Jean Briggs Essay Example for Free

Jean Briggs Essay In 1963, an anthropologist called Jean Briggs, travelled for a seventeen month period to Chantrey Inlet to study a small group of Inuit Hunter-Gatherers, named the Utkuhikhalingmuit, or the Utku. She wrote an ethnography called Never in Anger to discuss her knowledge and ideas of her experience in this foreign environment. Instead of keeping distance and remaining outside from the field of research with the goal of scientific objectivity, Briggs engages into a more contemporary type of anthropological analysis, which is considered as intersubjective experience. By being aware of her own assumptions and emotions, Briggs uses them as a key to understanding the Utku way of being. Through sharing the same dwellings with Inuttiaq and his immediate family, Briggs was able to collect very rich and intimate behavioural data. Briggs was interested in looking at the expression of affection and hostility among the Utku. She learned what kind of behaviour is valued by focusing on few individuals: children, volatile Utku adults and foreigners, whose behaviour deviates from the ideal. Briggs was also interested in the methods that the Utku adopt in order to deal with misbehaviour. The Utku rely on each other mostly for food, warmth and protection, although independence is highly valued. Inuttiaq was very protective over Briggs, because she was unable to perform most tasks necessary for survival. The Utku would tell her that: You are a Kapluna, and alone here among people, you are someone to be taken care of. (Briggs, 1970: 185). Even though Briggs and Inuttiaq had their differences at the end of her stay, Inuttiaq continued to be protective towards Briggs, as it is very un-Utku like not to be generous and helpful. Inuit place a high value on mildness, gentleness and concern for others. Emotional control is an essential sign of maturity. As nurturance (naklik) defines goodness of a human being, so reason (ihuma) defines adultness. (Briggs, 1970: 359).

Humans are More Alike than Unlike :: essays papers

Humans are More Alike than Unlike "I looked up the road I was going and back the way I had came since I was not satisfied I stepped off the road and created a new path"(Maya Angelou) Humans are more alike than unlike. Once we in America grasp this concept only than will we began to create a new path for the world we live. Many times the word diversity rings in my ear like an annoying telephone that I do not want to answer. Sometimes I feel as we are caught up in a diversity scandal: attending diversity days, diversity workshops, and taking diversity classes just to say we are trying to do something about our racial problem we have in America. Personally I had to step away from these things to re-evaluate my beliefs and values about my fellow brothers and sisters of my world. I was one of those people who was caught up in the going to the workshops and doing the training's and not doing the work within myself. I had to realize that humans are more alike than unlike. When I truly adopted this concept and lived it I finally began to accept that in order for us humans to live together we have to trust, accept and honor one another. Commitment starts within yourself. Once you commit yourself to a cause such as diversity it becomes necessary part of your life just as eating and sleeping. Finally when I figured out it was not the talk but the walk that made the difference I became more passionate about my cause. Being passionate made it easier to tell people what diversity and multicultralism was and what it meant to me. You can talk to you are blue in the face but what you live is truly how people learn, we learn through example. I learned a long time ago that I can not save the world but if I reach one person and they change their ways that one person may reach 10,000 others. That is what fighting for equality means to me. Truly that is what this game is all about changing lives and realizing you may never change the lives of the masses but you continue to fight for equality through diversity. I have dreamed of a world where everyone is equal and I have accomplished in my world this very dream. However, when we in America get and live this concept I have continually talked of throughout this essay only than will there ever be true change in the equality of people in our country.

Militancy in Yemen Essay -- Social Studies

The militant groups related to al-Qaeda have gained considerable strength in the southern region of Yemen. These militant groups are reported to be stronger than the country’s military, and this can be seen from the level of the expansion made by the militancy. During his regime, Ali Abdullah Saleh described Yemen as â€Å"an island in a sea of al-Qaeda† (Raghavan). In late February of 2012, a regime change happened in Yemen as Saleh stepped down from the presidency, and Hadi was elected the new president in a one candidate election. In the midst of the Arab Spring movement to the transfer of power from Saleh to Hadi and the present situations in Yemen, the Islamist militant groups have garnered greater control over some of the state’s southern regions. The emergence and expansion of al-Qaeda related Islamist militant groups can be seen as an effect of the separationist movement that exists within the southern region of Yemen. The separationist movement arose in the south, in response to the perceived socioeconomic inequality between the northern and southern regions under Saleh. Before its unification, there were two regions of Yemen; the north had the Ottoman and Zaidi (Shiite-sect) influence, while the south was influenced by socialism. In the 1990, Yemen was united under Saleh, but a civil war broke out in 1994, resulting in the emergence of separationist groups. Even though this protest was put down, more protests emerged as years went on. For example, â€Å"al-Herak† held protests for â€Å"equal rights for southerners in 2007, and their initially peaceful movement was met with deadly force by former president Ali Abdullah Saleh's regime† (al-Shamahi). Since the unification of the two regions, Saleh was the one in power; this shows that ... ...s and Media, 22 May 2012. Web. 22 May 2012. . Corera, Gordon. "Al-Qaeda Underwear Bomber 'was Undercover Agent'" BBC News. BBC, 05 Oct. 2012. Web. 22 May 2012. . Ghobari, Mohammed. "Somber Yemen Parade Takes Place after Huge Bomb Attack." Reuters. Thomson Reuters, 22 May 2012. Web. 22 May 2012. . Raghavan, Sudarsan. "Militants Create Haven in Southern Yemen." Washington Post. The Washington Post, 01 Jan. 2012. Web. 22 May 2012. . Rashid, Ahmed. "The Taliban: Exporting Extremism." Foreign Affairs 78.6 (1999): 22-36. Print.

Roles, Responsibilities and Relationships in Lifelong Learning

Roles, Responsibilities and Relationships in Lifelong Learning The purpose of this assignment is to understand a teacher’s role and responsibilities in Lifelong Learning by summarising key aspects of legislation and codes of practise relating to the role of a teacher. Also by promoting equality, diversity and evaluating a teacher’s responsibility by identifying and meeting the needs of learners. It aims to understand the relationships between teachers and other professionals by analysing barriers, boundaries and reviewing points of referral to meet the needs of learners.Finally to understand a teacher’s responsibility for establishing and maintaining a safe and supportive learning environment and to explain how to promote appropriate behaviour and respect for others. I wish to teach multimedia design in a FE college or sixth form and my assignment will †¦Ã¢â‚¬ ¦ A teacher needs to be aware of current legislation and codes of practise within their place of em ployment. Legislation must be adhered to by law whereas codes of practise are set by professional organisations, such as the Institute Of Learning (IOL) and can be often more specific to the industry. Related article: PTLLS Level 3 Assignments ExamplesThe Equality Act 2010 protects against discrimination and â€Å"bans unfair treatment of people because of protected characteristics they have. † (Home Office, 2012) The nine protected characteristics include: age, sex, disability, sexual orientation, gender re-assignment, marriage & civil partnership, pregnancy & maternity, race and religion or belief. Part 6 Chapter 2 of the act specifically defines legislation in further or higher education. The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. † Disability can be both physically and mentally. â€Å"Approximately 2% of the global population†¦ have intellectual disabilities, making it one of the largest disability populations in the world. † (wear the laces REF) They are amongst the most vu lnerable people in the world as they are â€Å"less likely to become employed, more likely to be victims of abuse and more likely to have poorer health & have trouble finding care. (ibib) In a learning environment, a teacher can ensure students with difficulties are provided with the correct support. A deaf student may require a carer who can use sign language to communicate between teacher and student. They could be positioned at the front of class so they can see visual presentations clearly or to focus and lip-read on the teacher. It is important to maintain a safe working environment in the classroom. Health and safety is the responsibility of both the teacher and the organisation.The Health and Safety at work act 1974 â€Å"is the primary piece of legislation covering occupational health and safety in the United Kingdom. † (hse. gov. uk) In most schools and colleges in the UK, all electrical equipment is subject to an annual Portable Appliance Test (PAT) which ensures t he appliance is safe to use. Teachers may advice students of correct posture when sitting at a computer for long periods and to take a 15 minute break every 2 hours. In art or scientific subjects, the teacher and students might need protective clothing and some students may be allergic to specific substances.Risk assessments must be completed by the teacher. There are limits to what a teacher can do in their position, known as professional boundaries, and it’s important not to cross these limits. A teacher, who may also be a qualified first aider, may feel it’s appropriate to administer first aid to an injured student. However if the teacher is not the designated first aider at the institution they would not be responsible. An exception to this would be if the student requires urgent medical attention, the teacher should use reasonable care until the designated first aider is present.Similarly a teacher may wish to offer counselling advice to a student. A teacher may n ot be qualified to provide this and counselling is not part of a teacher’s remit. The teacher should then refer the student to the designated councillor – the internal point of referral – or provide a contact number for an advice help line, known as an external point of referral. Boundaries are about knowing where a teacher’s role stops to ensure an equal learning experience to all learners. It is important to establish a safe and supportive learning environment.A teacher can achieve this by being a positive role model to their students and to be enthusiastic about their teaching. This should reflect in the student’s attitude and work. A casual approach to lessons will cause students to not pay attention, become disruptive and not turn up to lessons. Gravells suggests that â€Å"learners like routine and will expect you to be organised and professional. † (Gravells, 2008 p. 7) Setting ground rules will help learners know their limits and pro mote appropriate behaviour. Ground rules may include arriving on time, switching off mobile phones and not eating or drinking in class.Drinks in an IT room may spill over electrical equipment posing a health and safety risk. Ground rules give the learner added responsibility. â€Å"Often, if a rule is broken, it is the other learners that reprimand the offender. † (ibib p. 8) Ice-breakers are light-hearted exercises at the beginning of a course to introduce learners to each other, reduce anxiety and helps learners to relax into the course. Team exercises can be used throughout the course to energise learners, maintain focus, motivation and encourage teamwork. They also encourage learners who are more introverted to take an active part of the class. Roles, Responsibilities and Relationships in Lifelong Learning Cleo Peries 17/04/2013 Unit 008 Roles, responsibilities and relationships in lifelong learning. 1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. As an IT teacher, it is my duty to research and learn about Theories and Principles of Learning. I need to have a full understanding of the psychology of learning. The three main schools are Behaviourist, Cognitivist and Humanist. Current Legislative RequirementsEquality Act 2010 (this includes): †¢ Sex Discrimination Act 1976 †¢ Race Relations Act 1976 †¢ Disability Discrimination Act 1995 †¢ Employment Equality (Religion and Belief) Regulations 2003 †¢ Employment Equality (Sexual Orientation) Regulations 2003 †¢ Employment Equality (Age) Regulations 2006 As a teacher I have to abide by certain legal requirements – one being the Equality Act – this means I need to ensure that all the students in my class feel comfor table to be able to express themselves in a place of safety where their views and beliefs are respected by all students.I need to ensure that all the students are treated as individuals whilst being given a fair and equal opportunity to learn.Health and Safety Act at Work Regulations 1999 It is important to ensure Health and Safety Regulations are met – I teach in a class with computers and consequently, to name a few, I need to ensure that there are no leads lying around to cause accidents, chairs can be adjusted to the correct height for desks, sockets are not overloaded, classroom lights are fully operational, and ensure that every hour or so the students look away from the computer screen for at least 5 minutes, taking a break whilst we discuss the exercise at hand.Data Protection Act 1998 I have a duty to respect the Data Protection Act ensuring a student’s rights are kept intact. I cannot pass any information from an individual to a third party without their prio r written consent ensuring confidentiality is protected. 1|P a g e Cleo Peries 17/04/2013 The copyright designs and patents Acts 1998 and 2003 ‘The law gives the creators of literary, dramatic, musical, artistic works, sound recordings, broadcasts, films and typographical arrangement of published editions, rights to control the ways in which their material may be used. UKCCS Fact Sheet Issued April 2000; Last Updated 2009) http://www. copyrightservice. co. uk/copyright/p01_uk_copyright_law (viewed 17/04/2013) I need to ensure that the exercises I set are all my own work – the Copyright Act applies more to me than my students. Children’s Act 2004 (Every Child Matters) The Children’s Act aims to create boundaries to ensure that children feel supported in the learning process.The Act also proves useful in the Adult Learning Sector as some adults may have learning difficulties, dyslexia, or even language barriers that may not be obvious from the start, so in g eneral I need to be more creative in including them without isolating them – I like to teach by example as it has been proven students that struggle find it easier to understand an exercise if I do it first and then watch them as they do it.Students tend to learn quicker from practice than theory, and adults that may be a little more challenged feel included and happier they can contribute at the same level as the rest of the students giving them the confidence to be more receptive in the class. Codes of Practice The Code of Practice was developed by the profession for the profession and it outlines the behaviours expected when any group of people are gathered together – some are listed below: †¢ †¢ †¢ †¢ †¢ †¢ Integrity Respect Care Practice Disclosure ResponsibilityAs a practice, ensuring the basics are met promotes teamwork as well as professionalism, if I treat others as I would like to be treated the courtesy is generally returned and the more cohesive the team the more can be accomplished in tighter time scales and in a happier environment. 2|P a g e

The Chrysalids: A Science Fiction Novel

â€Å"It's often said that Science Fiction is the literature of change. † (Treitel). When a society is going through a period in which they develop many new technologies, science fiction stories often emerge. The feelings and fears of that society are expressed in science fiction. The Chrysalids, a science fiction novel, incorporates characteristics of its genre by being set in a different world, by relating to current events and by showing how destructive power can be. Setting plays a prominent role in defining a science fiction story. Science fiction texts are often set in the future, in space, on a different world, or in a different universe or dimension. † (â€Å"Definition†). John Wyndham's novel, The Chrysalids, is set centuries in the future. â€Å"But, Uncle, if we don't try to be like the Old People and rebuild the things that have been lost, what can we do? † (Wyndham 79). The word science fiction brings to mind futuristic worlds full of whirring machines and shiny metals. This novel takes an alternate approach; it shows a world so devastated by nuclear war that it has actually regressed, and yet it is still a possible future. In addition to being set in the future, this novel shows a changed Earth. â€Å"†¦ An Offense was sometimes quite an impressive occasion†¦ My father†¦ would call us all together, including everyone who worked on the farm. We would all kneel while he proclaimed our repentance and led prayers for forgiveness. The next morning we would all be up before daylight and gather in the yard. As the sun rose we would sing a hymn while my father ceremonially slaughtered the two-headed calf, four-legged chicken, or whatever kind of Offense it happened to be. † (Wyndham 18). The world John Wyndham has created is so different from the current reality, it is almost a separate entity. In the fictional reality, the people are terrified of anything different from what they perceive to be the norm. They kill, burn or cast out anything considered to be a deviation. This setting allows the writer to explore terrifying concepts with distance while still creating parallels with current societies. Setting is a vital part of any science fiction story. Furthermore, science fiction relates to current events. â€Å"Good [science fiction]†¦ can provide us with fascinating thought experiments to while way the hours, or extrapolate future dystopias from the politics of the present; it can generate visions of tomorrow's world, or of worlds eons hence; it can warn or it can soothe†¦ † (Clute 6). The Chrysalids explores the impact of nuclear weapons. â€Å"The whole seaboard is empty – black and harsh and empty. The land looks like a huge desert of c harcoal. Where there are cliffs they are sharp-edged, with nothing to soften them. There are no fish in the sea there, no weed either, not even slime, and when a ship has sailed there the barnacles and the fouling on her bottom drop off, and leave her hull clean. You don't see any birds. Nothing moves at all, except the waves breaking on the black beaches. † (Wyndham 60). This novel was first published in 1955, shortly after World War II and at a time when many people were protesting the use of nuclear bombs. People saw the destruction these weapons were capable of and they were afraid. The Chrysalids is a response to that fear; it shows one possible future. Propaganda is another issue discussed in The Chrysalids. â€Å"Not ashamed! Not ashamed of producing a mockery of your Maker – not ashamed of trying to tempt your own sister into criminal conspiracy! The enemies of God besiege us. They seek to strike at Him through us. Unendingly they work to distort the true image; through our weaker vessels they attempt to defile the race. You have sinned, woman†¦ You have produced a defilement†¦ A baby which, if you were to have your way, would grow up to breed, and, breeding, spread pollution until all around us there would be mutants and abominations. † (Wyndham 72). In 1955, the Cold War was in full swing. Spies and secrets abounded while children were told that the other side is evil and propaganda slowly poisoned their minds. Eventually, they believe the lies. Joseph Strorm truly believes what he is saying; he feels that his sister-in-law should kill her newborn child, rather than let it grow and eventually have children of its own. Science fiction often incorporates concerns of the author and the general public at that time. Additionally, science fiction often involves the misuse of power. â€Å"[Science fiction] suggests the possibility of scientific discovery going too far, taking on a God-like power that leads to disaster. † (Quinn) In The Chrysalids there are two examples of destructive power. Firstly, there is nuclear power. â€Å"This is a dreadful country indeed†¦ There are stretches, miles across, where it looks as if all the ground has been fused into black glass; there is nothing else†¦ It goes on and on†¦ What did they do here? What can they have done to create such a frightful place?†¦ It must be utterly beyond hope, barred to any kind of life for ever and ever†¦ There was the power of gods in the hands of children, we know: but were they mad children, all of them quite mad?†¦ The mountains are cinders and the plains are black glass – still, after centuries! † (Wyndham 179). Power is a dangerous thing, as evidenced by the burned mountains and plains of glass discussed in this novel. Power is a popular topic for science fiction stories because so many people crave it, despite its poor history and bleak future. The Chrysalids looks at the consequences of nuclear warfare and the idea that this kind of power is not meant for human hands. The second type of power explored in The Chrysalids, is the power of conformity. â€Å"According to Ethics, mankind†¦ was in the process of climbing back into grace; we were following a faint and difficult trail which led up to the peaks from which we had fallen†¦ There was only one true trail, and by following it we should, with God's help and in His own good time, regain all that had been lost†¦ Only the authorities, ecclesiastical and lay, were in a position to judge whether the next step was a rediscovery, and so, safe to take; or whether it deviated from the true re-ascent, and so was sinful. † (Wyndham 40). As a race attempting to rebuild its society, conformity and a deference to authority figures would have been beneficial. However, change is necessary for growth. Having a world full of people like Joseph Strorm, who fear change as a deviation from the true path, will bring about the destruction of that society. In The Chrysalids, authority figures force everyone to conform to their idea of what is right and what is sinful. This kind of power is dangerous and, at the end of book, brings about the death of Joseph Strorm and many like him. Destructive power is a popular theme in science fiction novels. Due to its setting, relation to reality and demonstration of various destructive powers, The Chrysalids is clearly a science fiction novel. Science fiction can be many things; it can be educational, providing lessons and morals that apply to real life scenarios; it can be a warning, showing the readers a possible or a probable fate; or it can simply take the reader on a fantastic journey, flying through space and time. Above all science fiction is about change. â€Å"Life is change, that is how it differs from the rocks, change is its very nature. † (Wyndham 182). The Chrysalids, and science fiction in general, teaches that nothing in life is static.

Learning in an Inclusive Classroom Community

This paper explores the benefits of the inclusive classroom over the concerns that this kind of learning is hindering academic growth. In The Other Side of Inclusion, Associate Professor Wade A. Carpenter presents a view of inclusion being ineffective because it overwhelms classroom teachers and causes mediocre instruction. Meanwhile, Professor Mara Sapon-Shevin believes that, if specific strategies are used, inclusion can help build a learning community that benefits all. We live in a diverse country; therefore understanding strategies to build a workable inclusive classroom is the goal.Going to school in the late 70’s to 80’s, students with special needs were placed on the other side of campus in separate buildings. This created a shroud of fear due to superstition and ignorance surrounding these students. Even though Sapon-Shevin states, â€Å"the primary justification for inclusion has traditionally resided in the belief that disabled children have a right to and c an benefit from inclusion in a regular educational environment,† I believe that the ‘regular’ classroom has the right to benefit from having a diverse learning experience as part of their education.â€Å"Research carried out by the Carnegie Institute of Technology shows that 85 percent of financial success is due to skills in ‘human engineering,’ personality, and ability to communicate, negotiate, and lead. Shockingly, only 15 percent is due to technical knowledge. † (Jensen, 2012) Knowing that success is driven by communication and the ability to understand, accept, and motivate people, having a diverse classroom is the best teacher. We as educators must first learn strategies to enable us to act as effective catalysis to initiate and sustain a diverse learning community.The first strategy addresses the teacher’s beliefs about inclusion and diversity. Sapon-Shevin (2008) explains that â€Å"in truly inclusive classrooms, teachers ackno wledge the myriad ways in which students differ from one another (class, gender, ethnicity, family background, sexual orientation, language, abilities, size, religion, and so on); value this diversity; and design and implement productive, sensitive responses. † Sapon-Shevin encourages the inclusive teacher to redefine educational tools to include more learners that fit that specific category.â€Å"For example, access can mean, Is there a ramp? But it can also mean, Will letters home to parents be written in a language they can understand? † (Sapon-Shevin 2008) Differentiated instruction includes tools that will help meet the instructional needs of different learning challenges. Having books on tape, lessons that are multi-sensory, and planning curriculum that meets the needs of different learner types is just better instruction for all students, not just ones with difficulty in a specific area.Teachers need training in positive behavior management for classrooms that pr ovide support for â€Å"community building, classroom meetings, cooperative games, and a culture of appreciation and celebration of all students† as well helping them coop with students who suffer with emotional problems. (Sapon-Shevin, 2008) Out of the many strategies Professor Sapon-Shevin provides, training teachers in facilitating discussions and handling bullying are the most needed.Students have the ability to build strong healthy learning communities if they are allowed to discuss and process the issues as they arise. Educators need to help tear down the walls that separate the many ways we differ by addressing the ways in open conversations instead of awkward silence and taboo topics. Three ways I agree with how Sapon-Shevin suggests we tackle these discussions are: teachers familiarizing themselves with the terminology, providing opportunities for class discussions of diversity, and address bullying in open discussions before it becomes an issue in the class or schoo l.First, educators need to familiarize themselves with the proper terminology to model appropriate language and to educate students to the proper terms to respectfully address people and topics. Secondly, since teachers spend the most amount of daily time with students they have the opportunity and responsibility to take the time to open up the class in honest respectful discussions to address diversity.Such discussions help educate students as they process new and diverse peoples while learning how to become effective communicators. Lastly, as educators we are bound by law to protect the rights and environment of the students under our care, which means addressing any and all teasing, bullying, or inappropriate language in our classrooms or on our campuses. The best offense is a good defense, so training the student body to be respectful in word and deed prevents the community disease of prejudice of any kind.If there should be any teasing or bullying the educator must address the subject and students involved and deal with the issue justly with the aim of atonement, restoration and healing. Using these strategies along with extensive teacher training in common core standards, we can help our students become successful adults that will be able to choose any field because they will have learned the key concepts they need, and the most important lesson of human engineering in a diverse world.

Close reading a poem and thesis-driven essay Example | Topics and Well Written Essays - 750 words - 4

Close reading a poem and thesis-driven - Essay Example Using various literary devices, Dickinson follows stepwise the deadness or the feeling that is experienced when a terrible incident happens. In this poem, the emotional pain was discussed. Indeed, numbness is initially experienced before one feels that pain. An illustration that can describe this situation better is the electric circuit breaker. Excess electric current causes the circuit breaker to trip and eventually cuts off the electricity so that the connected devices are not blown up. In the same manner, the excess anguish will trigger the emotional circuit breaker that is numbness temporarily so that we don’t experience pain. The experience may be encountered by some of us or are undoubtedly bound to be experienced some time in future. In stanza 1 of the poem, the use of alliteration has been identified to emphasize a specified aspect. For example, the f sound in line 1 and the subsequent stanzas, the s sound is used. â€Å"Heart† and â€Å"He† sounds are tied together by H sounds. In the subsequent verses, the alliteration is also identified but sometimes only two words are used. In this poem, there is no speaker, no â€Å"1†. Dehumanization of the sufferer occurs until the last two lines. In line 1, the victim is taken as the object. In this sense, â€Å"formal feeling† is the work on him or her. He or she is passive and submissive in a way that there is no freedom of defense during the period when pain is being subjected. The description of the sufferer is in terms of body parts in the form of the heart, the nerves, and the feet. Additionally, the gender of the victim is not revealed. One might wonder whether depersonalization is a technique of portraying the emotional numbness. In t he description of this poem, I decide to give gender to the sufferer, and hence I take it to be a female. It is to reduce or technically remove the constant repetition of using â€Å"sufferer† or â€Å"he or she.† Enjambment used in