Nature as the Mean of Expression in Romanticism

Nature as the Mean of Expression in Romanticism The à ©poque of Enlightment was followed by Romanticism. It was the period of extreme changes in the world outlook. This period expressed a strong criticism of the previous one. The principles of writing and the themes had changed. The main hero of the Romantic literature was a lonely man with sensible soul and isolated from the society in terms of his perception of the reality. The period of Romanticism is characterized by its address to nature, in other words, the world was perceived through the nature.Advertising We will write a custom essay sample on Nature as the Mean of Expression in Romanticism specifically for you for only $16.05 $11/page Learn More â€Å"It is characterized by a shift from the structured, intellectual, reasoned approach of the 1700’s to use of the imagination, freedom of thought and expression, and an idealization of nature† (â€Å"Romanticism†). So, nature was the main tool of Romantic poets and writers they u sed in order to describe different aspects of life and human soul in particular. Romantic writers emphasized the connection of man and nature. They looked at this connection from the moral perspective. The first person who outlined the principles of Romanticism was Jean Jacques Rousseau who said about the human freedom, sensitiveness of human soul and connection with nature: â€Å"Rousseau was to have the deepest and most lasting effect upon the self-understanding of the Romantic mind† (Travers 4). In Britain, at the end of the 18th and beginning of the 19th centuries, Romanticism developed very quickly and was the most expressive. Different authors revealed to nature in order to express their intentions and thoughts. Moreover, â€Å"English poets, such as Lord Byron and Persey Bysshe Shelley used nature as their inspiration. They wrote of nature being wild and without logic and their poems evoked strong feelings in their readers† (Gunderson 15). One of the best romant ic writers of England were William Wordsworth, Samuel Coliredge, Percy Bysshe Shelley and Mary Shelley. They used quite different respective depictions of nature, however, the one thing is common: the descriptions of nature in their works are aimed at depicting the characters, behavior, feelings and concerns of the main heroes. Onno Oerlemans says, â€Å"I think, that Wordsworth is the most original†¦.Wordsworth’s nature (as cycles of life, or an emblem of eternity) rarely provides the kind of relief†¦Ã¢â‚¬  In his Tinturn Abbey, he used the descriptions of nature to show the feelings of protagonist and his memories. For him, nature is the sort of eternal teacher of human. â€Å"Nature to Wordsworth is a mother-goddess who teaches the soul† (Gleckner 311), he acclaims: Knowing that Nature never did betray The heart that loved her; tis her privilege, Through all the years of this our life, to lead From joy to joy: for she can so inform The mind that is withi n us, so impress With quietness and beauty, and so feed With lofty thoughts, that neither evil tongues, Rash judgments, nor the sneers of selfish men, Nor greetings where no kindness is, nor all (Wordsworth 212)Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Wordsworth’s descriptions of the Tinturn Abbey are gentle and he emphasizes that nature is the keeper of the time: Therefore let the moon Shine on thee in thy solitary walk; And let the misty mountain-winds be free To blow against thee: and, in after years, (Wordsworth 121) At the same time, Shelley focuses on the connection of the natural processes and the way people think. He uses the comparison of the river being born in mountains with the thought being born in one’s mind: In the wild woods, among the mountains lone, Where waterfalls around it leap forever, Where woods and winds contend, and a vast rive r 10 Over its rocks ceaselessly bursts and raves (Shelley 64) Moreover, he uses the descriptions of a â€Å"dark valley† that produces the effect of trans on the reader. The epithets and images they create evoke deep emotions in readers. In Samuel Coleridges Rime of the Ancient Mariner, one can see the descriptions of the sea. The storm and the dead calm of the sea are the main means to reveal the essence of the story. Moreover, the author uses the bird albatross as a metaphor that meant â€Å"the will of God† and sometimes compared with the symbol death. The images of nature in work of every author are quite different, Wordsworth describes it gently using special epithets; Shelley uses the images of nature in order to show the flow of time and his sorrow, his pictures are more dark and ferocious. Coleridge describes the sea, and even when it is calm, it still evokes horror and foreboding of evil. One more wonderful writer of the period of Romanism is Mary Shelley with her famous Frankenstein. This writer is probably the one who used the images of nature in order to reveal every single thought and emotion of one of the main characters Victor.Advertising We will write a custom essay sample on Nature as the Mean of Expression in Romanticism specifically for you for only $16.05 $11/page Learn More The author uses natural phenomena metaphorically in order to describe Victor’s early years: â€Å"I find it arise, like a mountain river, from ignoble and almost forgotten sources; but swelling as it proceeded, it became the torrent which, in its course, has swept away all my hopes and joys† (Shelley, 21). In addition, every Victor’s emotion is connected with nature. The nature is one that helps him to survive horrible moments in his life. To sum up it all, it should be mentioned one more time that nature and its images served as the main tool for the writers of Romanticism. They perceived the world through th e nature and searched answers for eternal questions of being. Finally, all romantic writers were great masters of description. Gleckner, Robert, Gerald E. Enscoe. Romanticism: points of view. USA: Wayne State University Press, 1974.Print Gunderson, Jessica. Romanticism. Minnesota: Creative Education, 2008. Print Oerlemans, Onno. Romanticism and the Materiality of Nature. London: University of Toronto Press. Inc, 2002. Print â€Å"Romanticism.† Online Encyclopedia 2007. Microsoft Encarta, Microsoft Corporation, n. d. Shelley, Mary. Frankenstein. United States of America: Dover Publications, Inc, 1994Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Shelley, Percy Bysshe. The Complete Poetical Works of Percy Bysshe Shelley. Volume 2. BiblioBazzar, LLC, 2000. Print Travers, Martin. European Literature from Romanticism to Postmodernism: A Reader in Aesthetic. New York NY, 2001. Pront Wordsworth, William. The Major Works. New York: Oxford University Press, Inc, 2000. Print

The Commonwealth of Nations

The Commonwealth of Nations The Commonwealth of Nations, often called just the Commonwealth, is an association of 53 independent nations, all but one of which are former British colonies or related dependencies. Although the British empire is mostly no more, these nations grouped together to use their history to promote peace, democracy and development. There are substantial economic ties and a shared history. List of Member Nations Origins of the Commonwealth Towards the end of the nineteenth century changes began occurring in the old British Empire, as the colonies grew in independence. In 1867 Canada became a ‘dominion’, a self-governing nation considered equal with Britain rather than simply ruled by her. The phrase ‘Commonwealth of Nations’ was used to describe the new relationships between Britain and colonies by Lord Rosebury during a speech in Australia in 1884. More dominions followed: Australia in 1900, New Zealand in 1907, South Africa in 1910 and the Irish Free State in 1921. In the aftermath of the First World War, the dominions sought a new definition of the relationship between themselves and Britain. At first the old ‘Conferences of Dominions’ and ‘Imperial Conferences’, begun in 1887 for discussion between the leaders of Britain and the dominions, were resurrected. Then, at the 1926 Conference, the Balfour Report was discussed, accepted and the following agreed of dominions: They are autonomous Communities within the British Empire, equal in status, in no way subordinate one to another in any aspect of their domestic or external affairs, though united by a common allegiance to the Crown, and freely associated as members of the British Commonwealth of Nations. This declaration was made law by the 1931 Statute of Westminster and the British Commonwealth of Nations was created. Development of the Commonwealth of Nations The Commonwealth evolved in 1949 after the dependence of India, which was partitioned into two wholly independent nations: Pakistan and India. The latter wished to remain in the Commonwealth despite owing no â€Å"allegiance to the Crown†. The problem was solved by a conference of Commonwealth ministers that same year, which concluded that sovereign nations could still be a part of the Commonwealth with no implied allegiance to Britain as long as they saw the Crown as â€Å"the symbol of the free association† of the Commonwealth. The name ‘British’ was also dropped from the title to better reflect the new arrangement. Many other colonies soon developed into their own republics, joining the Commonwealth as they did so, especially during the second half of the twentieth century as African and Asian nations became independent. New ground was broken in 1995, when Mozambique joined, despite never having been a British colony. Not every former British colony joined the Commonwealth, nor did every nation who joined stay in it. For instance Ireland withdrew in 1949, as did South Africa (under Commonwealth pressure to curb apartheid) and Pakistan (in 1961 and 1972 respectively) although they later rejoined. Zimbabwe left in 2003, again under political pressure to reform. The Setting of Objectives The Commonwealth has a secretariat to oversee its business, but no formal constitution or international laws. It does, however, have an ethical and moral code, first expressed in the ‘Singapore Declaration of Commonwealth Principles’, issued in 1971, by which members agree to operate, including aims of peace, democracy, liberty, equality and an end to racism and poverty. This was refined and expanded in the Harare Declaration of 1991 which is often considered to have â€Å"set the Commonwealth on a new course: that of promoting democracy and good governance, human rights and the rule of law, gender equality and sustainable economic and social development.† (cited from the Commonwealth website, page has since moved.) An action plan has since been produced to actively follow these declarations. Failure to adhere to these aims can, and has, resulted in a member being suspended, such as Pakistan from 1999 to 2004 and Fiji in 2006 after military coups. Alternative Aims Some early British supporters of the Commonwealth hoped for different results: that Britain would grow in political power by influencing the members, regaining the global position it had lost, that economic ties would strengthen the British economy and that the Commonwealth would promote British interests in world affairs. In reality, member states have proved reluctant to compromise their new found voice, instead working out how the Commonwealth could benefit them all. Commonwealth Games Perhaps the best known aspect of the Commonwealth is the Games, a sort of mini Olympics held every four years which only accepts entrants from Commonwealth countries. It has been derided, but is often recognised as a solid way to prepare young talent for international competition. Member Nations (with date of membership) Antigua and Barbuda 1981 Australia 1931 Bahamas 1973 Bangladesh 1972 Barbados 1966 Belize 1981 Botswana 1966 Brunei 1984 Cameroon 1995 Canada 1931 Cyprus 1961 Dominica 1978 Fiji 1971 (left in 1987; rejoined 1997) Gambia 1965 Ghana 1957 Grenada 1974 Guyana 1966 India 1947 Jamaica 1962 Kenya 1963 Kiribati 1979 Lesotho 1966 Malawi 1964 Maldives 1982 Malaysia (formerly Malaya) 1957 Malta 1964 Mauritius 1968 Mozambique 1995 Namibia 1990 Nauru 1968 New Zealand 1931 Nigeria 1960 Pakistan 1947 Papua New Guinea 1975 Saint Kitts and Nevis 1983 Saint Lucia 1979 Saint Vincent and the Grenadines 1979 Samoa (formerly Western Samoa) 1970 Seychelles 1976 Sierra Leone 1961 Singapore 1965 Solomon Islands 1978 South Africa 1931 (left in 1961; rejoined 1994) Sri Lanka (formerly Ceylon) 1948 Swaziland 1968 Tanzania 1961(As Tanganyika; became Tanzania in 1964 after union with Zanzibar) Tonga 1970 Trinidad and Tobago 1962 Tuvalu 1978 Uganda 1962 United Kingdom 1931 Vanuatu 1980 Zambia 1964 Zanzibar 1963 (United with Tanganyika to form Tanzania)

Pinciples of Assesment Essay Example | Topics and Well Written Essays - 1500 words

Pinciples of Assesment - Essay Example The idea here is to ensure the complete transfer of knowledge to the learner and the purpose of assessment is to deduce the level of success that has been achieved in this transfer of facts, for e.g. a history teacher tested students on the topic of American Revolution in order to find the amount of information grasped by the students on the subject, an obvious affect of this assessment would be a feedback and a possible repetition of the lecture for students who scored poorly on the test. It leaves no ambiguity in the fact that The Victorian standards aim at helping out the appraisee rather than the appraiser. In comparison to this the Griffin & Gills principles of assessment aim to measure the collective affect on a group i.e. the person being evaluated and the group which is being affected by his/her performance. Moreover the Griffin & Gills methods can be utilized in the selection and recruitment or in case of students for admitting them into an institution as implied by the following principle "able to be used for purposes of selection and recognition; encourage learning of higher order skills", though the second part of the statement refers to the case of individuals who already a part of the institution or an organization the first piece is in contradiction to Victoria standards which intend to evaluate existing pupil. Victoria principles for assessment stress on the evaluation procedure to be an ongoing process i.e. students should be tested throughout the semester to use the test result attained throughout the period to be used as a basis for assessment. In contrast to this the Griffin & Gills seem to be referring to an episodic process of testing. Victoria's principles are open to moderation in times of need whereas the Griffin & Gills are based on fixed measures and these are beyond the influence of the appraiser unlike the Victorian standards. Assumptions Victorian Essential Learning Standards It has been assumed that assessments affect the students and parents and the outcome of assessment on the institutional goals and standards has been ignored. It can be seen throughout the course of points none of which relate to the effect on the teacher or the institution in the event of an unreliable or biased assessment. One major assumption made is that teachers could moderate their evaluation procedure if they cite the need for it. One should not forget that individuals have different personalities and thus they set different goals for the subject they teach moreover no two courses in the curriculum are exactly similar to have same goals. For e.g. History and Mathematics are in no way similar and the instructors in these courses might not have identical plans for assessing students. Under these circumstances the protocols of an institution would press on conformity in the procedure of assessment and hence the idea of moderation in techniques by individual teacher is rarely functional. Griffin & Gills set of principles It has been assumed that there exists a possibility of drafting plans that would completely reliable and would eliminate alternative explanation for results. This principle is a mere hypothesis which on test might not hold to be true. External influences always exist in the evaluation and research has proved that

Globalization as understood and explained by corporations Essay

Globalization as understood and explained by corporations - Essay Example This research will begin with the definition of globalization as a global or universal phenomenon of political, economic, cultural and technological exchanges that come up as a result of contemporary communication, legal infrastructure and political willingness to open links across borders to enable international finance and trade. In general terms, it is a term that stands for the close ties between people and states of the world culturally, economically and politically. On the other hand, antiglobolization is a term used to refer to the critics of globalization in ideological aspects. They argue that globalization is a concept invented to favor the elite. In their views factors such as global migration from one country to another have led to increased security lapses. They have also attributed globalization to environmental degradation which has resulted to the sprouting of slums in developing states. According to globalization school of thought critics, globalization has resulted to uneven distribution of the wealthy which in turn has led to selective economic booms globally which is the main cause of informal settlements. To counter One another’s assertions in regard to the merits and demerits of globalization, both the critics and the proponents have fronted several arguments in relation to the economic, political and social aspects of globalization. Aspects of the economy that are majorly associated with globalization include investment, trade, and migration.... They assert that by countries accepting to get into foreign and regional financial schemes, they automatically lose their financial sovereignty and in turn embraces foreign policies may be contrary to the unique needs of its citizens. The other view is that multinational corporations may acquire excessive power in a particular country which may in return compromise the needs of the citizens in general. Proponents perceive that, globalization has played a key role especially in political sphere an argument which has received major backing from globalization nationalists. For example, they have a uniting factor in the view that International institutions such as World Trade Organization have positively influenced political ties among member states. Dividing the two sides in the middle is the issue and the role of technology in globalization. Proponents have identified with the remarkable positive contributions predisposed by technology such as faster access to information and more jobs created such us the online jobs. On the flip side, critics have expressed deep reservations on the security lapses that technology has exposed most countries to as a result of technology .They have also expressed concerns on global moral decadence that has been wide spread as a result of globalization through technology. 2. What explains the very different effects that globalization and world economic recession have had on U.S. households as compared to the effects that globalization and world economic recession have had on individual European households? Currently, America is facing serious economic challenges and possibly the worst recession of all times. Though recession hit almost all parts of the world, the United States is yet to dust itself of from the

English language Essay Example for Free

English language Essay Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College

Symbolic Features Of Gi Joe Fi :: essays research papers

An Interpretation of the Symbolic Features of the GI Joe Action Figure   Ã‚  Ã‚  Ã‚  Ã‚  Twelve years ago the generation of today's young adults were enthralled with the endless hours of fun they got from their GI Joe action figures. Wild scenes, battles, and situations they created ran their day and formed their thoughts of the ideal man. GI Joe's physical build was looked upon as the perfect male body, with a muscular, suave look and a brave and violent temperament. This stereotypical property is a downside to the figure since it molds the views of young children in this negative way. The GI Joe was a very important piece in many young boys' lives. It was an outlet for a child's creativity and imagination, which is one of the most important factors that mold a child into a grown adult.   Ã‚  Ã‚  Ã‚  Ã‚  GI Joes's symbolized the general census of the public that men should be physically strong and brave in physical encounters. Young boys saw the muscular build of the action figures and related that to the optimal shape that a man's body should be. GI Joe's are similar to Barbie dolls in many ways. Although GI Joe's did not come under as much criticism as the Barbie doll, the two important characteristics of the figures are the same. Both figures promote the stereotypical image of the male/female body and both figures characteristics promote the stereotypical actions of how one should act as a member of that gender. Each day of his life a young boy is learning and forming the ideals he will follow later in life. The appearance of a tall, perfectly proportional, and muscular figure molds a young boy's belief of what the perfect man should look like. The same characteristic is true about the actions that GI Joe's were expected to carry out. GI Joe's were fearless, br ave men whose mission in life was violence. When young boys played with these figures, this was usually the common role their concocted scenes would fall under. Violence and death, sounds like a pretty bad principle to instill in the minds of young boys. If one thinks about the general stereotype of the census we see that men have always been forced into these enduring roles. Even today the two characteristics demonstrated by GI Joe are prevalent. As each day progresses these characteristics are being challenged. Now more than ever the age-old beliefs of what is expected of man and woman are being redefined for a new world.

“London” by William Blake with “Composed upon Westminster Bridge” by William Wordsworth Essay

Compare and contrast â€Å"London† by William Blake with â€Å"Composed upon Westminster Bridge† by William Wordsworth and show how each used his poetry to express his views about his life and times. Blake and Wordsworth both display different views and attitudes about the city of London in their poems. They both lived in the same era, Blake lived during the 18th and then on into the 19th century (1757- 1827) and Wordsworth also lived during the 18th and then on into the 19th century (1770- 1850). As the poems were alive in the same era of life they were both alive during the industrial revolution. This was a time when children of a very age were sent up chimneys and were made to sweep them clean. They were used because of their very small size. This turned Wordsworth and indeed Blake against London. They also didn’t like other major cities in the country like Manchester, Birmingham and Liverpool. The main reason why they hated major cities, with London being the largest one was because they hated pollution. They both preferred the countryside and nature to the hustle and the bustle of England’s city environment. Both poets didn’t really like what they saw around them. They were also both romantic poets. In the poem â€Å"Composed upon Westminster Bridge†, by William Wordsworth, the poet is expressing views towards London that are positive. This is unusual for Wordsworth as he normally was against the industrialisation of London. In the poem, Wordsworth is describing the early morning sight of London and in particular Westminster Bridge. He makes out that London looks as beautiful as the countryside without anyone awake and the major; air-polluting factories are empty and quiet. â€Å"The beauty of the morning; silent, bare, Ships, towers, domes, theatres, and temples lie†. A main reason, which turned both of the poets against London, was because of the factories and tall buildings, which were caused by industrialisation. They felt that it ruined the natural beauty that the country has. There is also use of different parts of speech, in particular personification. † This city now doth, like a garment† Also in the poem, which is a sonnet, Wordsworth tries to get the point across to the readers that anyone who doesn’t see the beauty of London at this time in the day would have to be a very insensitive and not appreciate anything that was naturally beautiful in the world. â€Å"Earth has not anything to show more fair: Dull would he be of soul who could pass by, a sight so touching in its majesty†. Wordsworth, who was poet laureate, along with William Blake both believed in Pantheism. This meant that they both saw god in nature. In the poem â€Å"London†, by William Blake, the poet is expressing his real thoughts about London as a whole. That it wasn’t really a nice place to be. Like William Wordsworth he didn’t like London due to the fact that it had become so polluted due to industrialisation. The poem itself, contain four verses, each containing four lines in each verse. The poem is also written in doggerel style, because it is written in a crude and inartistic style. In the poem, Blake is expressing the bad details of London. His thoughts are dark and moody. He compares London to that of a battle site. â€Å"And the hapless soldier’s sigh. Runs in blood down palace walls.† This for me sums up the exact thought of the poet, William Blake about London in general. When Blake was writing this poem, it was mid-night in London. The time of night is important in the poem as it reflects the dark and sombre mood of Blake. Right from the offset in the poem there is criticism of London, as Blake describes how the river has nowhere to go. â€Å"As I wander each chartered street, near where the chartered Thames does flow.† It is like the river is mapped out and has to flow exactly where it is shown on the map. This is because London has lost its natural beauty and is now so unnatural. The people who live in London are always having something to moan about, according to the Poet. This is because they are all so trapped in the City, many want to get out of London because it has become so industrialised and they want it so everything is naturally beautiful. â€Å"And mark in every face I meet, Marks of weakness, marks of woe.† Blake also feels trapped in London with nowhere to turn but to more factories. â€Å"In every cry of every man. In every infants cry of fear, in every voice, in every ban, the mind forged manacles I hear.† Blake uses different parts of speech throughout the poem. â€Å"And blights with plagues the marriage hearse.† An oxymoron is used here because people don’t usually associate marriage with a hearse. The poets William Blake and William Wordsworth both express their own views towards London in their poetry, Blake with the dull view of London and Wordsworth with his unusual praise for London. Many different parts of speech are exercised in each poem for different reasons. But the poets give us their personal view towards London, each in a descriptive way.