A study of prinicpals' understanding of learner-centered classrooms Dissertation

A study of prinicpals' understanding of learner-centered classrooms - Dissertation Example Using a quantitative approach methodology by Creswell, 2009, the study will make use of surveys of principals from similar-sized rural elementary schools in Wisconsin. ACKOWLEDGEMENTS There are many people for whom I owe a great deal of gratitude for supporting me, not only in the completion of this dissertation, but throughout the past year. First, I would like to thank my dissertation supervisor †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, who expertly guided and motivated me over the past †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ months. Your enthusiasm is infectious and your humor is energizing. I am honored to be counted among your final group of students. Enjoy chasing those stars! Thanks are also due to the rest of the lecturers on the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ course, including research methods guru†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. who shaped me into the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. scientist I am today, course leader †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.., whose insights I have taken onbo ard will no doubt serve me well in the world of †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Some of the most valuable lessons this year were imparted outside the confines of †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. To my mates on the course from around the world, you were all worth the price of admission. It’s been a pleasure. I would also like to extend an exuberant High-5’ to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ... Your belief in me infuses me with Herculean strength. I am eternally grateful and I love you all. DEDICATION This dissertation is dedicated in loving memory to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. that always believed in my ability and encouraged me to succeed personally, spiritually and professionally. My wife †¦Ã¢â‚¬ ¦.mother †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, Grandmother †¦... mentors †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and my entire family. TABLE OF CONTENTS ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.ii ACKNOWLEDGEMENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..†¦iii DEDICATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..iv LIST OF TABLES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦viii LIST OF FIGURES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..ix CHAPTER 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦...1 INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Statement of the Problem/Purpose of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Research Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...2 Theoretical Framework for the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Limitations of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Definition of Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 CHAPTER

Developing a Challenging Environment for Children

Developing a Challenging Environment for Children Noshaba Jadoon Q1: Explain how to organise a safe but challenging environment for children? The environment plays a major role in supporting children’s learning and development. While organizing a safe and challenging environment for children following factor should be consider: Health and safety; First and most important factor while setting environment to be considered is the health and safety of the environment, for health and safety the EY statutory frame work provides regulation. These regulations must be following while setting the environment. Curriculum and layout of the room; It includes role play area, a PC area, literacy and numeracy area, reading area, messy play area. Material objects; Material objects consist of all toys and resources that are used for children. Material objects that are used for children must be suitable for their age and stage of development. Toys and resources should be organized according to the height of the children to access and explore, by always providing a choice of toys, rather than force children to play with a particular toy of practitioner choice, especially for babies and younger children who are less mobile. The EY. Emphases children independence and encourages child-initiated play and active learning. Early years setting provides separate setting according to the age of the children i-e from birth to year three and three to five etc. Birth to three: Babies learn through their senses and they enjoy taking toys to their mouths, also they enjoy reaching out for toys and grasping them, therefore interesting toys or objects should be placed with in their access to explore. Practitioners should ensure that materials object and toys for this age group are appropriate. Furniture is secured to prevent it from falling onto the children as their movement and body control develop, they become very mobile. Three to five: Children’s imaginations and bodies control develop in this age group, and role-play areas can help children to take on different roles. For example, an area of the room can be transformed into a scenario for the children to play and explore, like post office ,fruits and vegetable shops, kitchen ,car park area etc. The outdoor environment provides equal opportunities for learning and development. Advantages of outdoor playing result into promotion of healthy lifestyles, as they get the chance to exercise, run around, climb on and off equipment, jumping, balance, learn about their body and exert energy, also develop socially, intellectually, physically, emotionally by making friends, sharing with them and taking care of them. Children begin to learn how to take care of other children. Therefore resources and toys that are used for children must be suitable for their age and stage of development. According to EY, Outdoor play opportunities also depend on children age: 0-12 months Outdoor environment provides fresh air, more exploring and practising physical skills. Due to limited mobility in this age group practitioner can take soft play mats and resources. 12-24 months As this age group children are more mobile so equipment such as slides, climbing frames and ride on toys will help children to develop their physical skills. Practitioner should encourage children to get responsibility of environment around them, for example plants and flowers. Children can take part in planting fruit and vegetable seeds and get responsibility to take of them. 24-36months Children should continue to be given responsibility about their environment, growing their own seeds of fruit and vegetables and taking care of them by watering plants and seeds. As physical skills and body control increase therefore toys that involve balance of the body should introduce to help them to refine their skills, like scoters or larger frames. Children should be encourage to investigate objects that how they are work. 36-60 months Children in this age group have good body control and refine skills, so opportunities for climbing, running, jumping and balancing of their body should be continue. As physical skills and body control increase there for toys that involve balance of the body should introduce to help them to refine their skills, like scoters or larger frames. Children should be encourage to investigate objects that how they are work. Social and emotional environment; The emotional environment extends to the feelings and emotions of the children. When children are able to express their feeling they are more confident to explore and investigate. Practitioners should give them chance to talk and express their feelings. Children belong to wider social network like ethnicity, religions and family history or back ground skins colour, practitioner should recognise the importance of the values and give them respect. It is responsibility of practitioner to help children to understand about different cultures and religions. Therefore social and emotional environment mean value and respect for everyone, regardless of their ethnicity, religion, skin colure, family back ground etc. Q2: Explain the practitioners’ role within the wider, multi-agency environment. If practitioner has any concern about any area of child’s development, or it is believed that child requires additional support then other professional can be involved as a source of advice for welfare of children and their families. Providing early help is more effective in promoting the welfare of children. Early help means providing support as soon as problems arise or identified, therefore key worker will help to identified children and their families who can get benefit from early help. Following professionals can be involved with in early years setting: 1: General practitioner, when child is ill 2: Health visitor. They support children and their families from birth to five. They provide health and lifestyle support to parents. 3: Paediatiatrician. They support children and their families from 24 weeks of pregnancy to18 years, especially when a child is diagnosed with disability or illness. 4: Social worker provides help, support and safe guarding of the children. 5: Dentist provide care for children teeth 6: Physiotherapist support children motor skills and mobility. They provide specialised care for children with disabilities etc. 7: Speech and language therapist provide information for effective communication. 8: Emergency services it include police officer, fire fighters ,paramedics may visit school time to time to help children understand about these services. The practitioner will play an important role within this team to support and following care plans set out by other professionals and attending regular meeting to discuss the progress of child. Q3: Describe the regulatory requirements that must be followed when organising an environment. Laws and legislation The health and safety at work Act 1974 provides guidelines that protect everyone within the workplace. However health and safety implementation is over all responsibility of employer. Practitioners are also responsible for ensuring health and safety with in the workplace is observed. For health and safety the EY statutory frame work provides regulation these regulation must be follow while organizing the environment. Staff ratios and qualifications; The EY Sets out the minimum requirement for staff ratios and qualifications. Failure to meet this requirement could cause an accidents or injuries because it is difficult for staff members to care for and supervise a large number of the group. Well trained and qualified staff that work well as a team is required for best possible care of the children. Size of the room; The EY also sets out minimum requirement for space depending on the age of children that is how many children can be present in any one room at one time and number of the staff to ensure the safety of the children. Children under two Children from birth to two years require 3.5 square meter per child. For every three children, there must be at least one member of staff. At least one practitioner must be qualified to a recognised level three childcare qualification and be experienced in working with babies and children under two. At least half of the remaining staff members must be qualified to at least a recognised, level two childcare qualification. At least half of the staff members must have training specifically for working with babies and young children below the age of two. Children under two to three Children of this age group require 2.3 square meter space per children One member of staff for 8 children One practitioner must be qualified to level three. Half of remaining staff members must be qualified to level two. Children aged three to five They required 2.3 square meter space per child One member of staff for 8 children One practitioner must be qualified to level three. Half of remaining staff members must be qualified to level two. Q4: Evaluate how effective the environment is in meeting children’s needs Playing is one of the effective ways of teaching. Children learn through play and exploring their environment. Effective environment plays vital role in meeting individual age group children needs. According to (EY Development Matters document) ‘children learn and develop well in enabling environment, in which their experiences respond to their individual needs and is a strong partnership between practitioner and parents and carers’. The early years foundation stage (EYFS) requires early year’s practitioner to review children progress and share a summary with parents or career. It also can be used as a guide about whether a child is showing typical development for their age or any delay or ahead for their age. According to statutory frame work for the early years foundation stage (EYFS) ‘children develop and learn in different ways and at different rates’. Practitioner must consider the individual needs, interest, and stage of development of each child. There are seven areas of learning and development: Communication and language: emphases to speak and listen in a range of situation and express themselves with confidence and skill. Children follow instructions. They can use past, present, future forms accurately when talking about events that have happened or going to be happened in future. Physical development involves moving and handling. Children should show good control and co-ordination in large and small movements. They can handle equipment’s and tools effectively including pencil for writing. Personal, social and emotional development helps children to develop a positive sense of themselves and others. They learn how to develop social skills, they play co-operatively taking turns with each other, they show sensitivity to other’s needs and felling, form positive relationship with adults and other children. They learn how to manage their own feelings. The can manage their own basic hygiene and personal needs including dressing and going to toilets independently and to have self-confidence and self-awareness. Literacy, they are able to link sound and letters and to begin read and write. Mathematics, they improve their skills in counting, they can count up to twenty, they can do simple addition and subtraction, and able to recognized shapes. Understanding the world, Arts and design should involve providing opportunities to share their thought, concepts and feeling through a variety of ways in art music dance role-play.

The Beatles and the Paul McCartney Hoax :: Research Papers Paul mcCartney Essays

I read the news today, oh boy, about a lucky man who made the grade...he blew his mind out in a car. He didn't notice that the lights had changed.(the Beatles, 1967) These lyrics proved to fans that Paul McCartney had indeed died in a tragic auto accident in late 1966. Some people were skeptical about the explanation, but upon investigating the album covers and the lyrics of the Beatles' songs, the story seems to make sense. Some of the lyrics have to be a twisted in order to make sense in the prank, but after an explanation, the clues are perfectly coherent. For thirty-one years, the "Paul Death Hoax" has intrigued a horde of Beatles' fans and fanatics alike. While it's difficult to point to an absolute point of origination, there is no evidence whatsoever that the Beatles themselves had anything to do with the story, although many claim that the Beatles intended it to be a joke the their fans. However, clues, which seem so cleverly arranged, are random coincidences or inaccurate interpretations of existing facts, and all Beatles have denied that they were in any way involved with the deceit. This leads people to believe that maybe Paul did die in that alleged accident. In the late summer 1969, the Northern Illinois University campus newspaper, Northern Star, obtained a list of clues from a student who wrote a research paper on the hoax. (Saki) Russell Gibb, a disc jockey for the Detroit radio station, WNKR, then got a copy of it from a friend of his, and on his radio show, proceeded to read them and even make up his own on the spot. Within a few days, Gibb and his coworkers were astonished to see that newspapers and reporters took his on-air joke too seriously and spread the story more widely. (Saki) More clues came about when Fred Labour, arts reviewer of the University of Michigan's student newspaper, The Michigan Daily, was asked to review "Abbey Road." He had listened to Gibb's radio show a few days before this, and was inspired to write his own article, based on "clues" from Gibb and making up his own. The newspaper published the article under the title, "McCartney Dead; New Evidence Brought to Light." (Saki) Labour and the editor,! J. Gray, assumed that everyone knew it was a joke. The rest of the world took it seriously, and soon Labour was swamped with phone calls from media who wanted more information about his findings.

How does the author make Lennie a sympathetic character? Essay

In â€Å"Of Mice and Men† John Steinback makes Lennie a sympathetic character by his description of his character as well as his physical appearance. Lennie is also revealed by the author through the other charactersà ¯Ã‚ ¿Ã‚ ½ perceptions of him and how Lennie interacts with them. Lennie’s attitude and actions are not the same towards all the characters in the story. He gets along well with some of the characters in the story and with some he doesn’t. The first impression the reader gets of Lennie is ironically his size. He is described as â€Å"opposite† to George with â€Å"†¦a huge man, shapeless of face, with large, pale eyes, with wide sloping shoulders and he walked heavily†. But we are contradicted in this. John Stienbeck uses descriptions of animals to describe Lennie. When he drinks water from the pool his action is described as â€Å"snorting into the water like a horse†. When he moves and walks he is described as a â€Å"bear† when it drags its paws. He is described by John Steinbeck as a very simple character who has the innocence of a small boy who doesn’t know how much harm he is doing to the rat or in Lennie’s case to Curley’s wife. When Lennie and George are on their way to the ranch, Lennie shows his innocence when he says â€Å"I won’t get in no trouble, George. I ain’t gonna say a word†. After he kills the mouse, he says â€Å"I wasn’t doin anything wrong with it, George. Jus’ strokin’ it.† From the first part of the story when the autor gives us the physical description of Lennie, we see Lennie is a gentle giant whose strength is way far out ways his brain. Although Lennie is described as being immensely strong and physically big, his actions reveal a gentle, friendly person underneath. He has a very soft character because whenever Lennie makes George angry, he gets upset like a small child. Steinbeck describes his actions as those of a â€Å"a terrier†, he says this when he refuses to bring the mouse to George, he is like a â€Å"a terrier who doesn’t want to bring a ball back to its master†. He is also described as â€Å"a bull† and like â€Å"a sheep†. â€Å"Lennie covered his face with his paws and bleated with terror†. Another example of when he acts like an animal is when he â€Å"growls back to his seat†. When we read that he is cuddling the pup, it tells us how much me loves animals and when he kills it he doesn’t kill the animal on purpose because he doesn’t know how strong he is, When he doesn’t know his own strength â€Å"I was only petting it. Another occasion is when Lennie crushes Curley’s hand and then later on he says, â€Å"I didn’t wanta hurt him†. At one point he acts like a child who gets attracted to things he likes, for example- the pup and Curley’s wife’s hair when she asks him to move his hand over it. When he likes something, he sticks to it and doesn’t leave it because he doesn’t know how much harm he is doing to it. So, Lennie is a friendly person who doesn’t understand how strong he is or the consequences of his strength. Therefore, Lennie is described as a simple person who has low intelligence but also a very strong person. Another consequense of his simplicity is that he depends on George to help and guide him over small things. He needs George to take care of his work permit. Lennie cannot differentiate between things which are right and wrong and needs George to help him with that. For example, Lennie doesn’t realise that Curley’s wife is a seductive woman and he often speaks to her. But he stops speaking to her after George tells him that â€Å"Don’t you even take a look at that bitch. I don’t care what she says and what she does†¦.but I never seen no piece of jailbait worse tan her.† He makes him understand that and tells him not to speak to her. He makes him realise that she isn’t the right type of woman to talk to. Another consequence is when Lennie is drinking water from the pool and is told off by George to not to drink from it. He says because â€Å"its scummy†. He treats him like a child and needs to be told every moment to what to do and what not to do like when he drinks the water from the pool, George tells him â€Å"You gonna be sick like you was last night†. This tells us how much care George has for him because if Lennie falls sick and if he dies, then there wouldn’t be anyone for George to be with as during the Great Depression, the ranchers used to be alone without any friends. George didn’t want that to happen. Due to Lennie’s lack of intelligence the other farm hands treat him differently and sometimes, Curley’s case, crudly. He doesn’t get along very well with all the members of the farm, for example with Curley and his wife. Curley hated him from the first time because â€Å"He hates big guys†. When Lennie crushes Curley’s hand, we are pleased that, in Lennie’s grasp â€Å"Curley was flopping like a fish on a line,† but Steinbeck does not write fairy tales where good triumphs and evil is punished. In the cruel reality of life,it is Lennie who will be destroyed and Curley who will continue to torment anyone who threatens his ego. The same thing is also with Curley’s wife because he wants to obey to what George told and he tells her â€Å"I ain’t supposed to talk to you†. Slim describes him â€Å"Lennie’s jes’ like a kid. There ain’t no more harm in him than a kid neither, except he is so strongâ₠¬ . This tells us that he is as harmless as a child and he can be harmful when it comes to situations where he cannot survive in a world of cruelty, selfishness and contempt. Throught the story, he is described as a sympathetic person in loving terms. When he says â€Å"he’s a nice fella. Guy don’t need no sense to be a nice fella†,it tells us that he enjoys the company of Lennie and he gets along well with him. He treats him and listens to him like a kid. Lennie always wants to be with someone. For example when George leaves him and goes to the bar, he cannot be by himself. The only person whom he knows who doesn’t go out is Crook because he is regarded as a â€Å"nigger† by the farm hands. The people in the farm regard him as that all black men are â€Å"crooks†. He is different from the other farm hands because the farm members treat him as an outcast as he is â€Å"black†. Therefore, from what I have read and analysed I can say that George stands as a father for Lennie as he takes care of him, serves him food, tells him the difference between right and wrong. As a consequence of all these factors, the final scene is heart breaking for the reader when George shoots Lennie. He himself chooses to shoot Lennie because a father would rather shoot his son himself rather than let anyone else shoot him. He tells Lennie to go over and tell him about the dream while he aims the gun behind him to shoot him. This is a very sad and controversial scene because Lennie is dreaming about having his own farm where he can tend his favorite animals like the rabbits, rats, etc whereas George goes through a very bad moment in which he has to shoot his best mate. Lennie himself doesn’t know that his best friend is going to shoot him.

Germaine Greer Essay

GERMAIN GREER HAD NO FEAR In the early 1970s, a woman’s role in society was still set by male expectations. While women were expected to work and be educated, it was considered more important that they marry and become housewives. Women were also paid less than men for the same work, and denied many opportunities because they were women. In 1970, Australian-born author Germaine Greer wrote The Female Eunuch, a book that challenged a woman’s traditional role in society, and provided an important framework for the feminist movement of the 1970s. The Female Eunuch called on women to reject their traditional roles in the home, and explore ways to break out of the mould that society had imposed on them. It also encouraged women to question the power of traditional authority figures – such as doctors, psychiatrists, priests and the police – who at the time were not used to being questioned, and to explore their own sexuality: Women have somehow been [†¦] cut off from their capacity for action. It’s a process that sacrifices vigour for delicacy and succulence, and one that’s got to be changed. – Germaine Greer, New York Times, 22 March 1971 Source There had been other books published on Women’s Liberation – most famously Simone de Beauvoir’s The Second Sex and Betty Friedan’s The Feminine Mystique – but Greer’s book was written with a naughty sense of humour and a directness that the others lacked. This witty honesty made the book accessible to a very wide readership, and was perhaps the reason for the book’s enormous success. Greer hoped that her book would inspire women to see themselves as powerful when it came to their own roles and sexuality. In many ways she was successful. The Female Eunuchcertainly did push the Women’s Liberation Movement forward, and it became one of the world’s most influential books on the subject. QUOTES BY GERMAINE HERSELF * ‘’The house wife is an unpaid employee in her husband’s house in return for the security of being a permanent employee’’. * ‘’Yet if a woman never lets herself go, how will she ever know how far she might have got? If she never takes off her high-heeled shoes, how will she ever know how far she could walk or how fast she could run?’’ * ‘’ If a person loves only one other person, and is indifferent to his fellow men, his love is not love but a symbiotic attachment, or an enlarged egotism.’’ * ‘’ All societies on the verge of death are masculine. A society can survive with only one man; no society will survive a shortage of women.’’ By SHANNON JONES