C1: white an introduction which explains why it is important to plan to meet the care and learning needs of all children Essay

In this research task I will be explaining the importance of meeting the care and learning needs of all children and referring to various legislation and a theoretical perspective which supports this research and legislation Planning to meet the care and learning needs of all children is crucial to their wellbeing, growth and development. Early years practitioners must always follow and understand the standard care needs of children which are set out by the Early Years Foundation Stage (EYFS). These guidelines help support and allow practitioners to know how to meet and plan for children’s learning and care needs to give them the best possible start in life. Care needs have been researched by theorists like John Bowlby and Maslow; they have both shown that to achieve and develop in life it is important to have confidence and positive self-esteem. See more: how to write an introduction paragraph Maslow’s hierarchy of needs explains human behaviour and shows the important in terms of basic requirements. Other theorists like Brunner, Piaget and Vygotsky look at the way children learn. Appropriate provision is important for children as this covers all aspects from stage of development, age and special learning needs that might be in the setting. Ensuring that practitioners take into account any learning needs is very important. Practitioners provision will be allowing for any children with additional needs e.g. hearing impairment, physical needs, eye problems, speech impairment are given the required help and support which will suit that child’s individual needs to help them learn and develop. If a child wasn’t given support when needed they can become very behind and won’t be able to learn the way they have the right to learn. Children can become very reclusive and lack confidence if they are singled out or excluded, so giving them the right support they need will benefit them and help them progress. In practice there was a girl who couldn’t walk unaided, she had a walker for mobility. The girl hasn’t as yet been diagnosed with anything but every in the nursery were accepting and supportive. If she need to sit down we would help her, if she wanted to go outside we would make sure she was able to do it herself. When we had a standing activity we made sure there was a chair close in case she needed to sit down, we had tables that were longer so she could stand up if she wanted to and have her walker behind her for support. We never excluded her from an activity and we changed activity plans to suit her needs. View as multi-pages

A Big Change

A big change Looking back on a childhood when I was a child, every sound, every move, every event, the first day of happiness, the first date, the first hurt. Everything together made who I am. I was thinking about the memories that was the most Important for me. Is it the day when I met a new friend? Is it the day when I was crushed by someone? Or it is the day when I knew how to say â€Å"Mommy† for â€Å"Money†. It took a lot of time to think about my childhood memories. Every moments were Important for me no matter it good or bad, sad or happy.Suddenly, I asked myself why I changed my mind to like English even if I have never liked it because it was a second language and I thought it was hard and not necessary for me. It was a summer when I played Final Fantasy game for the first time. My older brother recommended me this game. So, I decided to play it. After the game started, I was shocked by the English language In the game and It made me felt like an Dildo. Then, I ran to my bedroom to find a dictionary to translated it. I wanted to know what hey said, thought, and what they want me to do.I had done this every time, every day, every moment playing this game until I found something strange. It wondered me a big surprised this game made my English skill better and I fell in love with learning English. Although, the game was over but I still learning English by playing another game and read many books. This was changed my attitude from Ignorance in English to love it when I realized that I am happy to learn English and I want to say thankful to this game for giving me a good change.

Death as a Main Theme of Philip Larkin’s Aubade

Aubade is the last poem by Philip Larkin. This poem became the culmination of his life and work and contains basic ideas of Larkin’s philosophical and literary credo. This poem became Larkin’s profound and personal investigation of the theme of death. Published in the Times Literary Supplement for the first time, this poem became a characteristic feature of his literary work. The poem is full of symbolism. The very title, Audabe, or Morning Serenade, creates anticipations in the minds of the readers and Larkin uses contrast in order to deliver his message to the readers. His aubade turns to be anti-aubade and this sad irony only underlines contrast and irony, used by the author. He uses a popular romantic title for his poem in order to underline the loss of innocence in the perception of the world.The very first lines of the poem describe typical day of routine life of the person, who does not see any sense in his life and spends dull days and sleepless nights thinking about inevitable death.Till then I see what’s really always there: Unresting death, a whole day nearer now, Making all thought impossible but how And where and when I shall myself die (Larkin 69).The theme of death and depression is typical for the works of Larkin. The theme of death and fear of dying goes through the entire poem. Scepticism and pragmatic view on religion give special shades of meaning to the theme of death. He speaks about it without idealization and pathos but, at the same time, he does not hide his feelings of fear and despair in front of this phenomenon. His pessimistic and gloomy mood makes the poem sound accordingly. As famous Donald Hall wrote about Philip Larkin in his article, â€Å"This is the man who famously said that deprivation was for him what daffodils were for Wordsworth. Yet surely the results of this life, in the shape of his poems, are gifts, not deprivations† (Hall 117).Larkin got the reputation of a melancholy poet. His light sorr ow and gloomy intonations became a visit card of all his literary works. Mixture of wit, humour and sad irony add special zest to sad motifs of Aubade.Dread of death creates a dark background of the poem. The author thinks about things he did not accomplish yet and describes gradual extinction and the most terrible thing.The sure extinction that we travel to And shall be lost in always. Not to be here, Not to be anywhere, And soon; nothing more terrible, nothing more true (Larkin 69).He can not stop thinking about state of non-being, which will naturally become a final destination for everybody. Being away from pathetic feelings he looks for a distinct place, which would become the house for humans after death and does not find such a place. This though deprives him of sleep and fulfills all his thoughts.His vision of death is determined by his philosophical credo and religious beliefs. All Western tradition regards death as an eternal rest and, if not to turn to religious explanati ons, the death appears as a final termination of the human existence.  Ã‚  Larkin rejects this view, calling the death â€Å"unresting†. This word combination makes and oxymoron as the term â€Å"death† itself assumes rest and calmness (Webster's New World College Dictionary).   Ã‚  Finally, the theme of death as an unresting thing, which does not bring pleasure and calm, becomes one of the main themes of the poem. He also uses unresting in another shade of the meaning. He turns to the word unresting in order to show that death is a phenomenon which can not be escaped or avoided by anybody. Nobody can escape death and all people are equal in front of it. As he states in the poem, â€Å"Most things may never happen: this one will†Ã‚  (Larkin 69).The very structure of the poem serves in order to help the author to deliver this message to the readers. Somewhat unusual structure of the poem does not make logical pauses at the end of the stanzas. The parts of the poem are connected so closely that they turn to each other as a continuous process, where motion does not stop for a single second. Sentences do not end at the end of the lines. Larkin uses long sentences, which rest for several lines and even when they end, it usually happens in the middle of the line, so that the next sentence starts immediately. For example, â€Å"no sight, no sound, / No touch or taste or smell, nothing to think with, / Nothing to love or link with†Ã‚  (Larkin 69). Such structure does not let the reader rest and make poses.It reminds the readers about the flowing nature of life, when people can not stop and have a rest haunted by the unresting death. Even in the cases when there are poses at the end of the lines the sentences are not completed, and the reader can not keep long poses, since the line does not contain a terminated thought and next lines continue ideas from the previous ones. Making a pause between the lines and having a rest becomes same im possible, as having a pause in one’s life and taking time to think over important things and finish things, which are not finished.Special structure of sentences is not the only means used by Larkin in order to attract the readers’ attention to the unresting nature and inevitable character of death. Gloomy and depressive tones of the poem show this very nature of death. The author uses sad irony and light sorrow in order to show naivety of people, who try to escape thoughts about death and pretend that this will never happen to them, even despite they are surrounded by death every day of their lives. People seek for stability and guarantees but finally it turns out that death can be the only stable thing in this world.The second stanza illustrates the author’s attitude to religion. Larkin does not believe in the pictures of afterlife, created by different religious doctrines.   His pessimistic attitude towards religions does not let him accept any kind of non- rational explanation of the life after death. â€Å"Larkin’s last major poem, Aubade is to conclude his religious poetic oeuvre with an internal argument of the poetic persona on religion and what remains after death† (Lerner 183). The author spends sleepless nights thinking about death. He spends hours trying to imagine the state, where all the senses cease their existence and a person looses all connections with the existence. Larkin goes further than just philosophical reflections about the death, he thinks about physical experience of â€Å"no-being†. As he states, â€Å"This is what we fear—no sight, no sound, / No touch or taste or smell, nothing to think with, / Nothing to love or link with† ( Larkin 69).Physical nature of death becomes the focus of Larkin’s attention. Such an attitude reduces human life to physical existence and that is the reason the author becomes so desperate to find any explanations of things, which will happen t o him after death.   As states Adam Stainer, â€Å"His inability to palliate his mind’s sense of panic mirrors the other figure depicted as unresting in the poem—death itself†   (Stainer 16). And even her unresting nature of death is obvious. Looking for a possible description of the state of non-living, Larkin can not escape a thought that this state will last forever. He regards the death not as a single event, which causes transformation, but rather as a continuous process of perpetual anaesthesia, where people stay forever.Larkin uses irony to show how eternal state of nothingness can be the most terrible thing, which brings neither calm nor peace.   What is notable, even during short period of life people can not get rid of the threat of death. It surrounds them whatever they do and the author does his best to show this state of living under constant threat in his poem. Ceaseless nothingness appears to be the biggest Larkin’s fear and this thou ght does not let him fall asleep at nights and deprives him of calm and happiness when he is awake.In the next stanza he speaks about courage, which turns to be useless in the face of death. Merciless nature of death makes no distinctions between those, who are afraid of it and who are not.The last lines of the poem contain a deep metaphor, making a contrast between routing life and death, which he can not forget about even for a minute.Meanwhile telephones crouch, getting ready   to ring In locked-up offices, and all the uncaring Intricate rented world begins to rouse. The sky is white as clay, with no sun. Work has to be done. Postmen like doctors go from house to house (Larkin 69).Postmen, walking from one house to another, symbolize for Larkin inevitable approaching of the dawn, which, in its turn, symbolizes an inevitable approach of death. He compares them to doctors, who must save people’s lives but constantly fail, as nobody can overcome death. Careless world wakes up in order to make one step towards death. For Larkin this is a phenomenon he can neither escape, nor forget.  The author does not separate thoughts about his own death from the general philosophical questions. This underlines Larkin’s perception of the death as the most private and the most common and public event at the same time.Works CitedAgnes, Michael, ed. in chief, Webster's New World College Dictionary, fourth edition, MacMillan, 1999.Hall,   The New Criterion Vol. 4, No. 6, February 1986.Kirszner, Laurie G., and Stephen R. Mandell, eds. Literature: Reading, Reacting, Writing. 6th ed. Boston: Wadsworth, 2007.Larkin, Philip. Collected Poems,   Farrar Straus & Giroux, 1989.Lerner, Laurence: Philip Larkin. In Writers and Their Works series.   Plymouth: Northcote House Publishers Ltd., Plymbridge House, 1997.Steiner, Adam. Honors British Literature. Dr. Fraser. Concepts of Rest and Unrest in â€Å"Aubade†, 2005.Salwak, Dale ed. Philip Larkin: The Man and H is Work. London: MacMillan, 1989.

The Case of Child pornographer at Cambridge University Essay

The Case of Child pornographer at Cambridge University - Essay Example A trustworthy and recognized institution like the Cambridge University cannot send a wrong message to the international community by such irresponsible actions. Instead, the university should adopt measures which will send a significant message to the wrongdoers in child abuse. I totally agree with Kim Magi’s argument that Cambridge is disrespecting all families that have suffered due to child abuse. It is also important to note that police discovered over 1,500 images of child pornography at his Cambridge University-owned home and the Vice Chancellor seems to suggest that child pornography made at the University-owned home can be overlooked as a silly crime. The total credibility of the institution is brought into question by the Vice Chancellor’s decision and I strongly disagree with this attempt. A profound analysis of the case of child pornographer at Cambridge University confirms that University Vice Chancellor’s decision to allow Dr. Nicholas Hammond to ret urn to his job raises an important question of human morality as well as the credibility of an internationally recognized institution. Child molesters like Hammond are mass murderers and criminals against humanity. It is also important to recognize that a university professor is someone trustworthy and respectable. Nicholas Hammond is a person who has done crime against children as well as his profession. In short, Vice Chancellor’s decision to allow Dr. Nicholas Hammond to return to his job is highly condemnable and must be protested.

The Historical, Current and Future Sustainability of Cork in Portugal Essay

The Historical, Current and Future Sustainability of Cork in Portugal - Essay Example It makes great contribution to the economic growth of the country also. Almost 800 companies related to the cork industry. Those companies employ over 20, 0000 workers. About 50% of total cork products are made in Portugal. Portugal is the leading country when it comes to the production of Cork. As on 2012, the average annual output was 157,000 tons. It also holds 60% of the overall worldwide exports. The country has Cork industry produces discs, fishing rods, handles, cigarette tips, discs, different kinds of packing, etc. Cork is also used for mattresses and cushion. Brief Overview of Cork Cork is buoyant, impervious material. It is a subset of the bark tissue yield for commercial use mainly from Quercus suber (the Cork Oak). Cork consists of a hydrophobic material called suberin. Due to the elasticity, buoyancy and impermeability cork is used in variety of products. However, the most common use of cork is for wine stoppers. Cork was first examined by Robert Hooke. This led to its discovery and the naming of the cell (Cork2, 2009, p.1). Uses of Cork The elasticity of cork combined with impermeability makes it a candidate for a material to be used as a bottle stopper; even more especially for wine bottles. As a matter of fact cork stoppers embody 60% of the cork productions. Even in the mid seventeenth century, cork stoppers were not used in the wine bottles. Rather oil soaked rags were staffed into the bottle necks. Things changed once the trading of the cork was initiated. Wine cork stop could be made of a single cork piece or from several composed particles. One prime example of such cork stop is the champagne corks. Natural corks were used for 80% of the 20 billion wine bottles produced round the globe. However, the usage percentage saw a dip due to the increase usage of other cheaper synthetic alternatives. However, still the percentage stand at a healthy 60%. A part from the usage of bottle stoppers, cork is also used in musical instruments to tighten se gments of different instruments. Corks can also be used for outer walls of the houses. Cork is used during the manufacturing of baseball and cricket balls. A part from this corks are used in space craft heat shields, printers and also in construction and automotive industry. Evolution of Usage of Cork in Portugal Cork happens to be one of the premier products of Portugal. It makes great contribution to the economic growth of the country also. About 50% of total cork product is made in Portugal. The Portuguese cork industry is a versatile and developed one. In Portugal, cork is used for various functions like developing buildings, architectures; in automobiles; military and aero-space industry. However it is very much needless to say that the just like any other part of the world corks are mainly used in Portugal as wine stoppers. This makes it evident, how significantly the cork production supplements the wine production in Portugal. Contribution of Cork to Portuguese Economy Portug al is the leading country when it comes to the production of Cork. As on 2012, the average annual output was 157,000 tons. It also holds 60% of the overall worldwide exports. The annual turnover is about â‚ ¬850m. It is quite obvious that the cork stoppers holds biggest share with â‚ ¬590m. This is followed by construction material making a contribution of â‚ ¬

How BIM technologies are beneficial for contemporary digital design Assignment

How BIM technologies are beneficial for contemporary digital design - Assignment Example It does possess a whole range of advantages in the modern digital designs. The designers are shifting massively to this new technology due to its immense benefits. The concept is simple to use by the engineer, contractor, clients and manufacturers provided there is sharing of information. The engineer regulates energy consumption. The contractor monitors the building process. The client provides a useable space while the manufacturer deals with product maintenance through servicing it and maintaining its performance(HM Government, 2012, p 6). It is an integral component in the building industry. Most construction firms are using the protocol, which not only conserves time and money, but also creates artistic impressions worth winning admiration. Utilization of Building Information Modelling enables the project construction at minimal losses. Majority of the projects comprises incorporation of 18 disciplines involved in design and fitting (Succar, 2009, p 360). The process in working utility process rotates around collaboration with the client, unification of data creation, management and sharing and coordinated information model. There is also a technique of detecting any of a crash or wastage. To streamline the construction site, ground is well prepared for efficient, and accuracy. The data in extraction from the BIM is also useful in setting up the drilling depth. Adoption of the BIM enhances the performance levels. The project progress is fast, accurate and saves resources in use. The Model in use can check for the architectural clash in the building station. The amount of the materials in use are clear too as the model can calculate the same. The three dimensional technology under use generates modelling scales that are easily visible hence enhancing communication among the constructors. The feedback among the stakeholders is timely hence decrease in

Check the pic Assignment Example | Topics and Well Written Essays - 1500 words

Check the pic - Assignment Example Moreover, on the canvas, some patches of earth tones are visible and this can be interpreted as streams of water. The entire image appears to be immersed in a large water body, probably an ocean. A short distance from the pale brown colored patches, there is a green patch which looks more of vegetation. The vegetation seems to be similarly immersed in water. Despite this, the vegetation looks health and easily distracts attention from the shapeless pale brown images. There is a thick line that runs vertically on the canvas dividing the canvas into two equal portions. On the left side of the canvas, there is a formless figure which looks more of a replication of the image on the right side. This indicates the artist’s prowess in utilizing negative space in creating a masterpiece that communicates the intended meaning without diluting the message or controlling the audience’s mind by providing any kind of realistic information in the image; not even the title can help in making any meaningful interpretations. I strongly believe that through PH-244 of 1953 Still wanted to express the way life was changing in America. The pale brown patches imply the hardship that Americans, particularly the blacks, were undergoing in America, and the green patch denotes a land where all suffering Americans were eagerly eyeing for. For many Americans, during the time of the painting, life had lost meaning, and Still decided to use his artistic prowess in championing for their liberation and equal treatment. Clyfford Still made the image more abstract and avoided giving any meaningful title so that it could have a large audience which could associate themselves with the occurrences in America during the 1950s. PH-244 of 1953 portrays abstraction at its best. In the second image, Still uses some red patches, black color, white and brown to create the image

Tort - Negligence Assessment Essay Example | Topics and Well Written Essays - 1500 words

Tort - Negligence Assessment - Essay Example Other relevant legislations which have been made and may be applicable to this case may also be included in the catchword. The purpose of the catchwords is to help one summarise at a glance, the facts surrounding a court case. The same are also used in compiling case reports. Mostly, legal publishers are the ones who make the catchwords as parts of the head notes and summaries surrounding a case. The key facts are summarised in case reports and are summarised include the head note, the citation of the case and the law reporter. Sometimes, the Latin or law French are mentioned. All these are listed in the line which specifies whether the case is first instance or is on appeal. If this is the case, catchwords may come after the names of the judges and the hearing and judgement dates, respectively. The legal publisher or any person working for legal publisher may write this report or catchword. The part of the report may either be referred to by its self-titled name, catchwords or catchphrases. Apart from the aforementioned facts surrounding the case, the legal publisher will have to specify whether the case is taking place for the first time, or is an appeal or cross appeal. The key issue on which the court had to decide is the duty of care, and whether or not the defendant had fully met it. In this case, the use of negligent misstatements and negligent preparation of reports for a company serve as key issue. Apart from the general provisions of the common law, it will be important to consider the principle of Hedley Byrne v Heller in constructing a sound verdict. Initially, the courts made a ruling in favour of the auditors, saying that the auditors did not owe the plaintiffs any duty of care. The Court of Appeal ruled in favour of the plaintiff, saying that the auditors owed the plaintiffs duty of care as shareholders. Finally, the cross-appeal by the auditors made a ruling in favour of the auditors, observing

Business Operations at Dell Corporation Research Paper

Business Operations at Dell Corporation - Research Paper Example However, lately, managers have understood the importance and significance of operations management. One of the biggest advantages of operations management identified by the managers is increased productivity. Hence, operation management also leads to increased efficiency of the workers. Another major advantage identified is the better quality of the outcome. A number of scholars have emphasized that management of the operations of a company greatly helps in improving the quality of the outcome (Petersen, Ragatz & Monczka, 2005). Management of the business operation provides companies with the opportunity to undertake small-scale continual improvement process and at the same time, it facilitates a large-scale radical shift in the process and product design of the company. The operations manager of a company carefully focuses on the management of processes so as to manufacture and distribute the products and services to the end customers in the most efficient way. According to Varila, Seppanen & Suomala (2007), management of the business operations allows a firm to streamline its process and at the same time eliminates the wastes. Expansion of the business is another viable opportunity for the business.   Dell Corporation: A Brief Overview of the Company Dell Computer Corporation, commonly known as Dell Inc. is a US-based multinational company involved in developing and offering computer technology services. The company was founded in the year 1984 and is currently headquartered in 1 Dell Way, Round Rock, Texas, US. The company was founded by Michael Dell, who plays the role of the Chairman and CEO of the company. The company is basically involved in developing, selling and repairing computers and associated products and services. The company currently employs around 103,300 people and is also considered as one of the biggest technology companies in the world. The company is listed at the 51st position in the global fortune 500 lists. Currently, Dell operates i n almost every part of the world and has allowed them to grab a significant market share (Dell, 2013). In terms of market share, the company is ranked at the third position just after Lenovo and HP. The major competitors of the company are HP, Lenovo, Compaq, IBM and Acer among others. The company sells data storage devices, servers, desktops, laptops, software products, printers, MP3 Players and other computer peripherals. Dell is known for applying innovative techniques for its sales process, manufacturing process as well as the entire supply chain process.  Ã‚  

The most effective visual images Essay Example for Free

The most effective visual images Essay It was a dull night in November, I had completed my work. I accumulated all the equipment that I would use to breathe life into the lifeless monster on the ground; I was so nervous that I was nearly in pain. By one in the morning, the rain fell gloomily on the windows. My candle was about to go off, when I saw the yellow eye of the monster open. It breathed in deeply and an unexpected motion vibrated his limbs. Could I describe my feelings when I saw this? How could I create such an ugly man? His body had a nice figure and I tried to make him look good, but he came out extremely butters. Oh my days! He was uglier than the devil himself. Through his yellow skin, I could see the muscles and veins. Can you imagine, his hair was pure black and his teeth were white like WOH! The nasty difference was his dull eyes that appeared to be almost the same colour as his yellow face, apart from his proper thin black lips. To get to this point I worked for almost two years, you know. I went without rest and I even made myself sick, blad. I wanted this moment more than a man should want anything, now I had finished my work, the buffness that I had imagined it to be had gone and now I am full of disgust. Man, this thing that I have created was so butters, I would go blind if I looked at it. I quickly went out of the lab and for ages I was walking up and down my bedroom, trying to cool down, you get me. I did fall asleep, but it was proper edgy, full of bare nightmares. By Vivian Amobi Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The Electronic Voting Technology Politics Essay

The Electronic Voting Technology Politics Essay Electronic voting (also known as e-voting) is a term encompassing several different types of voting, embracing both electronic means of casting a vote and electronic means of counting votes. An electronic voting (E-Voting) system is a voting system in which the election data is recorded, stored and processed primarily as digital information. Electronic voting technology can include remote internet voting system, optical scan voting systems and specialized voting kiosk [1]. Sanjay et al (May 2011) also define e-voting as any system where voters cast their vote using an electronic system instead of paper ballot. Sanjay further explained that this electronic vote which is stored digitally is transferred from voting system to a counting system [11]. E-Voting can be seen as a better form of voting as it eliminates several drawbacks in the traditional voting system. But Randolph C (2004) explain that even though e-voting system plays important part in the general election process, there are several other important factors that will contribute to the overall success of an election and this include processes, people and technology[17]. The current method of voting during general elections in Ghana is through paper base voting which comes with a lot of problems ranging from delay in voting resulting in long queues, spoilt votes due to wrong thumb-printing and delay in declaring results. Ghana has held eight (8) successful presidential elections after independence, but always issue of vote rigging and the credibility of the results becomes an issue[13][30]. These concerns arise from the fact that people dont have trust in the current paper base voting system. The current paper base system is perceived to give room for manipulation of votes by officials at various polling stations and also at the collation centers [13]. Also other issues faced with paper-based voting in Ghana are the perception of political opponents stuffing the ballot boxes with already voted ballot papers, and delay in counting after vote has ended. These concerns are the main initiator for the investigation into a possible electronic voting system implementation for subsequent elections in Ghana. Electronic voting if well designed and tested will try to alleviate these problems and perceptions, and reduce or do away completely with spoilt votes which in most cases, the percentage of spoilt ballot papers are more that the percentage received by some of the Presidential candidates[38]. E-Voting has been attracting a lot of interest in the country and has been a subject for discussion in various media during the past years. The interest of E-Voting is spreading across many sectors of the society, notably University and Polytechnic institutions where SRC elections are mostly conducted electronically through Electronic Voting System. As stated in Aviel D. Rubin February 27, 2004 report, elections allows the citizen to select their people who they deem fit to represent them. Naturally, the integrity of the election process is fundamental to the integrity of democracy itself. He further stated that any system that is design for election must be a system that can withstand any attack, and also must be a system which the voters can accept and the various candidates can accept the election results without any dispute [2]. But most often elections are being manipulated in order to influence their outcome. The design of a good voting system, whether electronic or using traditional paper ballots must satisfy a number of sometimes competing criteria. The anonymity of a voters ballot must be preserved, both to guarantee the voters safety when voting against a malevolent candidate, and to guarantee that voters have no evidence that proves which candidates received their votes. The voting system must also be tamper-resistant to prevent a wide range of attacks, including ballot stuffing by voters and incorrect tallying by insiders. The main aim of the research is to investigate and come out with the most feasible and acceptable electronic voting system and improve upon the current design for national elections in Ghana taking into consideration our current ICT infrastructural or ICT penetration in Ghana. Problem Statement Ghana Electoral Commission (EC) has conducted six (6) elections since the fourth republic, and in each of these instances we have been faced with challenges of bloated electoral register resulting into some voters voting more than once. There have been several reforms to ensure a credible voter register [3]. But after all these reforms multiple voting still exists. Secondly, our current paper base voting comes with several challenges which include the following: Delay in vote counting after vote has ended at polling stations Voters travelling long distance to polling stations to vote Low voter turnout as a result of voters queuing for long period at polling stations Multiple Voting Tampering of voting results High percentage of spoil ballot papers due to wrong thumb printing Overall cost of electoral materials (ballot boxes, ballot papers etc) The main focus of this research is to investigate and come out with suitable electronic voting system and improve upon the existing features for our national elections to curb these challenges. The research will investigate the suitability of remote electronic voting systems like internet voting and or voting electronically at various polling stations using a Direct Recording Electronic (DRE) something called a voting kiosk. Objective of the study The main objectives of this research is to investigate and discover the various methods of e-voting system that can be implemented for national elections, give a wide overview on the potential benefits and associated challenges in implementing Electronic Voting (E-Voting) in the Countrys general elections. The study has the following specific objectives: To identify the various e-voting system that will be feasible to implement for our national elections To find out which of these methods is more acceptable by the voting populace To improve upon the accepted e-voting system To examine the potential challenges that are likely to surface for each implementation Research Questions: What are various E-Voting Systems that can be implemented for National Elections? What will be the preferred e-voting methods for voters? What improvement or enhancement can be added to the preferred e-voting system? What are the potential benefits associated in implementing Electronic Voting (E-Voting) in the Countrys general elections? What are the associated challenges in implementing Electronic Voting (E-Voting) in the Countrys general elections? Significance of the study Implementing electronic voting system for national elections will reduce drastically the amount of resources we spent on manual voting systems [11]. It will also increase voter turnouts and delays in vote counting and declaration of results. It will also eliminate multiple voting and tampering of voting results. Voters will not have to travel a longer distance to a voting center to cast his/her vote; it will not require geographical proximity of the voters. Scope of the study This research is to investigate and improve on the current E-Voting systems that can be implemented for Ghana general elections, but considering the limited time and resources available I will focus on Internet Voting system and Direct Online Voting at polling Stations (Voting Kiosk). I intend to limit the scope of the research to the voters around the regional capitals only and Internet security expert and System Developers from Expresso Telecom Organization of the study The research work is organized into five (5) chapters. Chapter 1 discusses the introduction, the background of the study, problem statement, the objectives of the study, the significance, and scope of the study and the proposed methodology of the study. Chapter 2 of this thesis is a literature reviews some of the various methods of electronic voting techniques which have been used during elections around the world. The methods I employed to collect information about various e-voting systems are described in Chapter 3, and the results of this information collection and the responses to this survey which were received is presented in Chapter 4, analysis of the Case study is presented in Chapter 5 and the conclusions drawn from those results are summarized in Chapter 5.

Development of Four Year Old | Observational Study

Development of Four Year Old | Observational Study INTRODUCTION TO CHILD DEVELOPMENT Felicia Heong Shin Nin Yvonne Michelle a/p Stephen Das ( ) Ahmad Syazwan ( ) Acknowledgements This book is the result of research on 4 year old children development. The purpose of this book is to share the knowledge and experience collected in the period of time given. I was stimulated by the different milestones a child goes through while growing up and how to tell the difference between a child who is just taking his or her and one who has a true developmental delay. This book is intended for people to understand children’s behavior and guide them along the way.In preparation of this book, many have contributed many helpful comments and information both directly and indirectly, I would therefore like to say thank you to those who made it possible for me to study this subject more in-depth, theoretically as well as practically. There are also some individuals who I need to personally thank for their helpful assistance. A big thank you goes out to my lecturer, Miss Lee Wai Mun for her generous knowledge, research and experience, all of which have been of great importa nce in the writing process of this book. Finally, none of the people I have mentioned are to be held account for the final version you have in your hands. All of the content in this book is entirely my responsibility. But I hope that the information in this book will enlightened you and help you understand more about the developments of a child. Introduction Children grow in unique ways. While children develop at their own pace, every child should do certain tasks by a certain age and its impossible to tell exactly when a child will learn a given skill. Theres more to tracking a child’s development than logging height and weight as the process ofdevelopingfrom a baby into a child requires the achievement of manymilestonesin language, physical, social, emotional development, etc. Hence, developmental milestones give parents a general idea of the changes to expect as the child gets older. This book is about your four year old child. In the course of this year children are moving out of babyhood into childhood. They have rich imaginations, they may have strong fears, they love to play and they enjoy physical activity. They are beginning to be more comfortable spending some time away from their usual comfort zone. Sometimes they are timid about trying new things. Of course all four year olds are different and they may develop at different rates. Indeed, sometimes it’s a case of two steps forward and one step back, with children appearing to forget the things they once knew. Although it is difficult to define ‘normal’ development, there are some milestonesthat children can be expected to achieve. However, if you are worried about your childs development, or if they cant do things that they used to do for more than a short time, it is important to see a pediatrician or child health nurse. If there is anything wrong, getting in early will help. Otherwise it is good to know that your child is developing normally in his or her own special way. It is of utmost importance to remember that the milestones are approximate, not absolute. Each child develops at his or her own pace, and some stages may occur earlier or later this guidebook allows explanations of variations physical, cognitive, emotional, and social developmental milestones to be expected during the first year of life to gain insight into observing in children today and to preview what to look forward to in the years ahead. Chapter One: Cognitive Milestone Most children this age can speak clearly using more complex sentences and enjoy singing, rhyming, and making up words. They are energetic, silly, and, at times, rowdy and obnoxious. Children this age can also count ten or more objects and correctly name at least four colors and three shapes. They are able to recognize some letters and possibly write his or her name. Cognitive development, or the process of growth in intellectual abilities such as thinking, reasoning and understanding, is a major component of early childhood. According to the World Health Organization, early childhood is the most important phase of development throughout the lifespan. So games for cognitive development during early childhood are an effective way to help kids grow intellectually. Categorizing is the type of games that encourage sorting, matching and classifying and are excellent for cognitive development. Identifying colors is a necessary skill that people use every day—for choosing which clothes to wear, reading signs, following traffic signalsand describing the surrounding world. This activity provides an interactive, colorful way for your preschooler to practice color recognition. It introduces children to this bright new world of colors using ordinary household objects such as buttons to group these objects into different sections and learn to recognize colors using a homemade egg carton sorter. Lesson Plan: Date: 10th April 2015 Time: 10.40 a.m.-11.20 a.m. Duration: 35 minutes Years: 4 years old Name of activity: Name it, Sort it Materials: 3 Paper egg carton (half-dozen or full dozen), different brightly-colored buttons. Theme: Color Day Focus: (BM 2.0) Kemahiran Bertutur (PFK 1.0) Perkembangan Motor Halus (ST 2.0) Kemahiran Saintifik Standard Content: (BM 2.1) Berinteraksi dengan mesra (PFK 1.2) Melakukan kemahiran kordinasi mata tangan dalam perkembangan kemahiran motor halus. (ST 2.3) Membanding dan mengelaskan objek. Learning Standard: (BM 2.1.1) Berbual dengan sebutan perkataan yang betul. (PFK 1.2.5) Menggunakan jari untuk menguntai objek bersaiz besar dengan menggunakan tali besar. (ST 2.3.1) Membanding dan mengumpulkan objek-objek mengikut satu ciri: A.)Warna B.)Bentuk Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Color song Teacher would ask the children to sit on the floor in a circle. Teacher sings the color song and asks the children to sing and clap along. â€Å"Red, yellow, green and blue, green and blue, , Red, yellow, green and blue, Purple, orange, brown and black, Red, yellow, green and blue, green and blue.† -Tune of song is of, â€Å"Head, Shoulders, Knees and Toes†. Step 1 (5 minutes) Group name Teacher divides children into 3 groups, each group consisting of 5 children. Children are asks to name their group and come up front of the class to introduce their friends. Step 2 (5 minutes) Name the colors Teacher shows the painted egg carton to the children. Teacher distributes the egg carton to each group. Then, each group is to stand up and name all the colors painted on the egg carton. -Egg carton. Step 3 (10 minutes) Buttons Teacher gives out same amount of different color buttons to each group. Each child is then instructed to sort the buttons into the colors painted on the egg carton. Each child take turns to sort the buttons into the egg carton. -Buttons, egg carton. -The buttons distributed are the same colors painted on the egg carton. Step 4 (5 minutes) Sort and name it Teacher will asks the child to say the name the color of the buttons out loud as they sort it into the egg carton. Teacher will then pick one child from each group to come in front of the class and name the colors as they sort the buttons. -Buttons. Step 5 (5 minutes) Magic color box Children will be ask to sit into a big circle. Teacher will give the children a box. Inside the box is crayons of different colors. Children will sing the magic song, â€Å"Pass, pass, pass the color, This is the game we play! When the little song is through, The color name we’ll say.† The children will pass the box around singing the color song until the color stops. Once the song ends, the child that holds the box will put their hand into the box and take a crayon out. The child will tell the color of the crayon. Repeat the game until every child has at least play once. -Box filled with different colors of crayons. -Tune of song is of â€Å"Row, Row, Row Your Boat† Reflection: Children like the games and songs of the activity. Children paid attention to instructions. Children tend to throw buttons too hard in the egg carton or throw at their friends. In the future, use much bigger objects than buttons, such as sponges or straws. Chapter 2: Physical Milestone Chapter 3: Social/Emotional Milestone Chapter 4: Language Milestone Four year olds are now talking in simple sentences and there is so much going on inside their head that often it seems as though the words can’t come out fast enough to describe it all. They often stutter and stumble when trying to express themselves. It can be exhausting to listen and explain things to your child but exciting to be able to share in their rich imaginings. They love to be read to and may want the same book over and over again. Four year olds get across what they want to say in most situations. Some four year olds speak very clearly, while others still use some ‘baby talk’. Some may stumble over some words but this will probably clear up by itself within the year. The average four year old can understand 1000 or more words. Four year olds can usually understand ‘place’ words such as – under, on, beside, back, over. Four year olds ask questions beginning with ‘What’, ‘Who’, ‘Where’ and ‘Why’? They can talk about what happened yesterday and about tomorrow. You can build on what your four year old says to you. Don’t correct their unsuccessful efforts at words but respond positively with the correct word in your reply. Try to be patient. Ask them questions. Some children become such enthusiastic talkers that their constant ‘what’ can become irritating for parents. Most will respond to your request for you to have some quiet time from their questions – at least for a few minutes! Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake and Name Materials: Laminated plastic, 3 plastic bottles, clean water, edible food coloring, waterproof marker, colorful beads and buttons. Theme: Words Focus: (BI 3.0) Reading Skills (ST 2.0) Kemahiran Saintifik (BI 4.0) Writing Skills Standard Content: (BI 3.2) Read simple words with understanding. (BI 3.3) Read phrases with understanding. (ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran. (BI 4.1) Pre-writing skills. Standard Learning: ( BI 3.2.2) Read simple words. (ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat. (BI 3.3.1) Read simple phrases with guidance (e.g. sit down, red ball). (BI 4.1.1) Engage in activities requiring eye-hand coordination. Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Chapter 5: Math and Science Milestone Four-year-olds have an increased capacity for learning math concepts. They use logical reasoning to solve everyday problems, and can effectively use language to compare and describe objects and shapes. They can count to ten, recognize written numerals 0 to 9, and add and subtract using numbers up to four. Four-year-olds know some variations of a circle, square, triangle and rectangle. They know days of the week, months, and the seasons, but still cannot tell time. Children are naturally curious about the world and want to find out as much as they can. They want to know what makes the wind blow, how trees grow, why fish have fins, and where turtles go in the winter. But they don’t want adults to give them the answers. They want to be the discoverers, the experimenters, and the theory builders. They don’t want science to be something that is imparted to them; they want it to be something that they do. They want to be scientists; not just consumers of science. They want to ask their own questions, collect their own data, and arrive at new and wonderful ideas. These â€Å"wants† should shape the foundation of an early childhood science curriculum. If you’ve ever dripped food coloring into oil before, you’ll remember the beautiful, jewel-like drops of color floating separate in the oil. This is because oil and water truly don’t mix. If you shake them up, they emulsify, but eventually separate back into oil and water. This activity is to teach children about science but at the same time involves math. The ingredients are using edible ingredients, this makes them a safe science activity for children to make on their own! Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake and Count Materials: Two plastic bottle, cooking oil, clean water, food coloring, oil-based coloring, a bamboo skewer, waterproof marker, Beads, Buttons, laminated plastic. Theme: Science and Math Focus: (ST 2.0) Kemahiran Saintifik (ST 7.0) Konsep Nombor (ST 4.0) Menyiasat Alam Bahan Standard Content: (ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran. (ST 7.1) Memahami nombor 1-10. (ST 4.1) Meneroka sifat umum bahan. Learning Standard: (ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat. (ST 7.1.1) Menyebut nama nombor 1 hingga 10 (rote counting). (ST 7.1.2) Memadankan angka 1 hingga 10 dengan nama nombor secara lisan. (Contoh 2-dua) (ST 4.1.1) Memerhati dan mengumpulkan objek kepada yang tenggelam dan timbul. Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Counting beans Teacher divides children to three groups. Each group containing 5 children. Teacher takes out three bags filled with beans. The bags are then distributed to the children. In front of the classroom is a Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Chapter 6: Music Milestone Four-year-olds can identify changes in pitch, tempo, loudness and musical duration. They can sing songs of their own creation as well as memorized ones. Their art begins to be more realistic, and may incorporate letters. Four-year-olds love to dance, and are able to move rhythmically and smoothly. Their dramatic play is highly imaginative and now has the structure of specific scenarios, like going to the grocery store or rescuing a cat stuck in a tree. By now, 4 year olds can understand basic principles of tone, tempo, genre, pitch, etc. (e.g., can describe which songs are fast and slow or high and low). They can sing complex songs and play an instrument alone as well as with group (e.g., learns newly introduced songs by memory in a day or two). 4 year olds also can use music to reflect thoughts and feelings (e.g., starts buzzing like a bee while looking through a storybook on insects). If taught, children will regard music as a part of daily life (e.g., gets out mat for nap upon hearing soft music being played, puts away toys when clean-up song is sung). Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake it Materials: Three teaspoons uncooked rice, dried beans, two empty diet shake cans or soda cans, clear packing tap, pencil, scissors, markers or stickers. Theme: Focus: Content Standard: Standard Learning: Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Put the rice in an empty diet shake can (soda cans dont last as long, but they will work for this project.) Remove the tab and seal the opening with clear packing tape. If you like, make your own cool label for the can. To make the label, cut a piece of paper nine inches long and four and one-half inches wide. Decorate the label with markers or stickers. Tape one side of the label to the can. Then make small rolls of tape and stick them between the label and the can. Wrap the label around the can so that the loose end overlaps the taped end, and tape down the loose end. Put dried beans in the other can, and make a decorated label for that one, too. Try using the rice can for a lighter sound and the bean can for a louder sound. Start shaking! Kids can turn office supplies into sound machines with the activity on the next page. Chapter 7: Art and Creativity Milestone By age 4, many children are learning to better control their hand and wrist movements. They are making forms and objects that are almost, but not quite, recognizable to adults. Circles, lines and crosses are always popular forms. Some 4 year olds may begin naming their drawings. In the middle of drawing, a child may look and say something like, This is a truck, or, This is Mommy. Naming artwork is a big step that shows the child has begun to think in terms of mental pictures. It doesn’t matter that the drawing has little or no resemblance to Mommy. What matters is that the child has discovered that drawing is more than just something physically fun to do. Gradually, some of these forms have taken shape and adults can identify them as people, houses, cars or whatever the young artist intended to draw. Typical drawings at this age are pictures of people consisting of large heads that appear to have arms and legs growing out of them. There is usually little evidence of relative size in these drawings. Tiny legs sprout out of huge heads. A drawing of a butterfly may be twice as big as a dog. Whatever is most important to the child at the time gets the biggest play on the page; what is not important may simply be left out. That’s why children may leave out fingers, necks or other body parts. It’s not that children don’t notice that people have fingers; it’s just that fingers are not important to them at the time they are drawing. During this stage, children may find colors very exciting. Children are not concerned with realistic color representations. They just like to use color. One child may make everything on the page red. Another may use every color in the box on one drawing. Child care providers should not require children to use certain colors or try to read any deep psychological meanings into a child’s choice of colors. Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Hand Paint Materials: Colorful paint, clean cloth, clean water, newspaper, paint brush Theme: Art and Creativity Focus: (KTI 1.0) Seni Visual (PFK 1.0) Perkembangan Motor Halus Content Standard: (KT 1.1) Menggunakan pengetahuan tentang bahan dan teknik dalam menghasilkan karya seni. (KTI 1.2) Menzahirkan idea kreatif dalam penghasilan karya. (Ekspresi kreatif) (KTI 1.3) Menunjukkan apresiasi seni. (PFK 1.0) Melakukan kemahiran motor halus. Standard Learning: (KTI 1.1.1) Mengenal bahan yang diperlukan untuk menghasilkan sesuatu karya contohnya berus dengan bimbingan guru. (KTI 1.2.4) Membuat corak dan rekaan yang mudah melalui pelbagai aktiviti. (KTI 1.3.1) Menceritakan dan mempamerkan hasil kerja sendiri. (PFK 1.1.3) Menggunakan tangan untuk meramas (mix). Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection:

Limitation :: Essays Papers

Limitation END-USER LICENSE AGREEMENT FOR MICROSOFT SOFTWARE IMPORTANT READ CAREFULLY: This Microsoft End-User License Agreement (EULA) is a legal agreement between you (either an individual or a single entity) and Microsoft Corporation for the Microsoft software which may include online or electronic documentation ("Software") provided in the Electronic Arts software game you have acquired. By installing, copying, or otherwise using the Software you agree to be bound by the terms of this EULA. If you do not agree to the terms of this Agreement, you are not authorized to use the Software. The Software is protected by copyright laws and international copyright treaties, as well as other intellectual property laws and treaties. The Software is licensed, not sold. 1. GRANT OF LICENSE. This EULA grants you the following rights: Microsoft grants to you the right to use copies of the Software only as part of the Electronic Arts software game that such Software was included, and only in conjunction with validly licensed copies of Microsoft operating system products [e.g., Windows ® 95; Windows NT ®]. 2. RESTRICTIONS. --You must maintain all copyright notices on all copies of the Software.--You may not distribute copies of the Software to third parties. --You may not reverse engineer, decompile, or disassemble the Software, except and only to the extent that such activity is expressly permitted by applicable law notwithstanding this limitation. --You may not rent, lease, or lend the Software. --You may permanently transfer all of your rights under this EULA only in conjunction with a permanent transfer of your copy of the Electronic Arts software game in which the Software was included. 3. TERMINATION. Your rights under this EULA terminate upon the termination of your Microsoft operating system EULA, or without prejudice to any other rights, Microsoft may terminate this EULA if you fail to comply with the terms and conditions of this EULA. In such event, you must destroy all copies of the Software. 4. COPYRIGHT. All title and copyrights in and to the Software and any copies thereof are owned by Microsoft or its suppliers. 5. U.S. GOVERNMENT RESTRICTED RIGHTS. The Software is provided with RESTRICTED RIGHTS. Use, duplication, or disclosure by the Government is subject to restrictions as set forth in subparagraph (c)(1)(ii) of the Rights in Technical Data and Computer Software clause at DFARS 252.227-7013 or subparagraphs (c)(1) and (2) of the Commercial Computer Software Restricted Rights at 48 CFR 52.227-19, as applicable.

Cat v. Dog Essay -- Papers Pets Household Pet Essays

Cat v. Dog Many households occupy pets. Deciding on a pet can be a difficult decision. The majority of the time people tend to choose either a dog or a cat for their pet. There are many similarities as well as differences between a dog and a cat. However, the differences outnumber the similarities and usually serve as the deciding factor between the two. With either a dog or a cat, there will be a new addition to the family. Much responsibility comes along with this new member. Both depend on their owner entirely for food, shelter, and affection. The dog and the cat require a great deal of time. Both a dog and a cat expect daily attention. Owner loyalty is an advantage to having a dog or cat. The dog and the cat will become good companions with their owner. Both become attached to their owners and vice versa. A dog or cat owner should be prepared for the loss of his or her pet. Both a dog and a cat can become an inconvenience to clean up after. Shedding hair on particular breeds is a hassle with both. Much like a child, they are known to get into things and create unwanted messes. The owner must watch where he or she allows his or her dog or cat to roam. Both the dog and the cat can be inside or outside pets. A future cat or dog owner should take in account the size of his or her home and make sure that it can accommodate his or her new pet. Expenses are another issue with a cat or dog. Veterinarian care is at least required annually. Other health issues may be unavoidable and should be expected. Depending on the size of the cat or dog and the brand an owner chooses, food can be another cost. Whether or not an owner wishes... ...og seem to relish in the simple pleasures of life that humans overlook. A dog wants to play endlessly. A dog will retrieve a stick all day. A dog is never content with the amount of time that itsowner gives them. A cat seldom wants to play and is satisfied with a minute of batting at a dangling fake mouse. A dog is also a great exercise partner, as long as its owner is willing to follow behind a dashing dog. Once the differences and similarities become apparent to a future dog or cat owner, the decision is easy. One should choose a pet that is compatible with his or her lifestyle. A dog and a cat are both great additions to any family. Taking a life into one's hands is a important commitment and should not be taken lightly. After the decision between a cat and dog is made, it is easy to fall in love with the new pet.

Can leaders be flexible Essay

Yes, I do believe that leaders can be flexible in the way they interact with others, or change their behaviors or personalities so to suit the situation. Also, they might need to focus on followers needs/behaviors or their level of readiness by changing or shifting behavioral their leadership style. One theory might describe and support this concept is the situational leadership theory which requires leaders to center their leadership style or behaviors according to their followers level. This theory was initially created by Hersey and Blanchard (1969) and has approaches that concern for people productions as well as shows that there is no one best style of behavior for a leader (Norris, 1992). Most importantly, the situational theory require leader to adjust his behavior and leadership style to features of followers and situation. Therefore, it might be important to look at the four styles described by Hersey and Blanchard to identify the situations that any leader might have to change his style or behavior. There are situations where leader might have to be flexible with his followers by giving them less responsibly and delegation of tasks due to their lack of knowledge/experience, or if they are newly hired etc. the leader in this case might need to utilize the †telling style† whereby there is more of directing and controlling of leader to his followers. In this behavioral style, leader’s role involves telling his follower on what and how to perform their tasks step by step. In my working experience, for example, I tend to use this style when training people whom are newly hired or inexperienced and require a lot of assistance or hints when in doubt. I might sometimes need to †spill out the responsibilities† or duties for perform to make sure that they are still on focus. Knowing that differences between tasks and relationships behaviors as described in Hughes et al (1996), I agree that the telling style does have high task and low relationship with followers because followers in this stage are unable to perform any delegated tasks and that means should be giving detailed instructions. Another situational and behavioral style is the selling style whereby the leader is acting both as a director and supporter toward his followers. This style might be more effective if followers are delegated toward some responsibility and have an adequate knowledge of performing their tasks. The leader in this case is only giving directions and guideline when any deviation is observed. In term of skills and ability, the leader is also to promote his followers’ skills throughout. Because of that, it ca be said that in this behavioral style, the leader is †coaching† i.e. there is higher tasks delegation and higher relationship with followers. In the participating style, the leader exercises low tasks delegations but high relationship with followers. This is because in this style the main role of leader is to facilitate the delegated tasks to his followers by showing his knowledge or skills on †how best can this be done†. Bearing in mind the level of communication is high in this style which enables follower to share in the decision making process as applicable. This behavioral style might best be used is when followers are starting or completing a job (Hughes et al, 2006). The last situational style is the †delegating style† whereby there is little two side communication between the leader and his followers (low-task- low relationship). This style might be implemented when leader is aware of his followers’ knowledge, ability, confidence, experience and most importantly taking higher responsibilities. To this extend, followers are able to direct them selves with no control from their leader. Although, leaders in this style are like an observers whereby they have less influence on their followers’ and less control. However, leader might also need to consider followers development level/their readiness level and competence. Followers’ competence might include their knowledge, skills and ability to assess the work outcome. Therefore, leader might have to respond or change his behavior in such way that fits the situation. He can classify his people to stages such as: · People are able and willing to take tasks (competent).  · People are unable and unwilling to take tasks (incompetents) · People are unable but willing to take tasks (unskilled).  · People are able but unwilling tasks (unmotivated). So to summarize, it can be seen that the situational leadership theory presented by Hersey and Blanchard focuses on the followers behaviors and define what style is best to suit any situation. Also, it highlights the level of responsibilities delegated as well as the degree of relationship between leaders and followers. Put into practice, situation leadership theory is basically effective with any situation. Moreover, it seems that the situational theory answer the question that leader might need to change their behavior and be flexible with followers as that depends on situation and circumstances. In other words, leaders might need to adjust them selves all the time depending on the working environment and follower level of readiness (Norris, 1992). And as the Hersey and Blanchard theory, they should always change their personality or be able to identify clues in their environment and adapt their leader behavior to meet the needs of their followers in any particular situation (). Vecchio and Norris agrees that ,even with good diagnostic skills, leader might need to be flexible in changing their behavior and adapt their leadership styles that meet that demand of both the followers and environment. Reference: Norris, R., & Vecchio, R 1992 Situational leadership theory. Group & Organization Management. Hughes, R.L., Ginnet, R.C., & Curphy, G.J. (2006). Leadership: Enhancing the lessons of experience. 5th ed. New York. McGraw-Hill

Frankenstein Summary Essay

Frankenstein opens with a preface, signed by Mary Shelley but commonly supposed to have been written by her husband, Percy Bysshe Shelley. It states that the novel was begun during a summer vacation in the Swiss Alps, when unseasonably rainy weather and nights spent reading German ghost stories inspired the author and her literary companions to engage in a ghost story writing contest, of which this work is the only completed product. Summary: Letter 1 The novel itself begins with a series of letters from the explorer Robert Walton to his sister, Margaret Saville. Walton, a well-to-do Englishman with a passion for seafaring, is the captain of a ship headed on a dangerous voyage to the North Pole. In the first letter, he tells his sister of the preparations leading up to his departure and of the desire burning in him to accomplish â€Å"some great purpose†Ã¢â‚¬â€discovering a northern passage to the Pacific, revealing the source of the Earth’s magnetism, or simply setting foot on undiscovered territory. Summary: Letters 2–3 In the second letter, Walton bemoans his lack of friends. He feels lonely and isolated, too sophisticated to find comfort in his shipmates and too uneducated to find a sensitive soul with whom to share his dreams. In the brief third letter, Walton tells his sister that his ship has set sail and that he has full confidence that he will achieve his aim. Summary: Letter 4 In the fourth letter, the ship stalls between huge sheets of ice, and Walton and his men spot a sledge guided by a gigantic creature about half a mile away. The next morning, they encounter another sledge stranded on an ice floe. All but one of the dogs drawing the sledge is dead, and the man on the sledge—not the man seen the night before—is emaciated, weak, and starving. Despite his condition, the man refuses to board the ship until Walton tells him that it is heading north. The stranger spends two days recovering, nursed by the crew, before he can speak. The crew is burning with curiosity, but Walton, aware of the man’s still-fragile state, prevents his men from burdening the stranger with questions. As time passes, Walton and the stranger become friends, and the stranger eventually consents to tell Walton his story. At the end of the fourth letter, Walton states that the visitor will commence his narrative the next day; Walton’s framing narrative ends and the stranger’s begins. Summary: Chapter 1 The stranger, who the reader soon learns is Victor Frankenstein, begins his narration. He starts with his family background, birth, and early childhood, telling Walton about his father, Alphonse, and his mother, Caroline. Alphonse became Caroline’s protector when her father died in poverty. They married two years later, and Victor was born soon after. Frankenstein then describes how his childhood companion, Elizabeth Lavenza, entered his family. Elizabeth was discovered by his mother, Caroline, on a trip to Italy, when Victor is about five years old. While visiting a poor Italian family, Caroline notices a beautiful blonde girl among the dark-haired Italian children; upon discovering that Elizabeth is the orphaned daughter of a Milanese nobleman and a German woman and that the Italian family can barely afford to feed her, Caroline adopts Elizabeth and brings her back to Geneva. Victor’s mother decides at the moment of the adoption that Elizabeth and Victor should someda y marry. Summary: Chapter 2 Elizabeth and Victor grow up together as best friends. Victor’s friendship with Henry Clerval, a schoolmate and only child, flourishes as well, and he spends his childhood happily surrounded by this close domestic circle. As a teenager, Victor becomes increasingly fascinated by the mysteries of the natural world. He chances upon a book by Cornelius Agrippa, a sixteenth-century scholar of the occult sciences, and becomes interested in natural philosophy. He studies the outdated findings of the alchemists Agrippa, Paracelsus, and Albertus Magnus with enthusiasm. He witnesses the destructive power of nature when, during a raging storm, lightning destroys a tree near his house. A modern natural philosopher accompanying the Frankenstein family explains to Victor the workings of electricity, making the ideas of the alchemists seem outdated and worthless. Summary: Chapter 3 At the age of seventeen, Victor leaves his family in Geneva to attend the university at Ingolstadt. Just before Victor departs, his mother catches scarlet fever from Elizabeth, whom she has been nursing back to health, and dies. On her deathbed, she begs Elizabeth and Victor to marry. Several weeks later, still grieving, Victor goes off to Ingolstadt. Arriving at the university, he finds quarters in the town and sets up a meeting with a professor of natural philosophy, M. Krempe. Krempe tells Victor that all the time that Victor has spent studying the alchemists has been wasted, further souring Victor on the study of natural philosophy. He then attends a lecture in chemistry by a professor named Waldman. This lecture, along with a subsequent meeting with the professor, convinces Victor to pursue his studies in the sciences. Analysis: Preface and Letters 1–4 The preface to Frankenstein sets up the novel as entertainment, but with a serious twist—a science fiction that nonetheless captures â€Å"the truth of the elementary principles of human nature.† The works of Homer, Shakespeare, and Milton are held up as shining examples of the kind of work Frankenstein aspires to be. Incidentally, the reference to â€Å"Dr. Darwin† in the first sentence is not to the famous evolutionist Charles Darwin, who was seven years old at the time the novel was written, but to his grandfather, the biologist Erasmus Darwin. In addition to setting the scene for the telling of the stranger’s narrative, Walton’s letters introduce an important character—Walton himself—whose story parallels Frankenstein’s. The second letter introduces the idea of loss and loneliness, as Walton complains that he has no friends with whom to share his triumphs and failures, no sensitive ear to listen to his dreams and ambitions. Walton turns to the stranger as the friend he has always wanted; his search for companionship, and his attempt to find it in the stranger, parallels the monster’s desire for a friend and mate later in the novel. This parallel between man and monster, still hidden in these early letters but increasingly clear as the novel progresses, suggests that the two may not be as different as they seem. Another theme that Walton’s letters introduce is the danger of knowledge. The stranger tells Walton, â€Å"You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been.† The theme of destructive knowledge is developed throughout the novel as the tragic consequences of the stranger’s obsessive search for understanding are revealed. Walton, like the stranger, is entranced by the opportunity to know what no one else knows, to delve into nature’s secrets: â€Å"What may not be expected in a country of eternal light?† he asks. Walton’s is only the first of many voices in Frankenstein. His letters set up a frame narrative that encloses the main narrative—the stranger’s—and provides the context in which it is told. Nested within the stranger’s narrative are even more voices. The use of multiple frame narratives calls attention to the telling of the story, adding new layers of complexity to the already intricate relationship between author and reader: as the reader listens to Victor’s story, so does Walton; as Walton listens, so does his sister. By focusing the reader’s attention on narration, on the importance of the storyteller and his or her audience, Shelley may have been trying to link her novel to the oral tradition to which the ghost stories that inspired her tale belong. Within each framed narrative, the reader receives constant reminders of the presence of other authors and audiences, and of perspective shifts, as Victor breaks out of his narrative to address Walton directly and as Walton signs off each of his letters to his sister. Analysis: Chapters 1–2 The picture that Victor draws of his childhood is an idyllic one. Though loss abounds—the poverty of Beaufort and the orphaning of Elizabeth, for instance—it is always quickly alleviated by the presence of a close, loving family. Nonetheless, the reader senses, even in these early passages, that the stability and comfort of family are about to be exploded. Shining through Victor’s narration of a joyful childhood and an eccentric adolescence is a glimmer of the great tragedy that will soon overtake him. Women in Frankenstein fit into few roles: the loving, sacrificial mother; the innocent, sensitive child; and the concerned, confused, abandoned lover. Throughout the novel, they are universally passive, rising only at the most extreme moments to demand action from the men around them. The language Victor uses to describe the relationship between his mother and father supports this image of women’s passivity: in reference to his mother, he says that his fathe r â€Å"came as a protecting spirit to the poor girl, who committed herself to his care.† Elizabeth, Justine Moritz, and Caroline Beaufort all fit into this mold of the passive woman.Various metanarrative comments (i.e., remarks that pertain not to the content of the narrative but rather to the telling of the narrative) remind the reader of the fact that Victor’s narrative is contained within Walton’s. Victor interrupts his story to relate how Elizabeth became a part of his family, prefacing the digression with the comment, â€Å"But before I continue my narrative, I must record an incident.† Such guiding statements structure Victor’s narrative and remind the reader that Victor is telling his story to a specific audience—Walton. Foreshadowing is ubiquitous in these chapters and, in fact, throughout the novel. Even Walton’s letters prepare the way for the tragic events that Victor will recount. Victor constantly alludes to his imminent doom; for example, he calls his interest in natural philosophy â€Å"the genius that has regulated my fate† and â€Å"the fatal impulse that led to my ruin.† Victor’s narrative is rife with nostalgia for a happier time; he dwells on the fuzzy memories of his blissful childhood with Elizabeth, his father and mother, and Henry Clerval. But even in the midst of these tranquil childhood recollections, he cannot ignore the signs of the tragedy that lies in his imminent future; he sees that each event, such as the death of his mother, is nothing but â€Å"an omen, as it were, of [his] future misery.† This heavy use of foreshadowing has a dual effect. On the one hand, it adds to the suspense of the novel, leaving the reader wondering about the nature of the awful tragedy that has caused Victor so much grief. On the other hand, it drains away some of the suspense—the reader knows far ahead of time that Victor has no hope, that all is doomed. Words like â€Å"fate,† â€Å"fatal,† and â€Å"omen† reinforce the inevitability of Victor’s tragedy, suggesting not only a sense of resignation but also, perhaps, an attempt by Victor to deny responsibility for his own misfortune. Describing his decision to study chemistry, he says, â€Å"Thus ended a day memorable to me; it decided my future destiny.† Summary: Chapter 4 Victor attacks his studies with enthusiasm and, ignoring his social life and his family far away in Geneva, makes rapid progress. Fascinated by the mystery of the creation of life, he begins to study how the human body is built (anatomy) and how it falls apart (death and decay). After several years of tireless work, he masters all that his professors have to teach him, and he goes one step further: discovering the secret of life. Privately, hidden away in his apartment where no one can see him work, he decides to begin the construction of an animate creature, envisioning the creation of a new race of wonderful beings. Zealously devoting himself to this labor, he neglects everything else—family, friends, studies, and social life—and grows increasingly pale, lonely, and obsessed. Summary: Chapter 5 One stormy night, after months of labor, Victor completes his creation. But when he brings it to life, its awful appearance horrifies him. He rushes to the next room and tries to sleep, but he is troubled by nightmares about Elizabeth and his mother’s corpse. He wakes to discover the monster looming over his bed with a grotesque smile and rushes out of the house. He spends the night pacing in his courtyard. The next morning, he goes walking in the town of Ingolstadt, frantically avoiding a return to his now-haunted apartment. As he walks by the town inn, Victor comes across his friend Henry Clerval, who has just arrived to begin studying at the university. Delighted to see Henry—a breath of fresh air and a reminder of his family after so many months of isolation and ill health—he brings him back to his apartment. Victor enters first and is relieved to find no sign of the monster. But, weakened by months of work and shock at the horrific being he has created, he immediately falls ill with a nervous fever that lasts several months. Henry nurses him back to health and, when Victor has recovered, gives him a letter from Elizabeth that had arrived during his illness. Analysis: Chapters 3–5 Whereas the first two chapters give the reader a mere sense of impending doom, these chapters depict Victor irrevocably on the way to tragedy. The creation of the monster is a grotesque act, far removed from the triumph of scientific knowledge for which Victor had hoped. His nightmares reflect his horror at what he has done and also serve to foreshadow future events in the novel. The images of Elizabeth â€Å"livid with the hue of death† prepare the reader for Elizabeth’s eventual death and connect it, however indirectly, to the creation of the monster. Victor’s pursuit of scientific knowledge reveals a great deal about his perceptions of science in general. He views science as the only true route to new knowledge: â€Å"In other studies you go as far as others have gone before you, and there is nothing more to know; but in scientific pursuit there is continual food for discovery and wonder.† Walton’s journey to the North Pole is likewise a search f or â€Å"food for discovery and wonder,† a step into the tantalizing, dark unknown. The symbol of light, introduced in Walton’s first letter (â€Å"What may not be expected in a country of eternal light?†), appears again in Victor’s narrative, this time in a scientific context. â€Å"From the midst of this darkness,† Victor says when describing his discovery of the secret of life, â€Å"a sudden light broke in upon me—a light so brilliant and wondrous.† Light reveals, illuminates, clarifies; it is essential for seeing, and seeing is the way to knowledge. Just as light can illuminate, however, so can it blind; pleasantly warm at moderate levels, it ignites dangerous flames at higher ones. Immediately after his first metaphorical use of light as a symbol of knowledge, Victor retreats into secrecy and warns Walton of â€Å"how dangerous is the acquirement of knowledge.† Thus, light is balanced always by fire, the promise of new discovery by the danger of unpredictable—and perhaps tragic—consequences. The theme of secrecy manifests itself in these chapters, as Victor’s studies draw him farther and farther away from those who love and advise him. He conducts his experiments alone, following the example of the ancient alchemists, who jealously guarded their secrets, and rejecting the openness of the new sciences. Victor displays an unhealthy obsession with all of his endeavors, and the labor of creating the monster takes its toll on him. It drags him into charnel houses in search of old body parts and, even more important, isolates him from the world of open social institutions. Though Henry’s presence makes Victor become conscious of his gradual loss of touch with humanity, Victor is nonetheless unwilling to tell Henry anything about the monster. The theme of secrecy transforms itself, now linked to Victor’s shame an d regret for having ever hoped to create a new life. Victor’s reaction to his creation initiates a haunting theme that persists throughout the novel—the sense that the monster is inescapable, ever present, liable to appear at any moment and wreak havoc. When Victor arrives at his apartment with Henry, he opens the door â€Å"as children are accustomed to do when they expect a specter to stand in waiting for them on the other side,† a seeming echo of the tension-filled German ghost stories read by Mary Shelley and her vacationing companions. As in the first three chapters, Victor repeatedly addresses Walton, his immediate audience, reminding the reader of the frame narrative and of the multiple layers of storytellers and listeners. Structuring comments such as â€Å"I fear, my friend, that I shall render myself tedious by dwelling on these preliminary circumstances† both remind the reader of the target audience (Walton) and help indicate the relative importance of each passage. Shelley employs other literary devices from time to time, including apostrophe, in which the speaker addresses an inanimate object, absent person, or abstract idea. Victor occasionally addresses some of the figures from his past as if they were with him on board Walton’s ship. â€Å"Excellent friend!† he exclaims, referring to Henry. â€Å"How sincerely did you love me, and endeavor to elevate my mind, until it was on a level with your own.† Apostrophe was a favorite of Mary Shelley’s husband, Percy Bysshe Shelley, who used it often in his poetry; its occurrence here might reflect some degree of Percy’s influence on Mary’s writing.

More than a Lesbian Novel Essay

Anna Maria Moix is a Spanish novelist, journalist, essay writer, poet and a translator. â€Å"Julia† is her first novel which is an autobiographical novel. Many characters and incidents from this novel are influenced by her life. The novel â€Å"Julia† is a very beautiful and thought provoking novel by Moix. It is called as a lesbian novel. According to some critics, in Julia, the pedagogical scene of seduction is subverted by making it lesbian scene. Julia’s relationship with her teachers like Senorita Mabel and especially Eva is shown as lesbian type of relationship. While some critics oppose it by putting forward the opposite opinion. According to them the relationship between Eva and Julia is much more than a lesbian one. â€Å"The title character in this novel embarks on a relationship with Eva, her literature teacher. Though the novel suggests a sexual dimension to the relationship, it never makes the sexual dynamics patently clear, and Julia never becomes fully aware of her sexuality. For her, Eva represents mother, friend, and lover. † [1] Thus critically it is described as a lesbian novel. It is because of the inclination of the female protagonist towards Eva and some other women. Lesbian concept is not a new concept for the European writers. Virginia Woolf, Jeanette Winterson and other many writers have written on lesbian theory. Winterson â€Å"Written on Body† in this case is such an unusual novel in which the readers never realize whether the narrator on whom the entire story is woven is male or female character. It might be perhaps because the female authors could not explain the lesbian theories openly due to the social constraints. Hence that she has indirectly put the theory of lesbianism Julia was published after a great scrutiny because writing on lesbianism or homosexuality was a taboo in the society. Now on such background the question arises whether the novel â€Å"Julia† is really lesbian or it is about something more. As per my observation, though it has the references of obsessive and intense relationship of the protagonist Julia with her literature professor, it cannot be concluded that it is entirely a lesbian novel. In Julia Anna Moix has unfolded the gloomy and devastated life of the protagonist right from her tender age to entire life. The author has given more focus on the mental and psychosomatic condition of the protagonist Julia which appeals more than her lesbian tendency. According to Katharina Wilson â€Å"it is a story of a â€Å"self destructive adolescent psyche of a teenager. †Ã¢â‚¬  She states, â€Å"Her first novel Julia (1970) though narrated in the third person is intensely subjective and intimate, drawing the reader immediately into the inner monologues of a tormented and self destructive adolescent psyche. † Katharina Wilson also writes, â€Å"In exploring the dark world of divided self, obsessed by a lost double from the past (the sixteen years old Julia), Moix also delicately alludes to the problem of sexual identity as it takes shape in the form of unconscious lesbianism. †[2] Though Julia was closely attached with many women in her life she is not entitled lesbian. The circumstance in which Julia grows has to be taken into account. These circumstances compel her to attract towards women. She loves women not out of any attraction but because she hates men. Her experience about the men was very sickening. At the very tender age of six she was raped by Victor who was their family friend. And this was the reason that the repugnance for men developed in her mind and a strong and striking need for a female grew in her mind. In short Moix is persistent about explaining the inner mind of Julia. â€Å"Julia,† the novel published in 1970, describes about typical teenager young college girl. Julia, who is in love with her literature professor Eva and decides to commit suicide out of the nervous breakdown when she comes to know that she cannot keep romantic relationship with her female partner due to social bondage and threats,. Eva for Julia is more than just a sexual partner. For her she is like a mother and in her loneliness she just wants Eva to be with her. â€Å"She only wanted to be close to Eva. She wanted her presence and nothing else. † [3] The story starts with the protagonist mental condition when she is there in the hospital lonely and totally broken hearted. Here the author has vividly depicted each and every facets of the complex mind of the protagonist. Why she has been called as a lesbian, just because she has intense love in her mind for a female figure? This is not the only reason. The subterranean â€Å"raison d’etre† is that she wants a female figure under whose shelter she can be safe and secure. She cannot find the security and safety in the arms of any man, because for her man is just like a wolf who has crunched into her body as well as mind. Her childhood was a like a nightmare for her because of the very unfortunate experience of the rape. This is the reason why Julia wanted to keep herself far away from the men. Her relationship with Eva is thus dignified by the author which according to her not unusual and wrong. Julia’s mother was never close to her and she wants to experience the real love of the mother and for that she has chosen Eva, who is her mother in her imaginations â€Å"Eva is for Julia a mother, a sister and a friend. There is an attempt to ‘explain away’ lesbianism not as desiring women, but as fear of men. † [3] Here I would like to refer the story by Danish poet and author Hans Christian Anderson, â€Å"The Little Match Girl,† who was shivering and almost dead because of hunger and cold. At that time for getting herself warm she lit a stick from her matchbox and the small and tiny light of the little stick gives her hundreds of beautiful dreams from which she doesn’t want to come out. Eva’s presence for Julia is like a warm in the deadly winter. Eva is like an Oasis in the deserted life of Julia. But Eva’s presence is nothing but a hallucination. Eva is like a lighthouse for the ship of Julia’s life. When she realizes that this lighthouse is collapsed she cannot survive herself and then she decides to end her life. â€Å"Over a course of a sleepless night the 20-year-old Julia recollects instances from her past as she lies in a hospital bed following a suicide attempt. Her intense physical aversion to men and recurrent obsession with a series of strong female figures would seem to stem from traumatic childhood experiences, including her rape at the age of 6 by a family friend and the emotional deprivation felt in the relationship with her mother. † [4] From Julia the author brings forward her opinion that the lesbians are not women who love women but who hate men. Rather than calling this novel as a lesbian novel we can say that it is the novel depicts the rebellious attitude of the women who have been for years and years tormented by the patriarchal and male dominated society. This novel is also called a novel of relationship. Rather the theme of relationship constantly remains dominant rather than the lesbianism. Moix reveals the different ridges of relationship in it. The author has outspread the different types of relationships of the protagonist right from her childhood, her relationship with her family members, the deteriorated relationship between her and her mother, the death of her beloved brother Rafael, her relationship with her older brother Ernesto, Every where we find the blemished relationship. In the crowd of the people the Julia seems to be alone and isolated. The failure in maintaining the relationship can cause the mental and psychological damage of the person. Anna Moix tries to show the complexities of the relationship as well as the lack of harmony among all the characters. The novel represents such society where the family system is collapsed. This novel is the symbol of the society which has lost the family values and morality. The characters are shown self centered and no one seems to bother about the rest of the members of the society. Relationship is lacking with every character. Julia is searching for the love in the female figures. She has to search it from the outside world because she is not finding it in her family members. The relationship of Julia with her mother which ought to be very close, and there aught to be a natural attachment and affection between mother and daughter is in reality very stained. Her mother is shown as a self centered who never tries to know what exactly her daughter expects, and what exactly her responsibility towards her daughter. We strongly feel it when we read the scene of rape done on Julia by the Victor. At that time she needs her Mama’s tender touch and her love and solace but she was abdicated ruthlessly by her mother. â€Å"She would escape from Victor and run to mama, who was talking and laughing nonstop, ignoring her. Little Julia would tap her on the arms, and Mama would ask: Do you want a coke? No. And she would keep on touching Mama until, irritated, she would yell at her or slap her, and little Julia burst into tears. Aurelia – Mama called – put her to bed, she is unbearable. † [5]She needs love, pampering from her mother which is her Psychological and quite natural need. But this basic need is also never fulfilled by her mother. She knows that she is a big burden for her mother and this feeling creates more and more insecurity in her mind. This pampering she is searching in another woman. In Julia the author also focuses on the growing materialism in the society. Everybody is involved in gaining the worldly pleasure. Everybody is careless and is not in position to think of the other. Julia’s brother is a homosexual. There is total miscommunication between the relationships of Julia’s parents. Everybody has chosen their own path life in which they don’t want to involve other family members. Under the roof of one house they are living like strangers. They don’t want to share their happiness, their sorrow with the others. Why life has become so difficult for the protagonist? Why does she want to escape from her present? Why can’t she accept the present bravely? Why does she prefer to stay in her past life? These are very important questions arise while the reading of the novel. Julia is not a novel which just propounds the theory of lesbianism but it is the psychological novel which focuses on the mental condition of the protagonist. The protagonist is caught by the split personality. Young Julia is not ready to accept the fact of her being young and she wants to be in the past. The incident of rape has been carved on her mind so intensely that she prefers to live the life of listlessness and detachment. She prefers to live an isolated life. â€Å"As her remembrances peel away the layers of her past, she reveals chilling details of a life filled with alienation and unhappiness. [6] This is the reason why she cannot face the relationship with the opposite sex. The horror experience becomes her inability to enter into the relationship with opposite sex. When Carol kisses her she feels it as a nightmare and it reminds r the incident of her violent rape. â€Å"a beach, rocks, a sea urchin, the paddle boat floating on the sea. † (Page 209, Julia) There is a constant conflict in her mind, the conflict of two different personalities, Julia and Julita. Julita is her past which is being more and more dominated. â€Å"Her schizophrenic experience eventually leads to an unsuccessful suicide attempt. According to German Bleiberg â€Å"The novel is relentless psychological whodunit, narrated as the interior monologue of the disturbed and intermittently suicidal young protagonist. † [7] The novel consists of the series of memory of Julia’s life right from her childhood to the present day. â€Å"These memories carry from her childhood to her present traumatic psychological stagnation. † [8] Julia has locked herself in deep pains. Her pains are like a web which the protagonist fails to break. Her story is necessarily thought from psychological point of view. When we start thinking from that perception we realize that this is not just a lesbian novel. It is a deep and thorough study of human psyche. And when we change the angle of our thoughts and starts thinking from the point of view of the protagonist, we start feeling sympathetic about the protagonist. The entire novel seems to be haunted by a weird silence. A voiceless ness is spread around the protagonist. She is completely fed up of all types of relationships and the people that she wants to stay alone. She rather feels safe in her loneliness. That is why when she arrives in the city she feels as if she is captured in the cage. â€Å"The noise, continuous movement of cars and buses, and the sight of so many people in the streets made her feel dizzy. † [9] Julia was blamed by the other school children for being silent and for not mixing with anybody. â€Å"She found herself forced to stay locked up in the classroom for four hours in the morning and three in the afternoon, sitting behind a desk, among twenty other girls. She didn’t talk to anybody. If they asked her something, she answered with a fewest possible words. After a week at School, they called her â€Å"the girl who doesn’t talk. †[10] Thus apparently it seems a lesbian novel but if we consider the other factors of this novel we realize that the story has a depth and it wants to tell us something else and lesbianism is just one of the parts of the novel. Thus this novel focuses many factors such as a world of chaos and anarchy, the broken frame of the family structure, the voiceless ness, materialism and self centered attitude of the modern society, lack of communication between the human beings, the physical and psychological exploitation of the women by the society and the spoiled human relationships. This novel also reveals the psychological problems which arise due to the loneliness insecurity and individualism. Being a typical feminist novel it throws the light on various above factors which are more dominating than the lesbian theme. Sources: [1] (Page 4, Spanish Literature, glbtq literature, http://www. glbtq. com/literature/spanish_lit,4. html) [2] (Page 853, â€Å"An Encyclopedia of Continental Women Writers,† by Katharina M. Wilson, Published by Tailor & Francis) [3] (Page 4, â€Å"Julia,† Anna Moix, Sandra Kingery , published by University of Nebraska Press, 2004) [3] (Page 287, â€Å"Who’s who in Contemporary Gay and Lesbian History†, By Robert Aldrich, Garry, Published by Routledge, 2001) [4] (Page 199, â€Å"A New History of Spanish Writing by Christopher Perriam†, published by Oxford University Press. ) [5](Page 41, Julia, Written by Anna Moix, translated by Sandra Kingery, University of Nebraska Press, 2004) [6](Page 140, â€Å"Dangerous Virtues†, By Ana Maria Moix, Margaret E. W. Jones, published by University of Nebraska Press, 1997) [7] (Page1107, â€Å"L-Z†, by German Bleiberg, published by Greenwood Publishing Group. ) [8] (Page 37, â€Å"Queer Transitions in Contemporary Spanish Culture,† By Gema Perez-Sanchez, published by Suny Press. ) [9] (Page93, â€Å"Julia† Written by Anna Moix, translated by Sandra Kingery, University of Nebraska Press, 2004) [10] (Page93, â€Å"Julia† Written by Anna Moix, translated by Sandra Kingery, University of Nebraska Press, 2004)