Conventional Media and the New Media Environment in Modern China

How did Dickens change the character of Scrooge Essay Example

How did Dickens change the character of Scrooge Essay Example How did Dickens change the character of Scrooge Paper How did Dickens change the character of Scrooge Paper Essay Topic: Literature Life in Victorian times was often hard. There were rich people and also lots of poor people at that time. Charles Dickens wrote this book to make people aware of the plight of the children of the Poor. A Christmas Carol is a novella that describes a character called Ebenezer Scrooge who was a greedy old man who was tight-fisted, miserly, squeezing, wrenching and scraping. He was a man who had a hard heart as the shell of a cloyster. Scrooge was an emotionally cold man who had no passion for anybody. Due to all his sinful acts, the ghost of his long gone partner and friend Joseph Marley visited him and told him he would be visited by three ghosts, Ghost of his Christmas Past, Present and Future if he did not change. After he had been visited by all these ghosts the transformation in his life began and he finally became a jovial, cheerful hearted person. At the beginning of the novella, Scrooges character was unbearable and was also awful to people. Scrooge never liked Christmas or Charity. Caring for the poor of the sick were not his best behavior. He didnt even care and show love to his workers especially Bob Crachit his clerk. He showed his hatred to Bob Crachit by not giving him coal to replenish his fire even though Bob did not have enough. He always kept an eye on the clerk to see if he was working or not. Scrooge also showed a bad attitude to his nephew who came to him and asked him if he would come and dine with them on Christmas day. Scrooge refused and called Christmas Humbug he also said to his nephew . What right have you to be merry? Youre poor enough. But the nephew behaved in a more reasonable way by not replying in a violent manner. Scrooge also behaved greedily by not giving money to the gentlemen who came for money to the poor. But not only did scrooge behaved greedily but he also used abusive words saying . If they would rather die, they better do it, and decrease the surplus population.. . On Christmas Eve Scrooge was visited by the ghost of his long gone friend/partner Jacob Marley. Scrooge was scared seeing Jacob Marley and he was shocked at the tone at the way Marley spoke. Marley knew that Scrooge didnt believed in him so he went straight to the point about why he had come. He told Scrooge that he should change his ways. He should start liking Christmas and he should give to charity and his behavior should improve. Marley also warned him that if he does not change his ways he would be working all over the earth like he was, that he wouldnt move on after death. He also told Scrooge that he would be visited by three ghosts, Ghost of Christmas Past, ghost of Christmas present and ghost of Christmas Future ( If he does not change). Jacob Marley also told Scrooge to change for the better so that he would have real when he dies. Scrooge thought on what Marley said when Marley went and he was quite prepared for the first ghost. At the struck of One oclock. Scrooge woke up and from the curtains came a brighten shine light. And lo and Behold there was a soft gentle voice which called Scrooge and took him to the town where he studied in school as a boy. As a boy Scrooge was lonely and was often in the boarding school even when his friends went home for holidays. This was due to the hatred of his father towards him Scrooge often red fantasy storybooks like Ali Baba to comfort himself. Scrooge felt very sad for his younger self. The ghost asked him what was wrong but Scrooge answered oh nothing, there was a boy singing a Christmas Carol at my door last night, I should like to have given him something thats all. The ghost smiled. The ghost later showed him the Feeziwigs party where scrooge learnt that it wasnt wealth that matters it is the state of your heart. After Scrooge observed the way the Feeziwigs treated there workers Scrooge wished he could say a word or two to his clerk Bob Crachit. A;; this things the ghost were showing him were for him to see how his past was and what made him a selfish, greedy man that he was. The ghost then showed him his fianci e Belle who he neglected in favour of the wealth. Scrooge sees Belles happy family and realizes what he had missed. He shows this saying The children of Belle might had called me father He showed grieve saying Remove me from this place Remove me! Take me back, Haunt me no longer! . The ghost saw that he felt bad and he wished he had longer. People speak of Scrooge in bad way, Example of one these people is Mrs. Crachit who was very angry when her husband said a toast should be given to Scrooge. She shows this by saying I wish I had him here. Id give him a piece of my mind to feast upon, and I hope hed have a good appetite for it. When Scrooge heard this he felt morose and remorse, sad. He felt as if he had been a good man from the start of his life. Also from the beginning of the chapter we saw that the transformation in Scrooges life as started picking up speed because he said to the ghost of the Christmas Present I want to learn something from what you would show me. After that the ghost showed him all around to the countryside where he saw people that are not all that wealthy but celebrate Christmas. Scrooge learnt from them. The ghost led Scrooge to his nephew Fred to go and show him how Christmas is celebrated there. In Freds house Fred and is friends, cousins played a guessing game where people had to guess who Fred was thinking about. It was Freds turn and he said someone was an animal who was he. Everybody guessed who it was but they failed until Freds cousin said Scrooge and she was right. But Fred gave a toast to Scrooge without feeling bad. Scrooge feeling bad as well. At the Crachits house Scrooge looked at tiny Time and he asked the ghost maybe he would live. But unfortunately the ghost said if Scrooge doesnt change the boy would die. The ghost also used Scrooges words against him .. What then? If he like to die, he had better do it and decrease the surplus population.. Scrooge was overcome with grief and penitence because his own words had been used against him. After the visit of the last scary ghost (Phantom) Scrooge met himself inside is bedroom his curtains, furniture and his bed were still there. He remembered the promise he had made to the phantom saying I will live in the Past, The Present and the Future The spirits of all three shall strive within me . He truly wanted to keep his promise. On Christmas morning Scrooge started enjoying Christmas and he sent a whole large Turkey to the Crachits family. He also told the two men in the beginning of the novella that he would also contribute to Charity. From this part the language Scrooge uses were jovial, light-hearted, cheerful, good honored language. Scrooge became a jovial and happy man. He greeted everyone he found one the way Merry Christmas. He had become a totally changed man. We know this due to the language he uses in the beginning of the novella which were miserable, pathetic and were not joyful. He normally uses words like Bah, Humbug which means rubbish. He also used an awful language against the men that came to him for the money for Charity, Scrooge never liked anything good but again he never uses his money to enjoy himself. Scrooge had changed in all circumstances. He liked Christmas. He never despises the poor again and he gives to Charity. He enjoyed working with Bob Crachit again he doubled Bobs salary so that he could feed his starving family much better. He also saw that Tiny Tim does not die and he became more like a father to him. In the whole novella Charles Dickens showed how a greedy old man changes through all the sights and experiences he has learnt to became a joyful and happy man. Charles Dickens also made us know that behavior like Scrooges would get one nowhere in life. It also makes us know or learn that one should be responsible for each other.

Benefits of physical activity in children with obesity Essay

Benefits of physical activity in children with obesity - Essay Example the direct effects of physical activity to improved health have been enumerated in their own study done in 1996 on physical activity and health: reduces the incidence of chronic illnesses (heart disease, diabetes, obesity, high blood pressure, cancer, among others); helps in the maintenance of appropriate weight, strong bones and muscles; reduces depression and anxiety; and promotes the well being of individuals psychologically (US DHHS 1996) Through regular physical activity, those experiencing depression and anxiety will get the opportunity to refocus their thoughts on the benefits of physical fitness; thereby preventing mental disorders. Another relevant discourse on the importance of physical activity was presented by Shilstone (2004) who discussed that there is a current trend of de-emphasizing Physical Education courses in high school. The consequences of this move are: young adults failing fitness exams, prevalence of soft drinks in schools, playgrounds not being fully utilized for sports and physical activities. People who are obese should not view their condition as hopeless. There is no short term treatment for this illness. Obesity can be addressed using a combination of measures over a long time period. The process of intervention necessitates the identification of barriers for the promotion of physical fitness activities and thereby exacerbating obesity. The behavioral targets or barriers that prevent the promotion of measures to specifically address obesity include: decreasing the frequency of viewing television; identifying high energy dense food and decreasing consumption for these; minimizing the consumption of sugar laden drinks; increasing intake for high fiber foods such as vegetables and fruits; and encouraging physical fitness and activities. According to Khan, et.al. (2009), from among the interventions noted, the following categories are most critical: 1) strategies to promote the availability of affordable healthy food and beverages),

Creditworthiness assessment as a way of minimising credit risk Dissertation

Creditworthiness assessment as a way of minimising credit risk - Dissertation Example Introduction Financial firms or investors experience various kinds of risks, out of which the most important is the credit risk. Although the market participants commonly consider the â€Å"credit risk† as one dimensional however there actually are three dimensions f credit risk, namely: credit-default, credit-spread, and down-grade credit risks. Credit default risk is the one in which the issuer will be unable to fulfill the terms of the obligation according to the regular payments of interest as well as the actual loan (Fabozzi, Moorad and Steven, 2003). This type of credit risk includes counterparty risk in a derivative transaction or trade in which the counterparty is unable to meet its obligation. In order to measure the credit default risk, investors generally depend upon credit rating that is a formal perspective of a company functioning as a rating agency for the credit default risk experienced due to investing in a certain issue of debt securities. The nationally appr oved or known rating agencies are Standard & Poor’s, Moody’s Investors Service, and Fitch Ratings. Credit spread risk is defined as underperformance or loss of some issue(s) as result of a rise in the credit spread that refers to the compensation desired by the investors so as to recognize an issue’s or issuer’s credit default risk. ... Downgrade risk refers to the risk in which an issuer or issue gets degraded that cause an increase in the credit spread desired by the market. Thus, downgrade risk is associated with the credit spread risk. Some times the potential of an issuer to earn interest and principal payments undermines greatly and surprisingly due to an unpredicted event. This could be any types of peculiar events that are related to an industry or the corporation, such as a natural or industrial accident, a takeover or a corporate restructuring, a regulatory change, or a corporate fraud. This category of risk is generally referred as an event risk and will compel the rating agencies to downgrade the issuer (Fabozzi, Moorad and Steven, 2003). 1.1. Factors Involved in the Assessment of Credit Default Risk The most evident and significant measure to avoid credit risk is to examine the creditworthiness of the borrower. In carrying out such an assessment, credit analysts investigate or measure the factors that i nfluence the business risk of a borrower. These factors are generalized in to four basic categories, which are: the quality of the borrower, the potential of the borrower to fulfill the debt obligation, the seniority level and the security provided in a bankruptcy proceeding, and the constrains applied on the borrower. The quality of the borrower, in the case of a corporation, includes the assessment of the business strategies and management policies of the firm. Being more specific, a credit analyst will examine the strategic plan, the financial philosophy, and the accounting control systems of the corporation in relation to the use of debt (Fabozzi, 2009). The potential of the borrower to fulfill its obligations starts with the assessment of the financial

English Literature Theme Essay Example | Topics and Well Written Essays - 1750 words

English Literature Theme - Essay Example Moreover, his personal circumstances did not afford him university terms. Consequently, most of what he had learned he had had to teach himself. However, it was through his education, both formal and informal, that he was able to rise in life. From being taken out of school because his father could not pay for it, to being courted to take trips across the pond to conduct lectures, speeches and readings, his was a case of remarkable social elevation through letters. Possibly for this reason, education is often found in Dickens’s writings, as he was a firm believer in the ability of proper education to improve lives and â€Å"as a way to avoid social catastrophe† (Schlicke, 1999: 442). In his novel Our Mutual Friend, one can clearly see this association between Dickens and education through the characters of Charley and Lizzie Hexam as they each are profoundly affected by their experience or inexperience with ‘proper’ education. In his portrayal of education in Our Mutual Friend, Dickens describes a prevalent example of a school of his times, to which the poorer classes of society were obliged to send their children. This can be seen in the scathing words he utilises in Chapter 1 â€Å"Of an Educational Character† in Book the Second : The school at which young Charley Hexam had first learned from a book – the streets being, for pupils of his degree, the great Preparatory Establishment in which very much that is never unlearned is learned without and before book – was a miserable loft in an unsavoury yard. Its atmosphere was oppressive and disagreeable; it was crowded, noisy, and confusing; half the pupils dropped asleep, or fell into a state of waking stupefaction; the other half kept them in either condition by maintaining a monotonous droning noise, as if they were performing, out of time and tune, on a ruder sort of bagpipe. The teachers, animated solely by good intentions, had no

Changing National Curriculum For Physical Education Education Essay

Changing National Curriculum For Physical Education Education Essay Abstract: This essay will embody a critical analysis on the contrasting themes across the differentiated DfEE/QCA 1999 National Curriculum and the newly enforced 2007 published documents, in relation to the subject of physical education. The essay will be formatted and based around discussion on three key curricular themes; creativity, flexibility, and inclusion; ending discussion with a select few more obvious additions to the new National Curriculum for Physical Education (NCPE) To begin it is important to briefly define a general view of physical education within our country; the aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they our doing. The outcome physical literacy- is as important to childrens overall development as literacy and numeracy. Declaration on Physical Education (2005) The Education Reform Act (1998) outlined the entitlement for all state education pupils to have Physical Education (PE) included as an integral part of the core curriculum. The National Curriculum for Physical Education (NCPE) was introduced for pupils aged between 5-16 years in 1992 and was modified in 1995 (DfC 1995); since revised for schools in England and became fully operational in September 2001, with the New Curriculum being enforced in 2007, meaning the DfEE/QCA 1999 NC is still in place for years 9, 10, 11 and primary schools. Due to the limited word count only the three stated area of discussion will be discussed in explicit detail, but before initiating discussion on these areas, it is important to explain to you the reader the major changes between the two documents; which will bear reference throughout the essay. Firstly the starting point for all the changing in the secondary curriculum is the introduction of the three statutory aims; which give focus for curriculum design, which have never previously existed. Secondly the DfEE/QCA 1999 NCPE has four strands of programme of study, whereas the New NC 2007 has been developed into 5 key processes. The section, key processes most resemble the previous programme of study meaning teaching will be broadly familiar with it. The addition of developing physical and mental capacity recognises the importance of physical qualities and mental determination to the final outcome. The key concepts (competence, performance, creativity, and healthy active lifestyles) ho listically combine what is at the heart of PE giving the learner ideas on what is needed to be physically educated. The breath of study in the DfEE/QCA 1999 NCPE, has been developed further in the 2007 NCPE into a more flexible range and content, focusing the curriculum around pupils developing different ways of thinking that underpin success in a much more flexible array of activities; there is also statutory requirements for pupils to be offered opportunities that engage them with real audiences and real purpose, enabling PE beyond the school context. The first main area of discussion will be based around creativity in the two stated NCPE. Creativity is a diverse slippery concept that is very hard to define; it has variously been described as imaginativeness or ingenuity manifested in any valued pursuit (Elliot 1975: 139); a function of intelligence (Robinson, 2001), or going beyond the conventional agreed (Craft 2000). In relation to an educational context Lavin (2008) notes how the National Curriculum for Physical Education (NCPE) has never taken emphasis towards a creative approach; neither in terms of learning or teaching creatively. Pupils established in the DfEE/QCA 1999 NCPE, have previously been asked to acquire and develop skills, select and apply skills, compositional ideas and tactics; evaluate and improve performance; and have knowledge and understanding of health and fitness. On analyse the only real areas that previously explored the realness of creativity were with dance, games and gymnastic dimensions of the curric ulum. Outdoor and Adventure activities also bared no influence requirement to develop a creative approach; pupils were just expected to enhance problem solving skills which are a very different cognitive process. The National Advisory Committee on Creative and Cultural Education (NACCCE) recognise this by stating that, Creativity and problem solving are not the same thing. Not all problems call for creative solutions or original thinking. Some can be solved routinely and logically. NACCCE (1999:24) Pioneering research like this encouraged an onslaught of new specific initiatives. Over the past few years the notion of creativity has been developed as a constant feature in educational initiatives. In 2003 the Office for Standards in Education (Ofsted) underwent a survey to examine and identify schools good practice in the promotion of creativity. Their report, Expect the Unexpected: Developing Creativity in primary and secondary school, found that there was generally high quality crea tive work. Whats more the Qualifications and Curriculum Authoritys (QCA) creativity project, Creativity find it, promote it (2004) developed a vital resource to encourage the implementation of this concept; by providing practical materials and examples of developing creativity in a school setting. In extension of these initiatives, Roberts (2006) report, Nurturing Creativity in Young People, set out a clear framework to influence the further development of creative approaches to be enforced in the 2007 NCPE. With the launch of the revised Key Stage 3 NC in July 2007, the importance of creative approaches was finally recognised and established. The chief executive of the QCA (2007) quotes; by mixing tradition with more creative approaches to the curriculum, we will achieve our objective of providing successful learners, confident individuals and responsible citizens. As opposed from the DfEE/QCA 1999 NC, one of the five concepts in the new secondary NCPE at Key Stage 3 being creativity. It highlights how pupils need to understand the concept of creativity in order to: Use imaginative ways to express and communicate ideas, solve problems, and overcome challenges. Explore and experiment with techniques, tactics and compositional ideas to produce efficient and effective outcomes. National Curriculum (2007) The Association for Physical Education (Afpe) (2007) state how the importance of creativity within this new curriculum is paramount; being one of the underpinning key concepts of the subject. Young people need opportunity to fire up their imaginations, overcome challenges, explore and experiment with techniques, tactics and compositional ideas, and to be able to express and communicate freely, all to produce efficient and effective outcomes. Kirk, MacDonald and OSullivan (2006) state how creative learners are guided to discover knowledge themselves and to create their own understanding of the subject matter. Which interrelates to the new Personal Learning and Thinking Skills (PLTS) initiative bough in by the government in 2004. This encourages learners personalisation within the curriculum, encouraging them to learn to learn. As a concluding statement for this section of discussion the Afpe (2007) further highlight the much needed government support in association with this educational movement; quoting how the government clearly feel that the nations future in terms of development of a more flexible, dynamic economy, is best served by developing more creativity in our young people. To initiative discussion on curricular flexibility DfE 1995 NCPE, formatted its physical activities through a schedule of units and half units; the 1995 NC stated that; Pupils should be taught Games, at least one other full area of activity (Units A+B), and at least two additional half areas of activity (Unit A) taken from different areas of activity. At least one half area of activity (Unit A) must be either Gymnastics Activity or Dance. (DfE 1995:6) This formatted take of activities made the curriculum very regimented and structured, prohibiting any chance of curriculum change and flexibility of bringing in new activities. Capel and Piotrowski (2000) state how the content in physical education, can be viewed as the passing of traditional culture, meeting the needs of the individual and preparing pupils for life after school. In regards to the creation of a broad balanced content across curricular history; the 1992 NCPE haled considerable bias towards games; whats more in the 1995 DfE NCPE, emphasis on each of the six areas of activity was not equal; games again prevailed as the dominant area. The balance in the DfEE/QCA 1999 NCPE was somewhat re-addressed most notable because games where not compulsory at Key Stage 4. In critical analysis, basing the DfEE/QCA 1999 NCPE on the notion of providing, a broad and balanced curriculum, has featured in many heated discussions about the pragmatic flexibility of the six areas of activity; dance, games, gymnastics, swimming and water safety, athletics, and outdoor and adventures activities. There have been politically based comparisons involving inclusion rates of some of these regimented areas, based on pupils and teachers flexibility and choice. Begging the question, is enough time given to other breath of study areas for pupils to establish a good skill level? It seems not as, Ofsted (2002) alerts us that, time allocated to team games is sometimes between three and five times that for gymnastics, dance and other aspects of the PE curriculum, Ofsted (2002:4) thus completely contradicting the preliminary term; broad and balanced. White (2004) supports this argument further by questioning the appropriateness of the DfEE/QCA 1999 NCPE categories in regards to being institutionalized within our modern culture, as the dominant sports like netball and football, which bare small relevance to modern recreational activities like cycling, jogging and yoga. White (2004) furth er exclaims the non-apparent link to activities pursued in our contemporary youth culture such as skateboarding and BMX biking. The Qcda (2008), bring to light how the new curriculum enforced offers schools greater flexibility and coherence to aid tailor made specific learning to individual learner needs, with less prescribed subject content; although pupils will still be taught the general subject knowledge that was so prevalent in the DfEE/QCA 1999 NC. Crichton Casbon, curriculum adviser for PE at the QCA, divulges how the proposed changes offer teachers more flexibility to be creative; quoting We will know were winning when schools will be designing their own curriculums to suit the needs of their own particular youngsters. Pe and Sport Today (2007:1) The new curriculums range and content aids focus around pupils developing alternative ways of thinking that underlie achievement in altering activities, inhibiting greater flexibility and choice for the pupils and teachers to select alternative activities that engage them with the concept and processes, thus fulfilling aspirations, preferences and needs set. These can include (at least four): outwitting opponents accurate replication of actions, phrases and sequences exploring and communicating ideas, concepts and emotions performing at maximum levels identifying and solving problems exercising safely and effectively. (New Secondary Curriculum 2007) Crichton illustrates this with the example of swimming. If you play water polo you are outwitting opponents, with synchronized swimming you will be replicating movements, in lane swimming youll be performing to your maximum speed, in life saving you are focused on problem solving, while in aqua aerobics you will be exercising to improve fitness, Pe and Sport Today (2007:2) this demonstrates how each activity requires you to swim but also focuses on a different outcome, demonstrating increased activity flexibility, which produces a framework to maintain pupil interest. Jim Knight the labour party policy MP supported in his speech (2008), that the new curriculum will intend to provide greater flexibility, with more opportunity for young people to shape their own learning route, enabling them to make the most of their specific talents and follow a working style that suits them, and as Hayes and Stidder (2003) discuss, any curriculum that captures pupils personal interests and enthusiasm is going to be more effective than one that does not. Greater flexibility will also give teachers more time to help pupils who have fallen behind to catch up, and those eager pupils who our awaiting further challenges. The Qcda (2009) highlight how flexibility in the curriculum gives schools more opportunity to adapt the NCPE to make the most of their local environment, resources and circumstance, to better meet pupils interests. An example could be; if a school was in a town like Newquay who have a fantastic sea-side resource, there is no reason that surfing or body boarding couldnt be established as an activity in the curriculum. The Governments introduction of the National Activities Week will also support time implications to arranging diverse, innovative activities such as this. To conclude this area of discussion the overall impact of this flexibility development to the learner is that it provides them with the support and challenge they need, whilst better meeting their interests and aspirations. As a result this will lead to further engagement with learning, to prohibit better progress and higher standards. Aiding a smoother development progress; and overall enjoyment of the school experience. To bring about discussion on the final area, Inclusion; the revision of the NCPE DfEE/QCA 1999 for England featured for the first time a detailed, statutory statement in inclusion. Penny (2002) states that in doing so re-emphasized the centrality of, inclusion, and inclusive practices in government policy related to education in PE. In broad terms the inclusion statement ensured all pupils were enabled to participate as fully and effectively as possible within the NC and the statutory assessment arrangements, (DfEE/QCA 1999:33) regardless of pupil background, circumstance and potential barriers to their learning. This required teachers to plan the NC with mandatory regard to three principles of inclusion: 1. Setting suitable learning challenges. 2. Responding to pupils diverse learning needs; 3. overcoming barriers to learning and assessment for individuals and groups of pupils. (DfEE/QCA 1999:28) Whilst teachers were expected to employ differentiated strategies to adhere to these principles, teacher understandings and conceptualizations of inclusion were still very much in its infancy. Hayes and Stidder (2003) highlight discussion on how the DfEE/QCA 1999 NCPE needed dramatic re-shaping for inclusivity to be activated; they saw that the organization of learning would have to be infinitely more flexible, with central relevance being based on differentiated practices; which is previously been discussed a prevalent theme in the new NCPE. The new NC has taken inclusivity to the next level, by wearing together previous inclusion programs of study together with the 10 high quality outcomes, the PESSCL work strands and the embedment of the Every Child Matters agenda; into a cohesive curriculum. Every Child Matters is a new approach to the well-being of children and young people from birth to age 19. The Governments aim is for every child, whatever their background or their circumsta nces, to have the support they need to: be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being. Every Child Matters (2003:6) In aid of inclusion the Youth Sports Trust (YST) and Sport England play a central role in the DCSF and DCMS in the delivery of PE and Sport for young people; aiming to encouraging young people to adopt healthier lifestyles, enjoying sport in a safe environment and striving to achieve success, all of which are key aims of the Every Child Matters agenda. The DfEE/QCA 1999 NCPE permitted pupils to achieve that of two hours of physical activity a week, including the NC for physical education and extra-curricular activities. With a percentage increase of young people doing at least two hours of high quality PE and sport each week raising from, 25% in 2002 to 90% in 2008, (PE and Sport Survey 2008:4) demonstrating how significant developments in inclusion where already prevalent. In the production of the new NCPE, the established links with governing bodies like YST and Sport England where progressed in the development of their first outcome, Guide to Delivering the Five Hour Offer. The a im of this commitment is to enable every young person aged 5-16 to have access to five hours of PE and Sport each week. It is expected that schools will provide three of the five hours; two hours through high quality PE within the curriculum and at least one hour a week of sport for all young people beyond the curriculum. Community and club providers will seek to ensure that an additional two hours a week are available. PE and Sport Survey (2008:6) YST further support specialist sports Colleges and the infrastructure of the school sport partnerships in the implementation of the secondary curriculum. As a brief side note this is where the introduction of School Sports Coordinators (SSCO) within the new NC has become so vital; because as Flintoff (2003) states the essence of a SSCO is to organize and encourage the school and community sport partnerships, freeing up time for PE teachers to develop innovative activities. The five hour offer forms a realization on the fact that young peo ple all have different needs and preferences which continuously change, but still need to be catered for; this supports the flexible ethos of the new NCPE, and links in support to the 2007 NC, Curriculum Opportunities section, 4.d, Following Pathways to other activities beyond school. (2007:195) The main discussion has been based around personal preferences to which are the most changed areas; but there are other more obvious differences that will now be discussed briefly, to end discussion and develop holistic understanding further. The initial obvious difference is the introduction of an Importance Statement that is something that has never existed in a NCPE before; its purpose is to holistically establish a general knowledge to the new NC brief, reading rather like a mission statement for the subject. It describes what PE is really all about; by outlining why PE is important and how it can contribute to the curriculum aims. Thus showing the types of outcomes you would hope to see from a good PE department making an excellent starting point for planning. The differing structure of the NCs is also initially something that strikes you, as the DfEE/QCA 1999 NC is an A4 document, bearing very explicit detailed guidelines; on contrast the 2007 NC is formatted in a small slimed down less prescriptive booklet with short concise instructions, with explanatory notes alongside to aid simple reading, similar to the slimmer DfE 1995 NC. Lastly; cross-curricular dimensions bear major relevance in the 2007 NCPE. These promote coherence between subjects to help learners make effective links in their learning. The Planning Guide for Schools (2009) state how the cross-curricular dimensions are unifying areas of learning that span the curriculum and help young people make sense of the world. They are not curriculum subjects, but are crucial aspects of learning that should permeate the curriculum and the life of a school. In conclusion this essay should demonstrate how important it is to remember how investigation of the past will help aid us see the way forward for the future. Holistically the essay has bought discussion upon how the prevalent contributions the new curriculum has to ensure better coherence. It has further highlights how it presents the curriculum as much more than just a set of content to cover; whilst still maintaining the best of the past yet offering, increased opportunity to design learning that develops the wider skills for life and learning as well as making links to the major ideas and challenges that face society and have significance for individuals. QCDA (2008) However after researching this topic their our areas of concern regarding questioning of the new curriculum being effectively institutionalize within schools; so following discussion in this essay the next area of analysis should be focused around the questions that, once the new innovative curriculum is fully enforc ed through all key stages, can physical education staff actually enforced it effectively, truly following the specific guidelines, can they handle the extra work load, are they to stuck in their old ways for change to actually take place? References: A Planning Guide for Schools: Cross-Curricular Dimensions (2009) London: QCA Association for Physical Education (2007). Physical Education Matters. Official Journal of the Association for Physical Education. Vol.2 No.4 Capel, S and Piotrowski, S (2003) Issues in Physical Education. Oxon: Routledge Falmer. Craft, A. (2000) Creativity across the Primary Curriculum: Framing and Developing Practice. London: Routledge. Declaration on Physical Education (2005). National Summit, London (www.afpe.org.uk) Department of Education and Science (DES) (1992) Physical Education in the National Curriculum.London: HMSO. DfE (Department for Education) (1995) Physical Education in the National Curriculum, London: HMSO DfEE/QCA (Department for Education and Employment/Qualifications and Curriculum Authority) (1999) Physical Education: The National Curriculum for England, London: HMSO Elliot, R. K. (1975) Imagination, a kind of Magical Faculty, Inaugural lecture, University of Birmingham, 1975. Every Child Matters Agenda (2003) Presented by Parliament: TSO; Norwich. Flintoff, A (2003) The School Sport Co-ordinator Programme: Changing the Role of Physical Education Teacher. Journal of Sport, Education and Society; Vol 8, No. 2, pp, 231-250 Hayes, S and Stidder, G. (2003) Equity and Inclusion in Physical Education and Sport. Oxon: Routledge. NationalCurriculum2007-http://curriculum.qcda.gov.uk/uploads/QCA-07-3342-p_PE_KS3_tcm8-407.pdf?return=/key-stages-3-and-4/subjects/physical-education/keystage3/index.aspx%3Freturn%3D/key-stages-3-and-4/subjects/physical-education/index.aspx%23page3_p (Date Accessed 31/10/09) Jim Knight (2008) http://www.jimknightmp.com/ (Date Accessed 11/11/09) Lavin, J. (2008) Creative Approaches to Teaching Physical Education: Helping Children Achieve Their True Potential. London: Routledge. National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All Our Futures: Creativity, Culture and Education. Suffolk: DfEE. New Secondary Curriculum- http://www.newsecondarycurriculum.org (Date Accessed 6/11/09) Office for Standards in Education (Ofsted) (2003). Expecting the Unexpected: Developing creativity in primary and secondary schools, London: Ofsted. Office for Standards in Education (Ofsted) (2002). Secondary subject reports 2000/1: Physical Education, London, HMSE. 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Richard Essay -- essays research papers fc

â€Å"Richard Wright: Author of Black Boy†   Ã‚  Ã‚  Ã‚  Ã‚  Richard Wright’s â€Å"Black Boy† depicts the different observations of the South and the North. In the South, Wright faces pre-depression and racism. In the North, Wright faces the conflicts from the Communist party. At the end of Black Boy, Wright quotes â€Å"What had I got out of living in the city? What had I got out of living in the South?†(Wright 452)   Ã‚  Ã‚  Ã‚  Ã‚  Wright’s thought of the South was that the South was a socially unreconstructed region where blacks who asserted their basic human rights invited punishment or death. Black Boy forces the reader to imagine the Southern life from a Negro point of view. The perspective of the South is that the entire society is assembled to keep the Negro in his place. White society of the South restricts a black person’s freedom of movement, discourages his ambition, and banishes the black person to a place of inferiority. In Black Boy, an elevator boy named Shorty invites a white man to kick him for a quarter. Shorty is a symbol of nothingness because he does not have any pride in himself and towards his race. Wright would rather die that have himself kicked. Wright marvels at the willingness of southern Negroes who control themselves, their hopes and dreams. Black Boy states that the South is so dark that Wright wanders over the fact that the sun is still shining. 1 )   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Readers are felt free to make false charges on the South were forced to inspect the problems of race, oppression and class in the North. Due to segregation in the South, it was unthinkable for a black boy to become a writer. Wright learns that his people grope at the Southern life making them believe in a better world up North. Wright leaves the South so that he could engage himself with reality. Wright’s reflections on the South ended with a quote, â€Å"This was the culture from which I sprang, this was the terror from which I fled.†(Wright 303)   Ã‚  Ã‚  Ã‚  Ã‚  When Wright goes to Chicago, Wright did not go North with a sense of what he wanted to become. In the North, Wright faces the pressure of the Communist Party. In the Communist Party, the themes of black and white are less intense. The issue of black and white as a race continues but Wright notes, he now feels â€Å"a different sort of tens... ...for the Walls bringing in firewood and the Walls consider their house a second home to Wright where he understands them more than his own family. Wright wrote Black Boy knowing that the book should not be read as a historical truth which struggles to report those false facts, but read as a narrative truth. Wright does not mention that his mother was a successful schoolteacher and that many of his friends were college faculty members. Wright also leaves out his father’s family background, which could have explained what type of person Wright’s father was. 5) The story that Richard Wright creates in Black Boy, whatever it is a historical record, is important both in telling the reader how the author remembers life in the South and in showing the reader what kind of person the author was to have written Wright’s story as he did. 6) Bibliography 1) Harold Bloom, Modern Critical Views: Richard Wright, New York, Chelsea House Publishers @1987 2) Richard Wright, Black Boy: A Recollection of Childhood And Youth, New York, Harper Perennial Publishers @1945 3) Hayley Mitchell, Readings on Black Boy, San Diego, Ca, David L. Bender @2000