Assessment for Learning Essay

The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach†¦ perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by Success@Bristol (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-What’s in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Journal Articles Essay

Reading the title and the objective of the research study, I was kind of skeptical about the main assertion of the authors, which was that there is a strong connection between the prevalence of mental disorders, and ethnic minority groups that individuals belong to. I have read studies about genetics or heredity and environment as contributing factors to the occurrence of mental disorders, however, I have not heard about the influence of ethnicity on mental health. Therefore, I am in no position to either agree or disagree with the assertions of this particular research, primarily. Reading through the rest of the research, I would have to say that the authors presented a comprehensive amount of data, which supported their claim. Enlightened about the issue, perhaps, I would agree that the most significant contributory factor would be the limited access of the minority groups identified to mental health services. Culture would be less significant in explaining the phenomenon, because if I were to agree with this idea, it is like I am generalizing the prevalence of mental disorders to minority groups. Moreover, it promotes the idea of racism or discrimination. Primarily, reading an article that I am not really aware about contributed to my interest in the topic. This time around, the article is yet again disputing another published research study regarding the matter. Disputes, such as these, are intriguing, it adds more knowledge regarding mental health, and ethnic minority groups because an individual learns about two sides of the issue. Yes, the article revealed a comprehensive take on the issue as its objective was to study all the angles of ethnicity and mental health. Contrasting results to the previous study by the Surgeon General’s Supplement, as well as the agreeable points of the same study, were all explicated. However, there needs to be another study regarding the issue in order to answer the questions left by the study, supplement both research studies, and synthesize all ideas in order to form a unified body of knowledge about the said topic. Marielena, L. , Gamboa, C. , Kahramanian, M. I. , Morales, L. S. , & Hayes-Bautista, H. B. (2005). â€Å"Acculturation and Latino health in the United States: a review of the literature and its sociopolitical context. † Annual Review Public Health, Vol. 26, 367-397. In any aspect of life with regards to multiculturalism, acculturation seems to be one of the determinants of an individual’s way of life. Acculturation does not only influence health, but also other factors such as education, political beliefs, language, choice of food or clothing, and culture in its entirety. It is not surprising to learn that the healths of Latinos, who form a specific multiracial group in the country, are influenced by acculturation. One of the top priorities of the United States is health care, and being able to provide the best services in health care at lower rates to all its citizens. If this is the case, then Latinos who assimilate or adapt the American culture are more conscious of their health as compared to their previous views about the issue. Aside from this view, the adaptation of the English language is also important in affording health care in the country for individuals who are initially non-English speakers. I have read case and research studies about the limitations of health care access to multiracial groups because of communication barriers brought about by differences in language. Acculturation, in terms of language acquisition, greatly affects the access of Latinos to health care services in the country. What I like about the article is that it points out the importance of acculturation to, not just Latinos, but other ethnic minority groups’ access to health care services in the country. Since the issues about age groups and the rate of health awareness and mortality rates are discussed, this article informs all age groups within a particular ethnic minority group to accept change in order to be granted health care services that they deserve, regardless of being a child or an adult. The article is not part of an argument; rather, it is informative and seeks to notify readers about the impact and importance of acculturation to the very significant issue of health care. It was successful in accomplishing this aim, With regards to its coverage of the topics that are needed to complete the study, it was also successful.

Top 10 Acting Schools of the World

Ina highly competitive profession like acting , one must never underestimate the importance of professional and formal training. Irrespective of whether you excel or have a unique flair in this art , there are a variety of techniques , perspectives , methods etc that could help you when you embark into theatre and films. While training to become an an actor doesn’t necessarily require a degree from a college or professional learning, many of the best actors in world cinema have grown to be well rounded and highly benefitted from their professional courses.The whole concept of acting will usually comprise of 2/3rd natural talent and 1/3rd of training Also the physical location of the place is crucial because it determines the connections , affiliations and opportunities that you need to go through. There are schools that train you specifically for theatre, specifically for films or both. The timings may be rigorous and the practices may get intense. However if you are a passion ate actor , this will also be an exciting and memorable experience.The usual undergraduate degrees are Bachelor of Arts(BA) or Bachelor of Fine Arts( BFA). Graduate degrees may include Master of Arts(MA) , Master of Science ( MSC) Master of Fine Arts(MFA) Doctor of Arts, Doctor of Fine Arts, or Doctor of Philosophy ( PHD) degrees. Also various institutes provide shorter foundation and summer courses for students in school and otherwise. It is essential that you conduct an intensive research before choosing acting. Here are the top 10 acting schools across the world to pursue courses in acting : Juilliard School of dramaFounded in 1905, the Juilliard School of drama situated in the Ney York city is the most prestigious institution on the world for theatre that provides top notch acting training. The faculty consists of Grammy, Pulitzer Prize and Academy Award winners who combine physical and vocal training in such a way so that every student performs to the best of his / her capaciti es. The Bachelor of Fine Arts in Drama is a 4 year course and The Masters degree for the same is also for the same duration. The school receives more than 1000 applications every year out of which only 18 of them are admitted at the end of it.Even though the admission procedures are extremely stringent, one would be extremely fortunate to be a part of this institute. Some of the Julliard students who have managed to make it big are Christopher Reeves, Kevin Spacey and Robin Williams. The Juilliard School 60 Lincoln Centre Plaza New York NY 10023-6588. The oxford school of drama UK’S oxford school of drama is a 26 year old esteemed drama institution that offers diploma and foundation courses in acting. They provide a 3 year undergraduate course, a one year acting course and a six month foundation course.It also runs a six month programme in musical theatre. Catherine McCormack, Anna Galvin and Christina Cole are some of the famous alumni of this school. The Oxford School of Dr ama Sansomes Farm Studios Woodstock, Oxford OX20 1ER England, United Kingdom Yale School of drama The Yale School of Drama is a graduate professional conservatory for theatre training in every discipline of the art form: acting. School are known for their accomplishments on the legitimate stage, in film and television, and a variety of other creative fields.It offers a Master in Fine Arts as a postgraduate degree and a Certificate of Drama for those who do not hold an undergraduate degree. All students are admitted on the basis of their talent and career potential . Also each one of the applicants who meetsthe MFA/certificate requirements must audition in person inorder to become a part of this university. Yale Cabaret is one of its extracurricular initiative where students perform and create projects on their own. Distinguished former students of Yale include Paul Newman, Meryl Streep and Sigourney Weaver Yale School of Drama 149 York Street New Haven, CT 06511 Royal Scottish Acade myThe Royal Scottish Academy is a UK conservatoire that promises to provide you with a solid foundation in acting, voice and movement. They have acting showcases held in places such as Glasgow and London and this provide you with an opportunity to showcase your talent to leading casting directors and agents. They provide both bachelors and masters in this field to aspiring actors and actresses . They also have summer schools and short courses in drama for children, young people, adults and arts professionals. It has an impressive alumni profile such as Alan Cumming, James McAvoy, and David Tennant etc The CentreCity Centre Glasgow G2 3DB Scotland, United Kingdom. NYU Tisch School of arts The Tisch School of Arts that come under New York University is the most esteemed centre for performing arts in the USA. Situated in the theatre capital of America; it provides technical, professional and practical training to students in its discipline. The Department of Drama offers a four-year un dergraduate course and the graduate acting programme offers a Master in Fine Arts degree however it is extremely difficult to be inducted into the latter programme ( as they take in only 18 students ) .Its famous alumni consists of Whoopi Goldberg, Angelina Jolie, Alec Baldwin, Anne Hathaway and Adam Sandler NYU Tisch School of the Arts 721 Broadway New York, NY 10003. Guildhall school Founded in 1800 in England, the Guildhall school of Music and Drama provides a BA and an MA in acting. Owned and funded by the Corporation of London, the school is well known for its â€Å"passion, quality and rigour† of teaching. Students experience working in a professional context to professional standards with an exemplary pool of outstanding artists who work with us as directors, conductors, coaches and tutors.They are well known for the menities provided that includes a 308-seat theatre for students to develop their skills in drama and get a real feel and experience. Some of the Guildhall students who have made their mark in Hollywood are orlando bloom , Daniel Craig and Evan McGregor Guildhall School of Music and Drama Silk St. , Barbican London EC2Y 8DT, England, United Kingdom. American conservatory theatre This non profit theatre company provides a 3 year Master of Fine Arts program in acting for aspirational individuals and providing them with a course wherein they have a chance to rehears and performs various classic and contemporary acts.Its distinguished alumni include Denzel Washington , Nicholas cage and Teri Hatcher American Conservatory Theatre 415 Geary Street San Francisco, CA 94102. Birmingham school of acting Established in 1963 , This leading premier vocational school offers a BA ( Hons) in acting and in BA (Hons) Community and Applied Theatre and an MA in Acting. They also provide foundation courses and summer schools in the same field. This specialist institute Some of their students include Sophia bush , Kelly Preston and tom selleck . Birmingham School of Acting G2 – Millennium PointCurzon Street, Birmingham B4 7XG, England, United Kingdom. American Repertory institute Established by the American Repertory theatre , its institute is a non for profit theatre organization that aims to prepare the students in a unique way so that they establish their mark in this field. It offers a 2 year MFA programme , an MFA Dramaturgy and Theatre Studies programme and an MFA in voice and speech programme. It mostly concentrates on theatrical acting and is thus one of the most respected universities when it comes to stage actor training.It collaborates with professional expertise in Eastern Europe and Russia wherein it offers a three month training and working period in the Moscow Art theatre school American Repertory Institute 64 Brattle Street Cambridge, MA 02138 London Academy of Music and Dramatic Arts This independent drama school in West London provides students with a Three and Two Year course in Acting validated by the unive rsity of Kent. This school was started in the 19th century and has been creating fine actors for theatre and films.If you take into consideration aspects such as stage management, , acting and directing, technical work LAMDA could be considered the most historically productive drama school in the United Kingdom. Often the ratio of student to teacher is 1-3, allowing for some of the most intense instruction in the industry. Since the ratio of a teacher to student is 1:3 , It is evident that one on one interaction is given high importance here and every individual is attended to personally. Donald Sutherland , Colin baker , Anthony head are some of the famous people who were a part of this academy

Language containing distinctive musical features Assignment

Language containing distinctive musical features - Assignment Example They institute an introduction into the song’s chorus. Key among such is rhyme. The ab, ab rhyme pattern evident at the end of every line helps develop the rhythm in the song. Additionally, the placement of stress in specific parts of the four sentences enhances the development of the distinct sound pattern as well. The sonic structure of the sentence enhances the message it conveys. Furthermore, the structure has distinct allegory connected strategically to Marlboro thus enhancing its effectiveness in commercials. The repetition in both phrases in the sentence helps develop a definitive rhythm. The sentence has both factual and cultural connotations thereby enhancing its effectiveness in adverts. The literal meaning of the sentence earns it legitimacy in the advert. The need for cultural association validates the use of the sentence in songs as Kanye West does in one of his songs. The musician varies stress in the sentence besides infusing it in an effectively structured stanza in which in enhances the rhythm of the music through rhymes, allegory and repetitions among other stylistic devices. The words in the sentence have synonymous sound patterns a feature that enhances the rhythm of the line in a stanza. The sentence is a composition of culturally familiar products. The use of such is strategic in order to improve the consumption of the song. The audience readily identifies with the products thereby comprehend the message in both the line and the

Sales Promotion Plan Essay Example | Topics and Well Written Essays - 1500 words

Sales Promotion Plan - Essay Example The Product The retail business has many segments under a single banner and a brand name. It usually includes products from the food sector to non food such as clothing, accessories, and cosmetic products. The product whose sales promotion is to be discussed is for the cosmetic segment. The cosmetic segment has been growing and with the rise of retail sector it has find a place and is regarded as one of the important grooming sector. Therefore the product is perfumes and as a sales promotion manager it is the duty to promote and generate awareness about the new perfumes and also maintain the brand value of the existing brands. The perfume introduced will be promoted to both the females and males as it can be used by both the gender simultaneously and is targeted to the premium sector of the society. Hardware/Objects involved Sales promotion would be done with the help of the sales force and to monitor the sales, certain software can be used so that a track can be maintained as to how the sales promotion will be performed and also after effects. Sales force will be mainly responsible for conducting sales promotion in various malls and other places associated with the brand. Apart from the sales force, high technology hardware would be appropriate in determining the results obtained after proving a heavy discount and offers by the business. Activities Sales promotion involves variety of activities in order to promote and increase the sales. The target market is the consumers and so all the activities will be undertaken keeping the consumers in mind. Some of the activities which are often used in sales promotion targeting the consumers include discounts, increase in the product quantity, offering complementary products, issuing discount coupons and vouchers, contest, prizes, gifts and samples. For the sales promotion of the perfume, the sales promotion manager would propose for activities such as distribution of free samples where the company would provide free sa mples to the consumer’s visiting the stores or the segment in the retail outlet. The objectives of free sample are to get the consumers to make purchase of the perfume and make them as regular customers. The consumers visiting the stores would be offered a sample of the perfume and in return give their feedback. The perfume would be designed in a small bottle with attractive packaging in order to attack the customers. The free samples would be distributed in the outlets of the brands. Coupons and vouchers would be used in sales promotions. Coupons will be mainly used to target new customers to try the product and increase the value of the brand in the long run (Schultz, et.al, 1998, p.40). Vouchers are mainly used to introduce the product to a new set of consumers. The discount coupons and vouchers would include 25% off on beauty products on selected brands. By offering 25% off on beauty products, the main idea or objectives of the sales manager is to widen the target market and introduce new customers who would prove to be beneficial for the brand in the long run. In addition to the coupons and vouchers, the sales promotion manger had decided to offer complementary product with the sale of the perfume. This would induce the customers to buy the product as customers get easily attracted toward any complementary gifts or gifts with the main product. The complementary pro

Healthcare Workers. Workplace Violence Research Paper

Healthcare Workers. Workplace Violence - Research Paper Example Such perpetrators include customers, patients, inmates, and other groups of people who receive regular services from the business. Healthcare facilities such as nursing homes and psychiatric facilities have the highest number of customer violence (Lee et al, 2010). Workplace violence is also perpetrated by fellow workers where an employee threatens or assaults another employee or past employee. Violence can also be perpetrated by individuals without any relationship with the business but have personal relationships with the victims. This includes victims of domestic violence who are attacked or assaulted while at work. The victims of workplace violence are mostly employees in the business. The victims have the responsibility of conducting business activities or providing services (Lee et al, 2010). Nurses and care givers in a nursing home or hospital may be attacked by violent patients. Shop attendants become victims of violent crimes such as robbery. Police officers and prison warde ns are victims of violence from criminals and prisoners. Employees may be subjected to verbal abuses or unwanted touching from their supervisors (Lee et al, 2010). Harassment by senior employees is evident in workplaces such as warehouses. New employees or junior employees become victims of overworking, threats, and abuses from senior employees. Spouses may become victims of workplace violence when domestic violence extends to the workplace. An employee may be attacked or abused by the spouse in the workplace due to unresolved domestic issues (Lee et al, 2010). Risk factors include mental health disorders such as stress, anxiety, and drug intoxication are common among people who commit workplace violence. Employees, customers, or patients with mental disorders have the highest probability of becoming violent. The employees’ inability to deal with a crisis is another risk factor (Lee et al, 2010). Emergency situations in the workplace may increase the stress levels in an emplo yee who loses control of the crisis and may perpetrate verbal violence. The age, years of experience, gender, hours worked, and marital status predispose workers to violence. Women and new employees may experience verbal and physical violence from senior employees. Employees dealing with the public such as police officers are exposed to attacks. Workers handling money such as cashiers are usually victims of criminal violence during robberies (OSHA, 2009). Employees working at night, guarding valuables, working in high crime areas, or transporting passengers have a high probability of being attacked. Workplace violence affects all stakeholders in a business. It has been estimated that organizations lose $202 billion annually due to workplace violence (Bowlers et al, 2007). Employers are affected by the violence due to reduced workdays and low employee morale. Employers also have to restore stolen property, replace damaged property, legal expenses, and compensate victims. Employees ar e also affected by the violence due to high levels of stress, physical injuries, depression, and high healthcare expenses. The personal relationships between employees also change in cases of employee-employee violence (Snyder, Chen and Vacha-Haase, 2007). Demoralization of employees leads to reduced job efficiency. This affects the quality of services delivered to customers and clients. Violence involving customer or clients may lead

Quantitative market research report carried out on a professional Paper

Quantitative market report carried out on a professional photo service by Marketest (marketing company) - Research Paper Example In addition, although the main aim of taking photos is for memory purposes, many people have gone beyond this tradition belief, and incorporated other aspects such as taking photos for fun, marketing strategies for business among other aspects (Davis 11). In this regard, most people in the UK have decided to seek professional help in matters pertaining to photography services. This is because professional photographer may have a variety of services such as editing photos, adding literature in them and even blending them to bring out the desired purpose of the customer (Allen 7). On the other hand, it is apparent that there a great need to have professional photo services for such purposes. 2. Literature review Importance of using professional photo services for business Due to high competition in the current markets, businesses have decided to spice their marketing strategies in order to develop and maintain competitive advantage that would enable them thrive in a highly competitive market. In this regard, professional photo services play a critical role in informing customers of new and exciting products (Adrian 49). For instance, a hotel may decide to use professional photo services to display some of their new foods. ... In hotel business, entrances and table menus acts as the best places to place advertisement pictures. In addition, they are in a better position to advise the business owner of additional materials to incorporate on the picture (Obermeier and Padova 74). For businesses advertising on the internet and especially via their websites, professional photo services could decide of the best photos to be placed on the website in line with the target market and the line of business (Folsom and Goodridge 12). A good example of a professional photo services is McDonalds. Although there has been heated debate on the dietary and unhealthy effects of fast foods, McDonalds has managed to maintain a considerable number of customers due to its use of professional photo services, which are well displayed on its website and its outlets across the globe. Company vehicles are well branded with photos of different fast foods such as styled hamburger, which entices people even those that clearly know about the effects of fast foods. Studies have documented that quality photos can be used to sell a product or hurt the business greatly. A poor photo can display a negative image of business products thus affecting business performance. For instance, a poorly taken or displayed photo can translate to poor quality products, and this can shun away customers (Johnson 298). A good and quality photo can attract new customers as well as maintain the already existing ones (Malhotra and Birks 24). In this regard, professional photo services can determine the best photos to entice customers, and which; can impress them on their first encounter with them. Studies have also documented that photos can be used to put across several meanings

Summary Essay Example | Topics and Well Written Essays - 500 words - 137

Summary - Essay Example There was discrimination even for federal jobs thus blacks could not join the military (Lewis, 1997). To ensure that all the whites supported him in his fight against the blacks, films and newspapers circulated propagandas about the blacks’ ignorance and the cruelty of the black men for instance black men are portrayed as rapists for raping their bosses white women in the south where they were slaves. This led to the formation of Ku Klux Klan that hanged and burnt the black men in public (Lewis, 1997). The increment of stereotyping blacks was rampant and the blacks tried their best to fight for equal rights. During World War 1, America joined the war to help the allies thus blacks joined the army. The black troop fought with honor to prove that they were better than the white soldiers were. In France, the white Americans continued discriminating and stereotyping the black troops and they gave warning to the French soldiers that the black troops were ignorant and lusted for white women and if they welcomed them they would rape their women (Lewis, 1997). The French soldiers discounted these accusations and the soldiers won the war in their favor. After the war, black troops were honored with medals but that was not enough as they only agreed to fight for America to ensure they earn equal rights. The black troops organized other blacks and formed organizations then moved to the north and in New York; they formed more organizations to ensure segregation ended (Lewis, 1997). Since some of the blacks in the organization were intelligent, they joined other philosophers in the verge of identifying their true roots from Africa. Knowing their culture and their ancestors was key in the struggle for equality although they claimed that race was not important in the provision of equal rights but they had to stand as African-American race to ensure discrimination of their race ended. The next step according to this chapter was to end the

Is regionalism the future of emergency management Essay

Is regionalism the future of emergency management - Essay Example Thus, the group of emergency management practitioners worked on eight principles to guide the development of the emergency management and to help on basing its future1. Today, the future of the emergency management is very essential to the public and to the private sector. The demand for emergency managers has been increasing sufficiently due to certain events like the September 11 era. The disaster response systems have increasingly been federalized to deal in the internal and external threats that have been initiated and to be able to provide insight into the issues of what can be done in order to prevent the emergency events from happening in the future. The distribution of these disaster response systems and their resources between the rural and urban communities has become a problem in the near future, as the geographic conditions are to be considered greatly. Regionalism is a political ideology that indicates the need of protection of the interests of a particular region by specifically hired political groups or regionalists. The main aims of these regionalists are to increase their region’s political power and influence either from limited forms of autonomy or by stronger measures of autonomy. The concept of regionalism strengthens the region’s government bodies and their political parties, and also promotes fiscal responsibility, benefit the local population with a more rational allocation of the region’s resources, improve the efficiency in carrying out the local plans and overall increase the efficiency levels. Regionalism is closely related to the future of emergency management. Since the field of emergency management is always evolving, it makes it impossible for the roles and responsibilities of the emergency managers to be consistent. Thus, there are several key needs that are applied to the emergency

Downtown Denver Water Research Paper Example | Topics and Well Written Essays - 750 words

Downtown Denver Water - Research Paper Example This is because in the recent past, there have been reports of health hazards on the same. A scenario in the year 2012 saw more than 100,000 people drink contaminated water which raised concerns in the public domain. A high percentage of these cases were reported in the demography that included small locations and districts (denverpost.com). In the year that was 2008, there was a virus related i.e. salmonella epidemic which affected a very large group of people. Its victims suffered from chronic diarrhea and vomiting. Out of a sample of 400 infected people studied, one succumbed. This saw it being reported as the worst case of water epidemic reported since the early 2000s. The cause of the epidemic was reportedly from depleted infrastructure with instances where some pipes had not even been inspected or replaced for a prolonged duration unlike what is expected. Cracked water storage tanks and unattended inspection requirements with a case that a storage tank had not been inspected fo r more than ten years prior to the outbreak of the epidemic (epa.gov). Other causes involved cases where the drinking water tower had loose sealing that saw contaminants having direct contact with the water. There were instances where squirrels and bird droppings were found in storage tanks due to lack of proper lids and sealing on the same. This made the concerned agency bring out policies that required use of bottled water by residents and drinking of boiled water in as much as some people did not take the caution seriously, it was a shot the administration was willing to take. This made the concerned agency bring out policies that required use of bottled water by residents and drinking of boiled water in as much as some people did not take the caution seriously, it was a shot the administration was willing to take. This made the concerned agency bring out policies that required use of bottled water by residents and drinking of boiled water in as much as some people did not take t he caution seriously, it was a shot the administration was willing to take. In the year ending 2012, the administration administered more than 60 orders to push for people to boil water which has seen the number of water related hazards reports go down. The other contributor to this ill as was established was that there was poor planning in terms of the water supply system and the sewer system. During the establishment of the town, some settlement that was not meant for human habitat was occupied. A good example was a golf course that was turned into a residential area. Due to the mere fact that the water supply of the same was meant for golf course irrigation, the new demand overwhelmed it. This has seen failure of the infrastructure with reports of worn out pipes characterized with corrosion effects as a result of non-maintenance and the huge strain on the facility (denverpost.com). As a measure to restore the glory days of the area, the concerned administration has established me asures and policies to redeem the state. In the recent years there have been a lot of investment in the water infrastructure where for instances more than a billion dollar has been used since the year 2005 in improving the water systems.(U.S Environmental protection Agency) the target of the said investments in the water system is to see more that 90 percent of the Denver residents access safer drinking water as required by the EPA. The

BUS 401 MOD 5 SLP Essay Example | Topics and Well Written Essays - 500 words

BUS 401 MOD 5 SLP - Essay Example à ¡ndez has been the head of the tax department over the past few years for the company and is now been recognized and appointed as the chief financial officer. As a part of the role of the main duties include overlooking various departments like the administration, management and planning, risks, financial management, control, and also taxes for all of the subsidiaries. As clearly has been expressed in the website, â€Å"According to Deputy Chairman Mr. Pablo Isla, â€Å"the goal of this structure is to generate the highest possible number of synergies and to ensure the integrated management of the Financial Area† (INDITEX). Ignacio Fernà ¡ndez is a graduate of Economy and Business from the Coruà ±a University, he joined the company in 2001 and he has been in the fashion industry for quite some time. He served as a manager for the financial team in other small Spanish business and with his hard work and dedication has moved on to become the chief financial officer of INDITEX. The Vice President, Pablo Isla of INDITEX has also declared that, â€Å"Ignacio Fernà ¡ndez is in a key post as he must oversee the management of the financial section and also generate as much synergy as possible between different services† (Fashion Magazine). INDITEX has been known to be one of the most exciting companies and is known for the global fashion retail. The company has a strong Global Risk team which is set up which helps the company to maintain risk transparency as well as deal with the complex international insurances and programs which are crucial for the long term business relationships. The company has a strong set of risk management policies which have been defined and set down for several years and has proven to work very effectively for the company. Felix Poza, the Chief Risk Manager at INDITEX explains very clearly that every step is taken with utmost caution and the company tries to develop its back up plans before taking any step (Allianz). Clearly the company has a strong

Poems by Blake and Wordsworth Essay Example for Free

Poems by Blake and Wordsworth Essay Two aspects of London as shown through a response to poems by Blake and Wordsworth. When comparing Blake and Wordsworths pieces, the respective perspectives of the authors should never be far from our thoughts. Whereas Blake lived in London his whole life and seldom ventured outside its borders, Wordsworth was a rural person whose only experiences of London came from short visits. Unaccustomed to the hustle and bustle of City life, Wordsworth led a comparatively relaxed existence which perhaps accounts for his romantic and gentile style. We should not be surprised to see that Blake, a frequenter of the less-desirable districts of the capital, offers a far more cynical portrayal of London. Blakes poem is a social commentary which points an ugly finger at the industrialist pioneers and the flaws of Industrial society. Blake was a renowned radical of the era with far-reaching ideas. He uses many literary devices to impart his opinions upon his audience. This is superbly demonstrated when he writes: I wander through each chartered street The reference is a metaphorical reflection on Blakes perception that anything and everything is for sale in an industrial society and, in particular, in its impoverished areas. Repetition is clearly employed when the piece claims: In every cry of every man, In every infants cry of fear, In every voice, in every ban, The mind-forged manacles I hear The repetition could be equated with anything from the machinery at work in the factories and mills, to an assault of stabbing pain upon those suffering in poverty. Within the framework which Blake creates, the reader is left to determine his own idea of what the repetition may represent, and this is at the centre of the verses success. Irony is employed with great effect in the verse beginning How the chimney-sweepers cry. The author contrasts the poverty and ill-health of chimney-sweeps with the wealth of the church, and suggests that instead of helping the poor the church pays them a pittance to work in hazardous conditions. Irony often stands side by side with black humour, and both are well-demonstrated in this verse. The amusing of the reader with a subject which should not amuse serves to further draw them into the piece. In the latter part of the same verse, emotive comparisons are made between the plight of Londons less-fortunate and warfare. Blakes use of the word soldiers is no accident here; for soldiers are tools of war, and must have opponents. This leads the reader to ask: with whom are the soldiers at war? As Marx foretold and the French Revolution demonstrated, the working classes and those controlling the means of production operate with opposing aims. Blake brings a new element of severity to the situation by suggesting that forces are at work against the poor subjects. INSERT LAST VERSE DISCUSSION HERE Wordsworth is blissfully unaware of the scenes which Blake paints. Indeed, Wordsworths London is so far removed from Blakes that one is led to ask whether the two are writing of the same city at all. There is a significant period of time between the two which could arguably account for this; Wordsworths work being written before the Industrial Revolution and Blake at its height.

Ultimate Poverty Reduction Strategy Social Policy Essay

Ultimate Poverty Reduction Strategy Social Policy Essay A dynamic, growing global economy is the ultimate poverty reduction strategy (Colin Powell, July 2001). Discuss this assertion in the light of economic development in India and by reflecting on development theory and thinkers to inform analysis. The assertion of A dynamic, growing global economy is the ultimate poverty reduction strategy (Colin Powell, July 2001) has long been a controversial topic across the world. Truly, the economic growth is an essential implement to reducing poverty as Rodrik (2007) said Growth is the most powerful instrument for reducing poverty. The evidences, on the other hand, have been expressed the serious doubt that million of people are still living in poverty condition[1] which has intensively questioned whether the economic growth is really guaranteed poverty reduction for everyone. This essay carefully aims to focus on India economic growth and examines the development theory which has been applied as a tool behind its spectacular growth nowadays, called Liberalization. This is particularly concerned the period when India economic transformed from strict economic as Protectionism to Trade liberalization. Furthermore, it also attempts to focus on the impact of economic growth on poverty reduct ion in India in order to criticize the assertion above. At the last stage, I will focus on the meaning of poverty and argue in this essay on whether the economic growth data such as GDP, which is normally used to describe the economic growth situation, is actually be the right tool for the poverty reduction or not. India Economic Development First of all, the speed of economic growth in India at the present period has emerged as one of the fastest growing major economies along with China.[2] For a better understanding on India economic development, it is necessary to understand its background because based on historical of India in particular economy section, it has long evolution in itself. Focusing on long term period, India has undergone four steps of growth. During the colonial period, under the British rule, the overall record of economic performance was pretty dreadful. Per capita economic growth during the period 1870 to independence in 1947 was only 0.2% per year. Later, Nehru became the first prime minister; a strategy of democratic socialism was applied resulted in Protectionism which was highlighted on import substitution, business regulation, state intervention and central planning in 1947- 1970. In addition, there was a strong state control and licenses were strongly needed for everything as well as bank acc ount, money transfer and foreign investment all were required licenses. Obviously, there was a sluggish growth from both time under British Raj and Nehrus License Raj. However, there was a faster growth in 1970-1991 due to Green revolution which introduced new high-yield crop technology caused of income rising but economic growth was relatively slow in general (Sachs, 2005). It had become clear that that the states ambition of pushing the country into the front rank of the developing world had fallen far of its target, with seemingly few prospects of changing in the near future (Chibber, 2006, p.3). There are many critiques against India government due to powerless economic which was seemed to be the major obstacle of country development. Consequently, in the late 1980s, Rajiv Gandhi introduced market reform that encouraged the growth. Reform policy mainly emphasized on opening for international trade and investment, deregulation, tax reforms and privatization. The high growth remai ned with market liberalization since 1990s (Sachs, 2005). The 1990s have witnessed a turning significant change which was particular after the deregulation and liberalization programmes that launched during the mid 1980s and early 1990s (Arup, 2008, p.1057). Accordingly, India has become one of the worlds fastest growing economies with average growth rates of 9% over the past four years[3]. The impact of economic growth: Is it really reduce poverty? Having been mentioned above, it seems that this is a pleasant period for India in term of dramatic growth rate in comparison to others which is believed to be a powerful mean to reduce poverty. Theoretically, the economic growth appears to be ultimate poverty reduction strategy as the assertion above. Arup (2008, p.1067) also noted that the inter-relation between economic growth and poverty reduction is the growth process contributes to generate employment opportunities. The unemployment rate in India has reduced consistently from 9.5% in 2004 to 6.80% in 2009.[4] Beside, growth in high skill activities could increase the demand for goods and services which are involved to labour from poor household. Additionally, it can be noticed from the graph above that poverty in India has been declining continuously and significantly in term of percentage in urban, rural and overall aspect, from 1977 2007.[6] This economic data reports that the amount of people living below poverty has been reduced from 51.8% in 1997 to only 19.8% in 2007. India success at GDP growth rate and percentage of poverty declined are to be admired. This growth number, however, has to be watched in proper perspective (Kohli, 2006). Undoubtedly, the question has remained whether the poverty reduction counts only on the price or not. Thirlwall (cited in Vandana and Robert, 2002) noted that although people living standard is usually measured by Gross Domestic Product (GDP)[7], the economic growth is not the same as economic development. Obviously, growth is an essential condition for nation economic and social development but it is not sufficient condition to identify poverty condition as the growth rate of nations cannot be taken alone as a well-being of societies because the quality standard of living is much more comprehensive concept than focusing only on income level. Disparity in India Basically, the Gini coefficient figures are used to measure of income or wealth distribution. A high Gini coefficient indicates more unequal income or wealth distribution, meanwhile a low Gini coefficient indicates more equal distribution.[8] Surprisingly, although the India economic growth rate such as GDP, income per capita or unemployment rate seemed to increase annually which is mentioned earlier, it can be noticed from the Gini coefficient graph above that after 1990s ,when was the period of Liberalization began, the continuing disparities both in rural and urban has been higher. This can be implies that the gap between people has been wider which means higher disparities as well as even the poverty line in urban shows the impressive decrease but the inequality in urban has also increased. Therefore, class system and economic disparities among India have to be strongly concerned. Which group received the benefit from the economic growth is still questionable. The important point that really needs to be noted is the ratio of inequality is most likely leads to the problem such as, shelter, water, sanitation, health, education, social security and livelihoods along with the special needs of vulnerable group like women, children and elderly people (UNDP, 2009, P.1). Growing in GDP probably tell nothing in reducing poverty if life still has not met the basic needs. Does economic growth fight poverty? In order to be able to know how to reduce poverty or what the exact strategy of eliminating poverty is, it is significantly important to understand the meaning of poverty itself. The World Bank gives an overview of poverty as follow; Poverty is hunger. Poverty is lack of shelter. Poverty is being sick and not being able to see a doctor. Poverty is not having access to school and not knowing how to read. Poverty is not having a job, is fear for the future, living one day at a time. Poverty is losing a child to illness brought about by unclean water. Poverty is powerlessness, lack of representation and freedom. (The World Bank, 2009) Clearly, poverty is not count only income or economic resource because poverty involved not only in economic aspect but also social and politic as well. Literacy and education level, fertility rate, life expectancy and health are the essential factor to be told the poverty condition. As Gaurav(2002, p.105) says, the need to combine human development with economic has been well recognized in discussions of policies for fighting poverty. India will require more than economic reform but human development should be included. By doing both of economic and human development can taken India along way from poverty finally. Therefore, Human Development Index, which consists of literacy, education level, life expectancy and per capita income, also should be used to measure the quantity of life. According to the UNDP report (2005) India has an average HDI of 0.63 (medium) and ranks 127 in the world, India high GDP growth contrasts with the poor human development which indicates a failure at the social front. The success in literacy, health and gender equality is far from impressive. Additionally, some thinkers believe that addressing on only economic growth probably is not enough factors to claim as it is a sufficient reason to reduce poverty according to poverty can be valued in various ways. According to UNDP since 1997, the per capita income does not make sense because the world should speak of human poverty instead of income poverty. Not only income, the UNDP also takes the following aspects including, Chance of self determination, Health and expectancy of life, Possibilities of obtaining an education, Political freedom, Human rights and Human dignity and self-respect into consideration (Friedel Hutz-Adams, 2006, p.20). Moreover, UN-Human Development Report (1990) argues the expansion of the economy as measured by GDP per capita does not necessary mean that people are in better living particularly, in regards to health, education and freedom. Goulet (1971) suggests that life sustenance[9], self-esteem[10] and freedom[11] should be regarded as an important basic component for the true meaning of development. Moreover, Sen (1999) also noticed closely related to Goulet that economic growth like GDP should not be evaluated alone for the reason which meaning of achievement is much more wider which should include economic and social development. Beside, poverty in his view is lacking of possibilities of self-realization which refers to income, provision of basic needs and possibilities to access to available resources are very crucial. To conclude, I have to argue Colin Powell statement. I personally believe that it is impossible to measure poverty reduction by focusing on economic development alone. Similarly to when talking about development, it is unfeasible to state on economic, politic or social development alone. Nevertheless, all these factors are essentially need to compromise together in order to achieve the actual development which lastly leads to poverty reduction in the meaning mentioned here which does not focused on being rich and poor only. Economic growth data such as GDP or income per capita do not really tell the truth of better standard of living. Since Poverty reduction meaning has more complex dimensions, other factors are strongly need to be counted. For example, in term of politic, people participation and decentralization are the key point of people freedom and ability to decide what they exactly want. The suitable programme or policies then will be issued properly for them to pursue their l ives better. Beside, social development regards various issues such as gender, equality, education, health and social disparity etc., these issues again require to be provided equally because this is the condition for better living. It can be seen from India that even economic growth rapidly but the social disparities also increase. Other evidences have been shown continuously that some social, politic and human composite indexes go contrast to the economic rate which resulted in nation development difficulties mainly is poverty. Lastly, as the poverty here is defined in term of sociology, politically and economically dimension, the word growth from now on should be talk in term of quality rather than quantity. References: ARUP MITRA, J. P. S. (2008) Growth and poverty in India: emerging dimensions of the tertiary sector. The service Industries 28, 1055-1076. CHANG, H.-J. (2002) Kicking Away the Ladder:The Real History of Free Trade, Anthem, London. CHIBBER, V. (2006) Locked in Place: State- Building and Late Industrialization in India, Oxfordshire, Princeton University Press. EASTERLY, W. (2006) The White Mans Burden: Why the wests efforts to aid the rest have done so much ill and so little good, Oxford, Oxford University Press. FIELDS, G. S. (1980) Poverty, Inequality, and Development, Cambridge, Cambridge University Press. FRIEDEL HÃ ¼TZ-ADAMS, R. H., PEDRO MORAZÃ ¡N, ULRIKE LOHR; HARALD ROHR (2006) Does Economic Growth Reduce Poverty? Poverty Reduction and Social Equity in the Age of Globalization. Structural Violence in the Relationships between North and South, 7, 69. GAURAV DATT, M. R. (2002) Is Indias Economic Growth Leaving the Poor Behind? Journal of Economic Perspectives, 16, 89-108. GOULET, D. (1971) The Cruel Choice: A new Concept on the Theory of Development, New York, Atheneum. KOHLI, A. (2006) Politics of Economic Growth in India, 1980-2005, Part II: The 1990s and Beyond. Economic and Political Weekly, 1361-1370. KRUIJER, G. J. (1987) Development through Liberation: Third World Problems and Solutions, London, MACMILLAN EDUCATION LTD. MCKINLEY, T. (2001) Macroeconomic Policy, Growth and Poverty Reduction, London, PALGRAVE. MINISTRY OF HOUSING AND URBAN POVERTY ALLEVIATION, UNDP. (2009) INDIA: Urban Poverty Report 2009. United Nations Development Programme (UNDP). RODRIK, D. (2007) One economics, many recipes: globalization, institutions, and economic growth Princeton, N.J. ; Oxford : Princeton University Press. SACHS, J. (2005) The End of Poverty; how we can make it happen in our lifetime, London, The Penguin Group. SCHIMTZ, H. (2007) The Rise of the East: What does it mean for Development Studies? 38, 92-106. SEN, A. (1999) Development as Freedom: Human Capability and Global Need, New York, Knopf. THIRLWALL, A. P. (2002) The Companion to Development Studies, London, Arnold, the Hodder Headline Group. TOYE, J. (1988) Political Economy and the Analysis of Indian Development. Modern Asian Studies, 22, 97-122. United Nations Development Programme(UNDP), Human Development Report (2005, 2009), New York, USA. Almost half the world over 3 billion people lives on less than $2.50 a day. There are 1.4 billions people in the developing world who are living in extreme poverty, of which about 600 million are in South Asia. For more information: The developing world is poorer than we thought, but no less successful in the fight against poverty (The World Bank Development Research Group, August 2008: http://www-wds.worldbank.org) The economy of India is the twelfth largest economy in the world by market exchange rates. Indias economy in recent years is growing 9.2% in 2007 and 9.6% in 2006 and has seen a decade of 7% growth. (http://www.economywatch.com/indianeconomy/indian-economy-overview.html) India country overview 2009; http://www.worldbank.org.in/WBSITE/EXTERNAL/COUNTRIES/SOUTHASIAEXT/INDIAEXTN For more detail, please see http://www.indexmundi.com/india/unemployment_rate.html. http://www.economywatch.com/indianeconomy/poverty-in-india.html The percentage was calculated from people living below poverty line $ 1.00 a day which was based on Indias PPP rate (World Bank.org) This is calculated by the total amount of goods and services produced per head of the population. For more details : http://www.poverty.org.uk/e14/index.shtml Life sustenance is concerned with the provision of basic needs such as housing, clothing, food and education (Goulet, 1971) Self-esteem focuses on the feeling of independence. One country cannot be fully developed where is exploited by others which in this case can be referred to colonization. (Goulet, 1971) Freedom regards to ability to determine own destiny.

Amendments of Public Entertainments and Meetings Act (PMA)

Amendments of Public Entertainments and Meetings Act (PMA) To whom it may concern, As a dutiful Singaporean citizen who is deeply concerned with the tidings of our local arts industry, I am writing in to exhort the Media Development Authority (MDA) to review the proposed amendments of the Public Entertainments and Meetings Act (PEMA) that was released on May 12th 2014. I also refer to Ms. Corrie Tan’s article titled, â€Å"Art of Censorship in Singapore† (The Straits Times, 7 June 2014). I understand that the aforementioned proposition seeks to establish a â€Å"co-regulatory partnership† with local art practitioners by â€Å"empowering arts entertainment event organisers to classify their own performances whilst adhering to community standards and expectations† (MDA, 2014a). Consequently, a new Arts Term Licensing Scheme which mandates the obligatory training of individual artists from local art companies by the MDA as qualified â€Å"content assessors† for â€Å"self-classification† has been edict. Whilst the general outlook of the said proposal may be well meaning in nature as it confers a window peek to MDA’s progressive shift toward the relegation of some of its authority over content classification to its relevant communities (The Straits Times, 10 June 2014), in this case, the arts to local art practitioners, a closer examination upon the various stratums underlying the scheme has left me exceedingly troubled as many fundamental assumptions rooted in its conception, albeit seemingly benign on paper, remains deeply problematic in both practice as well as in spirit. Accordingly, I note that the concepts of â€Å"self-classification†, â€Å"co-regulation†, and â€Å"empowerment† of the local arts industry as posited in the new scheme, falls on a highly erroneous continuum of prevarication as they have not been veritably demonstrated. The notion of â€Å"self-classification† suggests that local art practitioners are granted with an autonomous, free-willed, and imperative role of contribution in the development and undertaking of the classification guidelines. Yet, such has been reflected otherwise in practice as the â€Å"classification† of art works remain subjugated to the prescribed criterions solely ordained by the MDA, without assembling any prior consultations or discussions with art practitioners (Arts Engage, 2014a). In addition, â€Å"self-classification† implies the absence of censorship wherein art works merely follow a catalogue of classification ratings and are never subjected to prohibition. However, the â€Å"Not Allowed for Ratings† category (MDA, 2014c) – in other words, a euphemism for censorship – runs contradictory to the idea of â€Å"self-classification†. It seems that this new scheme by MDA is but a reinstatement of the same old perilous template of censorship in Singapore where authorities are conceived as the unequivocal â€Å"arbiters of tastes† (McGuigan, 1996), rather than trusting artists to be ethically, morally, or socially responsible, and that of my fellow Singaporeans’ capacity to judge an art work critically. Under the principles of classification published in the 2010 report by the Censorship Review Committee (CRC Report, 2010), it was stated that â€Å"classification boundaries must be set according to community standards determined via an engagement process involving the regulator, community, and the industry.† This suggests the presence of an open, transparent, and inclusive process of engagement amongst artists, authorities, and members of the public to determine the perimeters of classification – as in tandem with MDA’s ideals of â€Å"consultation† and working closely with â€Å"expertise and perspectives of a wide spectrum of society† (MDA, 2014b) and the purported notion of â€Å"co-regulation†. However, this is not reflected in truth as the new Arts Term Licensing Scheme which edicts artists to be trained by the MDA as â€Å"qualified content assessors† is but a guise of the state policing the arts by proxy as these â€Å"content assessors† are strictly tethered to executing MDA’s rules. Instead of creating an ingenuous engagement between art practitioners and the MDA where genuine partnership and shared responsibilities may be fostered, artists are merely subjugated as extensions of MDA’s censorships. This, I believe is not â€Å"co-regulation†, but a faà §ade for self-censorship. More notably, such a move resembles that of a â€Å"panopticon† surveillance (Foucault, 1977) with MDA’s pervasiveness at â€Å"disciplining† and â€Å"normalizing† artistic expression on both a macro and micro level by implanting seemingly innocuous â€Å"content assessors† within the heart of art companies – so that whilst MDA’s presence appears to be incognito on the surface, their regulations still remain executed with stringency. Not only is this highly inimical to one’s artistic innovation and creativity (Arts Engage, 2014b), I believe that the fear of non-conformance would fester like an insidious wound that ultimately undermines the development of our arts industry, and on a grandeur scale, the growth of our society as a harmonious whole – as it would not be instilled within my fellow Singaporeans recognize and acknowledge the varying nuances when it comes to the interpretation of art (Chee Meng, 2014). With such an intolerant perspective that fails to conceive art as an outset for constructive discourse, how then can our nation truly blossom into a â€Å"Global City of the Arts† as our leaders have envisioned? Furthermore, it was acknowledged in the 2003 report of Censorship Review Committee that a â€Å"one-size-fits-all† paradigm of censorship is increasingly non-viable given the heterogeneous and ever-changing society of Singapore (CRC Report, 2003). Thus, it seems that this â€Å"new† approach by MDA is not only paradoxical, but terribly regressive. Additionally, whilst the MDA has stressed that the Arts Term Licensing Scheme is â€Å"optional† suggesting that artists have a â€Å"choice† in the matter, it appears that this is but a shrewd attempt by the authorities at veiling a false dichotomy to our art practitioners as they are essentially caught in between continuing the present regime where MDA issues all classifications and advisories, or that of a seemingly â€Å"different† system that is inherently the same as the former since â€Å"content assessors† are specially trained to heed MDA’s specifications. As such, I question MDAâ₠¬â„¢s sincerity at â€Å"co-regulation† and all of its supposed â€Å"ideals† of openness, engagement, inclusiveness, and transparency. In line with the Constitution of the Republic of Singapore which delineates that every Singaporean citizen possess the rights of freedom of speech (Attorney General’s Chambers, 2010) – in this case, the â€Å"speech† is expressed via the modus of art – MDA’s new scheme appears to be a flagrant violation of that democracy and with it, the concept of a â€Å"public sphere† (Habermas, 1964) where there an open space that allows for the exploration of ideas free from overbearing restrictions. If our nation is truly a democratic society, why then is the MDA imposing such harsh regulations of self-censorship upon our artists who simply yearns for art as a medium of expression, and that of mine, and my fellow Singaporean’s freedom of choice in enjoying art in all its various forms? By limiting the creations of artists, allowing audiences to be only be granted access to what is deemed as â€Å"appropriate content†, and creating a rift of division between â€Å"content assessors† and their colleagues all in the name of â€Å"public good†, is the MDA genuinely â€Å"protecting† social harmony, or is this simply a circumvented attempt at regulating a power relationship between us citizens and the state (McGuigan, 1996). In a similar vein, MDA’s espoused notion of â€Å"empowering† art practitioners by according them the prerogative in deciding the classification of their art works remains highly contentious as in practice, artists are subjugated to the strict adherence of MDA’s policing mechanisms by proxy and consequently, are renounced of any leeway to exercise their personal liberties. How then are our art practitioners â€Å"empowered† by the new scheme? Not only is this positioning of the Arts Term Licensing Scheme prevaricating to artists, it also misleads the general public into believing that the new scheme should be embraced unequivocally as it seemingly liberates our artists. As such, it seems that this assertion of â€Å"empowerment† is naught but a surreptitious attempt by the MDA at egregiously eluding all of the said problems underlying self-censorship as the scheme constructs a delusory appearance – resembling that of a â€Å"pseudo-publicâ⠂¬  sphere as postulated by Habermas (1964) – where decisions seem to be â€Å"personally† dictated by artists (i.e. public) and are seemingly â€Å"independent† of MDA’s (i.e. authority’s) intrusiveness. It is thus, disappointing to note that whilst the MDA advocates values of integrity (MDA, 2014b), such has been demonstrated otherwise in this case. More eminently, the scheme’s postulated idea that artists are to face harsh punishments including a $5,000 penalty for â€Å"non-compliance† to MDA’s regulations simply nullifies any notions of â€Å"co-regulatory partnership†, â€Å"empowerment†, whilst invoking an undercurrent of fear that only aggrandizes self-censorship. This, I believe is tantamount to regulative censorship of punitive state sanction taking on the faà §ade of constitutive censorship (Jansen, 1991) where it appears that our artists are merely â€Å"self-regulating†. With the encroachment of hefty penalties associated with â€Å"misclassification†, and MDA’s lack of clarity upon the assessment and appeal processes, what then is of MDA’s assistant chief executive, Mr. Christopher Ng’s claim that authorities would be â€Å"reasonable and fair† (Chee Meng, 2014) in the evaluation such a situation? Consequently, it also seems that this new s cheme has evinced upon an underlying distrusts of art practitioners within our society – as if artists are subversive individuals to be blot away. This, in turn, has perpetuated a fabricated sense of dichotomy of â€Å"artists versus community†, where in truth, our artists and art practitioners are also fellow citizens, parents, â€Å"heart landers†, and are very much part of Singapore and our community at large (Arts Engage, 2014a) . Instead of creating an unnecessary chasm between artists, the general public, and the authorities, as reflected in the present paradigm where the MDA is seen to be the â€Å"mediator† between disgruntled members of the public and a group of seemingly seditious artists that warrants to be â€Å"subdued†, it would be that much more purposeful for the growth of our nation, communities, and our people if we could see ourselves as a collective whole and reconcile our differences through an open, shared discourse, as opposed to mere coercion by proxy. Whilst I understand the imperativeness of MDA’s advisories in aiding audiences to make better informed choices, it is equally important to underscore that such classifications should really be meant as a general â€Å"caution†, and that delving beyond that into micro-managing the entirety of an art work only serves to backfire as not only does it impugn upon artistic integrity and the true spirit of artistic endeav our (Arts Engage, 2014a), it ultimately renders our artistic practices bleak and sterile. Rather than imposing such stringent aseptic rules, we ought to be encouraging a greater degree of sophistication and open-minded appreciation of the arts amongst the public such that it is imbued within our society the capacity to recognize that there is always more than a single â€Å"right† way in which the arts may relate to us (Chee Meng, 2014). If we could devote our efforts into nurturing a greater pool of art critics – be it in terms of adept professionals or greenhorn amateurs – in lieu of â€Å"content assessors†, we would then be able to engage in a much more active and meaningful discourse on the merits of our artistic output which I believe, would assist in establishing that much needed breadth of an open, receptive, and constructive dialogue between our artists and the MDA authorities, consequently forging an improved relationship of trust and respect that would be beneficent to all. Perhaps, a system of regulation that entails an open, consistent, and transparent process, in which discussions may be laid bare for public critique, whose jurisdiction are composed of knowledgeable, publicly-informed, and impartial members principled upon an arms-length approach from any political interests, and whose decision-making processes are periodically subjected to review by an independent body, would better serve to inspire confidence not only from our artists, but within that of my fellow Singaporeans to both the MDA authorities and our local arts industry, as well as across governments (Arts Engage, 2014b). This, I strongly assert is one of the many fundamental steps that we must take together if the MDA genuinely seeks to foster a â€Å"co-regulatory† partnership that â€Å"empowers† our art practitioners and audiences alike. Indeed, the arts should be appreciated in all of its variegated diversity, fluidity, and sublime nuances – that it is an inherent part and parcel of one’s intellectual and emotional growth that cannot be merely subjugated or predetermined by those contending privileged tastes or moral claims. Once again, I sincerely implore the relevant MDA authorities reconsider the proposed amendments of PEMA 2014, and to engage with representative citizen bodies as well as artists in another round of consultations before officially implementing the new scheme. I look forward to hearing from you, Thank you. Yours sincerely, Karen Lim.

Macbeth :: essays research papers

Blood Different imagery are seen through out the play one of the imagery is blood.In Macbeth by Wiiliam Shakespear in every scene the image of blood changes, it changes through remores, bravery, and guilt. The characters affected by all of this is Macbeth and Lady Macbeth since they are the ones with blood in their hands. The imagery of blood seens to effected all the characters in the play. One that is affected by all of this is Lady Macbeth, when she is found sleepwalkig and talking to herself after the murder of Duncan and Banquo, " Here the smell of blood still. All the perfume of Aradia will not sweeten this little hands"(5.1.53-55) Shakespear by use of blood makes Lady Macbeth goes crazy by the actions that she has done. Makes it obvious that being evil brings unhappiness and guilt of what she has done in the past. At the beginning Lady Macbeth starts all of this by asking the spirits to, "make thick my blood"(1.5.50) She asking them to make her remorseless and wrong for the actions that is about to do. She did not have the control over har own conscience since she has remorse and guilt over her actions, but it is all ready too late since she has gone crazy and paranoid of blood being on her hands. Macbeth in the other hand has not yet gone crazy, but at the beginning the captain said, " Which smoked with bloody exection"(1.2.20) Shakespear uses blood in a whole defferent way. This time the meaning of blood is of the brave fighter that Macbeth is with the bloody sword he has of his enemies in the battle he fought. This time is shown as a action in which has nothing to do with beginning evil but as a fighter of a country. Macbeth does not shows his true self to his wife and hides in his words he speaks of guilt. "Will all great Neptune's ocean wash this blood clean for my hands?"(2.2.78-79) Macbeth wounders if he will ever forgive his own actions.At the banquet it is when Macbeth shows a little of his guilt of killing Banquo, since his ghost appears to him as a sign of guilt.Shakespear makes this imagery of blood as

Elements of Relationship in D.H. Lawrences Works Essay -- D.H. Lawren

After spending a semester experiencing and analyzing the work of D.H. Lawrence, it has become obvious that he had several messages to convey to his audience. Through his characters, Lawrence commented on the condition of England, on social issues, and also on relationships. In his novels Sons and Lovers, Women in Love, and Lady Chatterley's Lover, Lawrence reveals three important aspects of relationships, and shows his audience the devastating results when one or more of those aspects are missing. When it comes to intellectual, spiritual and sexual connections, Lawrence makes it clear that all of these elements must be present in order for a relationship to be successful; it's either all or none. Lawrence's first example of relational incompleteness comes through Paul in Sons and Lovers. By the middle of the novel, the reader is well aware of Paul's connection to his mother, Mrs. Morel. Paul's awareness of his mother comes in the notion that ?when she fretted he understood, and could have no peace,? (51) and also in the way they act like excited ?lovers having an adventure together.? (81) Through Paul?s relationships, Lawrence reveals how ?an exaggerated intense spiritual love from the parents,? can make it difficult for the receiver of that love to cultivate healthy relationships outside the familial sphere. (Yudhishtar, 87) Because of his deep spiritual connection with his mother, it is difficult for Paul to give himself to other women, as can be seen through his relationship with Miriam. Although Paul likes Miriam and the two get along very well, his connection to his mother prevents the young man from really giving himself to her. Paul is turned off not only by how spiritual Miriam makes him (165), but also ... ...ming deeply connected spiritually with one?s children, and how that connection can prove disastrous for non-familial relations. Through Birkin, Ursula, Gudrun and Gerald in Women in Love, he shows the crippling effects that result when intellect is emphasized drastically more than spirituality and sexuality. Lawrence arrives at a perfect balance between Connie and Mellors in Lady Chatterley?s Lover, and although Connie suffers through two failed relationships before meeting success, Lawrence shows that intellectual, spiritual and sexual connects can indeed simultaneously exist on the same plane. Through these characters, Lawrence demonstrates the importance of having a balance of all three ingredients. Without a physical connection based on spirituality and a common intellect, Sir Jon would not be able to ?say good night to Lady Jane?with a hopeful heart.? (328)

Primo Levis Survival in Auschwitz Essay -- Primo Levi Survival Auschw

Primo Levi's Survival in Auschwitz Reading the novel Survival in Auschwitz by author Primo Levi leads one to wonder whether his survival is attributed to his indefinite will to survive or a very subservient streak of luck. Throughout the novel, he is time and again spared from the fate that supposedly lies ahead of all inhabitants of the death camp at Auschwitz. Whether it was falling ill at the most convenient times or coming in contact with prisoners who had a compassionate, albeit uncommon, disposition, it would seem as though the Gods were always smiling upon him. Although throughout the novel primo is characterized as a very willing and competent individual, one can not say that his personality or his training as a chemist were the sole factors of his survival. For the purposes of this essay, it is necessary to further address the possibility that maybe Primo Levi was just a lucky guy. The very first lines of the novel support without a doubt the fact that even Levi (Hà ¤ftlinge # 174517) himself is aware of the capacity that luck plays in his life. He begins the novel with the phrase â€Å"It was my good fortune to be deported to Auschwitz only in 1944, that is, after the German government had decided, owing to the growing scarcity of labour, to lengthen the average lifespan of the prisoners destined for elimi- nation† (Levi 9). So, had he been captured prior to 1944, his story might not have been told. Seeing as life in Monowitz (aka Buna or the Là ¤ger) was particularly brutal upon his arrival, one can only imagine the conditions that existed before the Nazi war machine experienced its labor shortage. When compelled to consider the conditions in which Levi was forced to live, it is clear to see that the will to survive must be complemented by another factor, as this will alone is not at all strong enough to sustain life. Not only are the authority figures brutish and sadistic, but the code among the prisoners themselves is even more cutthroat. In addition, the â€Å"cuisine† is terrible and is summed up in the following passage: â€Å"...every two or three hours we have to get up to discharge ourselves of the great dose of water which during the day we are forced to absorb in the form of soup in order to satisfy our hunger†¦Ã¢â‚¬  (Levi 61). Furthermore, the camp is arranged in a hierarchical system with each group of prisoners having corresponding... ...urvivors, how fortunate was he to be among them! Primo Levi’s voice in this novel is so emotionless, that one is forced to jettison all biases regarding the Holocaust until completion of the novel. He does not concern himself with how the reader will look at his role in the story he tells; it is his story, thus the reader need only read and formulate their own conclusions. Because his is the story that so many will never get the chance to tell. He comes off as the quiet submissive type, yet underneath this faà §ade is a very perceptive and clever human being. In fact, the saying â€Å"still waters run deep† just about sums up Levi’s personality. Recalling what was just written of Levi’s personality, it was premature to say that pure luck was the only guiding force in Levi’s survival; some credit must be given to the individual also. So it is of utmost importance to mention that his determination to survive and to provide an accurate, albeit, de tailed account of what he had endured was also a major factor in Primo Levi’s Survival in Auschwitz. Works Cited Levi, Primo. Survival in Auschwitz: The Nazi Assault onHumanity. Trans. Stuart Woolf. New York: Collier-Macmillan, 1987.