lessons and carrying them out. By involving the scholars in room participation and responsibility, the scholars can feel necessary and accepted. Teachers may also facilitate develop a room atmosphere wherever students square measure positive and judgmental . By providing activities involving the scholars, they ll be ready to develop cooperation between the scholars and from reference to one another. To satisfy successive want of understanding and information, the academics ought to enable the scholars time to explore square measureas of curiosity and to supply lessons that are intellectually difficult. By victimisation the invention approach topics, the scholars will learn to be freelance and learn from varied angles. By obtaining concerned intellectually, the scholars will satisfy their ought to fulfill their ought to explore, discover and solve newShow MoreRelatedMaslow‚Äà ´s Hierarchy of Needs1076 Words   |  5 Pagesï » ¿Maslow’s Hierarchy of Needs Abraham Maslow created the hierarchy of needs by studying and observing monkeys. He transitioned his ideas to human behavior and created one’s deficit needs. In Hemingway’s The Old Man and The Sea, the character Santiago has experienced the loss of his wife and the glory of being a fisherman. The old man is different from the rest of the fisherman, who are motivated by money and not to the craft of fishing. He is unconventional in society and isn’t affected by his financialRead MoreCritically Evaluate the Claim That ‚Äà ºthe Ordering of Maslow‚Äà ´s Hierarchy of Needs Is Accurate‚Äà ¹. Refer to Relevant Theoretical and Empirical Evidence to Support Your Argument.1583 Words   |  7 Pagesordering of Maslow’s hierarchy of needs is accurate†. Refer to relevant theoretical and empirical evidence to support your argument. Maslow’s hierarchy of needs is one of the most important theoretical systems in humanistic psychology. However, the ordering of this system is not accurate and this is evidenced by various criticisms of Maslow’s conception of ‘self-actualisation.’ Individuals do not need to satisfy the lower needs in order to reach self-actualisation, they do not need to conform to Maslow’sRead MoreIntroduction to Large Scale Organizations18988 Words   |  76 Pagesshares and assets by another, also known as a takeover For themselves Dis-economies of scale Operation on large scale may have negative implications, e.g environmental damage, management inefficiency Less Flexibility Inability to meet new demands/needs Legal Implications LSO s are subject to legal scrutiny due to the significant implications they have on the flow of society For Society Off-shoring Refers to an act of relocating business proceedings or processes from one country to another LargeRead MoreP rinciples of Management: MCQ31501 Words   |  127 Pagesorganizing, commanding, coordinating, and controlling. (True; moderate; p. 32) 16. The 14 principles of management are associated with Fayol. (True; moderate; p. 32) 17. An organization that has a division of labor, a clearly defined hierarchy, detailed rules, and impersonal relationships would be described as a bureaucracy. (True; moderate; p. 32) 18. Weber’s bureaucracy is a lot like scientific management. (True; moderate; p. 33) QUANTITATIVE APPROACH 19. The quantitative

Pepsi SWOT Free Essays

An internal analysis of Pepsi reveals some core strengths and weaknesses. Their strengths include a broad product line and great reputation, number one maker of snacks, and they sell three products through the same distribution channel. Pepsi, Gatorade, and Tropicana share production capabilities which aids in the reduction of costs, improves efficiency, and smoothes out the impact of seasonal fluctuations in demand for a particular product. We will write a custom essay sample on Pepsi SWOT or any similar topic only for you Order Now On the other hand, Pepsi has some weaknesses that include Pepsi products that do not bear the company name, a lack of brand awareness with some of their products, and a majority of their sales comes from the U. S. market and about 1/3 of their sales is from Frito-Lay. In Pepsi’s external environment they encounter a few opportunities as well as some threats. Opportunities that they can take advantage of include the increasing trend towards healthier food, noncarbonated drinks which are the fastest growing part of the industry, and international markets that they have not yet tapped into. However, Pepsi faces threats from several competitors such as Coca Cola and Kraft Foods due to Pepsi’s broad product line. In addition, since sales from Frito-Lay makes up a large portion of their profits, a downturn in the market will pose another threat to them. Pepsi uses a diversification strategy that is keyed towards product innovation, close relationships with distribution allies, international expansion, and strategic acquisitions. Most of PepsiCo brands have achieved number one or number two positions in their respective food or beverage categories through these strategies. Furthermore, their management has a proven ability to capture strategic fits between the operations of new acquisitions and its other businesses. They have also formulated three divisions that are comprised of PepsiCo Americas Foods division, PepsiCo Americas Beverages division, and PepsiCo International in order to increase efficiency in each area. In 2008, a new element in their corporate strategy was product reformulations to make snack foods and beverages healthier. This was a step in the right direction. It is very important for Pepsi to respond to the current trend of healthier food and drink options. Coke and Pepsi iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/coke-and-pepsi-learn-to-compete-in-india/embed/#?secret=Lteu8Blghi" data-secret="Lteu8Blghi" width="500" height="282" title="#8220;Coke and Pepsi#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe They should introduce a wide variety of noncarbonated beverages, such as water and orange juice, to the U. S. and abroad to increase their market share and maintain profit growth. They can utilize their Power of One strategy in international markets, where their Frito-Lay brand is doing very well, to encourage the purchase of their beverages. When Pepsi acquired Quaker Oats it was a smart move to be able to offer consumers less fattening snack foods. They should provide such alternatives through their Frito-Lay brand as well. If Pepsi implements these recommendations it will help ensure their top spots in the food and beverage industries. How to cite Pepsi SWOT, Papers

Pablo Picasso And Leonardo Da Vinci Essay Example For Students

Pablo Picasso And Leonardo Da Vinci Essay These two artist interest me the most because of their popularity even years after their death. To-date, we still talk about the Mona Lisa smile , and the Vitamin man with reference to the painting. These two paintings were done by Dad Vinci and Picasso respectively. Picasso was a Spanish Painter who dominated Western art in the 20th century. He acquired the skill of drawing and painting at a very young age. He did many art works eke oil painting, sculpturing, drawing and architecture. His artwork include paintings like The old guitarist, The Querying, Girl before mirror, The dream, Three musicians and Boy with pipe. Of all his artworks the most famous artwork was the Less Demolishes Davidson. This painting was done in Paris in the summer of 1907 and it was referred as the most innovative of his artworks. The painting involved the dislocation of faces and the contortion of space. Picasso created his own path and freedom of expression with regards to the world of art. Leonardo Dad Vinci was also a renewed painter. He was born in Italy in 1452, he was a jack of all trade as he was a skilled engineer, scientist, botanist, painter and sculptor. Dad Vinci was recognized for his many famous artistic works such as The Mona Lisa, The last supper, The Virgin and The Child with SST Anne, SST John the Baptist, and The battle of Angrier. The Vitamin man is one of the many paintings that caused worldwide discussion. He created this drawing around 1487 and it is accompanied by he notes of the architect Vitreous Polloi. This drawing is currently stored in the Galleria dialectical in Venice Italy. We can see a sharp contrast between Dad Vines and Picasso paintings. Picasso painting can easily be termed as abstract while Dad Vines drawing can be termed as proportional with emphasis to the symmetry of the drawing and its balance. This is why Dad Vines Vitamin Man drawing is sometimes known as the Canon of proportions or the proportion of Man. Dad Vinci had a keen interest in proportion in harp contrast with Picasso who did not focus on it. In Picasso El Demolishes Davidson painting he uses a lot of paint on the figures to make the painting more pronounced. In sharp contrast Dad Vinci uses Just a fine pencil and a piece of paper to bring out the picture. Both painting and drawing have a fine finish as the end result yet they were differently done. As Much as Picasso and Dad Vinci were different in the way they presented their paintings, they both had the similarities of being the finest minters in their time. Each of them created skillfully done paintings after thorough sketching. Though different in how they presented their artworks, they were similar in that they were both skillfully trained in other fields such as architecture and engineering. In conclusion the effects of their artwork is been felt to-date. Picasso is accredited with the introduction of cubism in the realm of art. He is also acknowledged for the introduction of symbolic paintings as opposed to real life forms that Dad Vinci did.

Narrative and Group free essay sample

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, SL10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. We will write a custom essay sample on Narrative and Group or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperationmeeting paper sellerLink can’t sleep The all-night caffmeeting ToyaLink’s resolution (the New Me) Arrival of new girlforgetting GingerLink’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3

Unique Quotes for Birthday Cake Messages

Unique Quotes for Birthday Cake Messages So you’re in charge of the birthday cake, and you need a short, sweet sentiment that befits the occasion and personality of your guest of honor. But before you get frustrated trying to come up with something unique, here’s a quick slice of history to go with a helpful sampling of birthday messages to follow. According to historians, the very first mention of a birthday celebration is in reference to the day of the coronation of a new Egyptian pharaoh, who was believed to be reborn that day as a god. That tradition made its way to the Greeks who baked special moon-shaped cakes and adorned them with candles that would glow like the moon in honor of the lunar goddess Artemis. And the smoke from the candle would act as the vehicle carrying their (make a wish) and prayers to their gods in the sky. Most likely inspired by the Greeks, the ancient Romans were baking birthday cakes to celebrate famous public figures and to honor the 50th birthdays of friends and family. By the 1400s, German bakeries were offering birthday cakes, and by the 1700s, they were celebrating Kinderfesten, annual birthdays for children with a candle added for each year of life. Birthday cakes were too expensive for most people until the early 1800s. Then, new leavening agents became available, such as baking soda and bak ing powder, which made baking affordable and easier than ever before. So whether you are baking a cake from scratch or a box, or you’re getting one from a bakery, here are some quotes for the icing on the top. They’re from a general (George Patton); statesman (Benjamin Disraeli); businessmen (Bernard M. Baruch, Henry Ford), media executive (Oprah Winfrey); philosopher (Richard Cumberland); painter (Pablo Picasso), singers/musicians (Cora Harvey Armstrong, Aretha Franklin, John Lennon); actors (Clint Eastwood, Frances McDormand); filmmaker (Lula Buà ±uel), cartoonist (Charles Schulz), humorist/comedians (Art Buchwald, Groucho Marx); poets (Emily Dickinson, Alexander Pope, William Shakespeare); and many writers (Betty Friedan, Franz Kafka, George Meredith, W.B. Pitkin, Jean-Paul Richter, Anthony Robbins, George Sand, Dr. Seuss, Gertrude Stein, Jonathan Swift, Booth Tarkington). Copy these quotes with attribution, or use them as a starting point to help inspire a genius â€Å"happy birthday† message of your own. Anonymous Turning 30 is a piece of cake. Cora Harvey Armstrong Inside every older person is a younger person - wondering what the hell happened.​ Bernard M. Baruch Old age is 15 years older than I am. Art Buchwald The best things in life arent things. Luis Buà ±uel Age is something that doesnt matter, unless you are a cheese. Richard Cumberland It is better to wear out than to rust out. Emily Dickinson We turn not older with years, but newer every day. Benjamin Disraeli Life is too short to be small. Clint Eastwood Aging can be fun if you lay back and enjoy it. Henry Ford Anyone who keeps learning stays young. Aretha Franklin Every birthday is a gift. Every day is a gift. Betty Friedan Aging is not lost youth but a new stage of opportunity and strength. Franz Kafka Anyone who keeps the ability to see beauty never grows old. Irish Proverb The older the fiddler, the sweeter the tune. John Lennon Count your age by friends, not years. Groucho Marx Getting older is no problem. You just have to live long enough. Frances McDormand With aging, you earn the right to be loyal to yourself. George Meredith Dont just count your years, make your years count. George Patton Live for something rather than die for nothing. Pablo Picasso Youth has no age. W.B. Pitkin Life begins at 40. Alexander Pope Count each birthday with a grateful mind. Jean Paul Richter Birthdays are feathers in the broad wing of time. Anthony Robbins Live with passion. George Sand Try to keep your soul young and quivering right up to old age. Charles Schulz Once youre over the hill, you begin to pick up speed. Dr. Seuss aka Theodor Seuss Geisel There is no one alive who is you-er than you! William Shakespeare With mirth and laughter let old wrinkles come. Gertrude Stein We are always the same age inside. Jonathan Swift May you live all the days of your life. Booth Tarkington Cherish all your happy moments; they make a fine cushion for old age. Oprah Winfrey The more you praise and celebrate your life, the more there is in life to celebrate.

Women driving in Saudi Arabia Essay Example | Topics and Well Written Essays - 1500 words

Women driving in Saudi Arabia - Essay Example There was also no freedom of religion to believe in whatever they wanted. Even Christians killed other Christians and prosecuted them for believing in a different church than the government. That is the reason why a lot of Christians found it better to live under Islamic rule in Andalusia, Turkey, or Egypt rather than live in their own medieval European country. The founding fathers recognized the problem early on and wanted to create a country where people can state their opinion peacefully, worship their God freely, and have many other privileges and freedoms. And they have succeeded. Benjamin Franklin, for example, wanted the House of Speakers to be a place for anyone, including Jews, Buddhist, Hindus, â€Å"Mohammadans† or Muslims, etc. to come and speak knowing that their freedom of speech and other rights are protected. The U.S. Constitution was very well drafted to ensure the rights of everyone in the community. However, as I have now learned in my studies, it seems that people have been trying to manipulate the constitution in various ways. When the debate about whether or not to allow for a mosque to be built on Ground Zero New York New York came about I was shocked to see what this country has come to. Separation of church and state is supposed to be one of the strengths of the government, but recently it seems that is not the case. Even more so, it seems as if the problem is even worse. There seems to be a full blown religious war going on. Even though there are many churches all around the area, the proposition of building a much needed mosque by the private sector has sparked a heated debate on a whole other level. This is something that makes no sense. Believers would attend the mosque about five times a day, in comparison, believers would report to a church once or a twice week! I have learned that the American constitution is valuable and appropriate for a country of many cultures like the United States, but