Iron Crowned Chapter 10

Deanna came easily when I summoned her, making me wonder if she'd been hanging around invisibly since our last chat. Regardless, she didn't mention the fake ultimatum, thus letting Kiyo continue to believe we were in a time crunch. I called Volusian as well, figuring it couldn't hurt to have his protection while traveling to the ghost cutoff point. The two spirits didn't interact as we traveled, no surprise seeing as they had little in common. Deanna was tied to the living because of unfinished business and love for others. Volusian's soul was damned for eternity, forced to wander for his crimes – unless I ever sent him to the Underworld. Deanna hadn't been able to give us a time estimate on how long it would take to reach the crown's lair (as I was beginning to refer to it). The Otherworld's twisted terrain always made travel hard to gauge, plus spirits could move faster than we could. I wouldn't have minded walking, but the unknown variables made me ride horseback. Kiyo did the same out of courtesy for me, though he could have tirelessly covered miles and miles in fox form. The only thing I really knew for sure was that this wouldn't be a day trip. Kiyo and I were as silent as the ghosts, though once we crossed out of the lands adjacent to mine, he would occasionally tell me where we were. I'd never ventured this far into the Otherworld, and it made me uneasy, though knowing we were clear of the Rowan Land was a relief. Even Kiyo, neutral as he claimed, had tensed in Katrice's territory. â€Å"This is the Honeysuckle Land,† he said, when the road led us to a hot, riotously colored landscape. Flowers grew everywhere, and even the trees were covered in blossoms. Arizona was notorious for all its hummingbirds, but here, they swarmed like flies. â€Å"Dorian was right,† I mused. â€Å"It is beautiful.† It was hard to imagine this place mustering up a military. This seemed more like a world where people frolicked in scanty clothing, beating drums and engaging in free love. Well, since they were gentry, free love would have been a given. â€Å"Dorian would know,† said Kiyo stiffly, eyes focused straight ahead. â€Å"I'm surprised he let you come with me.† â€Å"Dorian doesn't say what I can or can't do,† I snapped. â€Å"If you're going to just keep doing this the whole time, I'll – â€Å" â€Å"You'll what?† asked Kiyo with amusement, when I didn't continue. â€Å"Send me back? Face death-threatening situations alone?† â€Å"I would gladly escort you back, if that is what you choose,† Volusian told Kiyo. I sighed. â€Å"Please. Just don't get on Dorian the whole time, okay? He wants this over. It was his idea to get your help. He's worried, believe me.† â€Å"That,† said Kiyo gravely, â€Å"I can believe. I don't trust him. I don't believe his alliance with you is as straightforward as it seems. But I do believe he cares about you.† The landscape suddenly shifted around us, becoming a rolling desert of white sand. It stretched out under a blazing sun, reflecting back at us in a way that was hard on the eyes. â€Å"Ugh,† I said, focusing down on the road. â€Å"What's this?† â€Å"The Myrrh Land,† said Kiyo. Even with my eyes averted, I knew he was smiling. â€Å"Figured you'd like this place. You should go make friends with its king. They've got some badass fighters.† â€Å"Big difference between this and the Sonora Desert,† I said. Although harsh and scalding, the desert I'd grown up with was full of life. This place was desolate and dead. Mercifully, we soon passed out of it into sweeping moors, covered in snow. I took my leather jacket out of my pack. I'd brought it knowing we might travel through lands that were in winter. It still wasn't much protection, and I realized I could have easily gotten one of my servants to whip up something more suitable. No doubt it would've been gentry-style, probably a cloak. Look human, Jasmine had said. Mostly I looked cold. Kiyo identified this place as the Birch Land. We crossed into the Honeysuckle Land again, which was typical of the Otherworld. Other places repeated as well. When the road took us through a landscape that reminded me of northern Texas, Kiyo had nothing to say. â€Å"What's this?† I asked. â€Å"I don't know,† he admitted. â€Å"The Pecan Land,† said Volusian. â€Å"Sounds delicious,† I teased. We'd had few stops and mostly eaten travel rations. â€Å"I could go for a pecan pie right now.† Kiyo didn't respond. He seemed lost in thought, his expression growing darker as we passed through more and more terrain he didn't know. He seemed to know the names, though, and didn't like them. â€Å"You're taking us to the Unclaimed Lands,† he said to Deanna. It was near the end of our day, the sky burning red. â€Å"I don't know,† she said simply. â€Å"I'm only going where I was shown.† â€Å"Volusian?† I asked. â€Å"Of course we're going to the Unclaimed Lands,† he said, sounding mildly annoyed by my stupidity. â€Å"We're nearly upon them. Where else would you expect a coveted object to be hidden?† I glanced at Kiyo. â€Å"I'm going to go out on a limb here and guess these are kingdoms no one controls?† â€Å"‘Kingdoms' isn't even the right word,† he said. â€Å"No one lives here.† â€Å"Why not?† I asked. The scenery changed again. The texture of the ground was like recently dried mud, covered in a pattern of cracks that reminded me of one of my jigsaw puzzles. Odd holes were scattered here and there. This eerie landscape stretched far, far ahead, no end in sight. Not far from us – ten miles at most – the land rose sharply along the sides of the cracked road, forming high, rocky cliffs that curled in at their tops like jaws. Erratic gusts of wind blew through the tunnel they formed. The setting sun made everything blood-red. â€Å"Guess,† said Kiyo. â€Å"Because we're here.† I peered around, studying the depressing landscape. Its superficial appearance meant little, really. Any gentry seizing control of it could shape the land to his or her will, instantly beautifying it. Then, a strange feeling settled in me. I couldn't quite define it. It didn't make me ill or disoriented. It just didn't feel right. I squinted at the cliffs, taking in their striation. Through the red haze, I could see many of the loose rocks were a dull gray, streaked with orange. Oxidized metal. â€Å"Iron,† I realized. â€Å"We're surrounded in iron. We're not even in the crown's lair yet. We can't get to the lair without passing through iron.† â€Å"Can you feel it?† asked Kiyo. â€Å"Yes †¦Ã¢â‚¬  That was the odd feeling in the pit of my stomach. â€Å"That's the gentry in you. Even with your human blood, you can't help but be affected. There's a lot of iron here.† â€Å"I don't feel weak,† I said, astonished the iron would affect me at all. â€Å"Or sick or in pain.† I'd seen gentry scream just from the smallest touch of iron. I summoned the magic within me, letting it reach out to the air and unseen moisture, though I didn't actively use it. â€Å"I don't think it's hurting my magic either.† â€Å"Good,† said Kiyo. â€Å"You're strong, so I'm not surprised. You may just have a simple awareness of it.† I thought about this for a moment and came to another realization. â€Å"You're not affected at all, are you?† He shook his head. â€Å"Nope.† I always thought of Kiyo and me as being alike, children born of both worlds. That part was true, as was our half-human heritage. But my Otherworldly blood came from the gentry. Only gentry were affected by iron, and kitsunes had no fairy connection. As with the demon bear and the fetch, a kitsune's bane would be silver. At least, a full-blooded kitsune's would be. I'd seen Kiyo handle silver objects; his human blood protected him as mine did me. The bottom line was that he was a more useful companion here than I'd realized. I wondered if Dorian had made the connection. â€Å"We will cross through no other lands until you turn back, mistress,† said Volusian. â€Å"So this is the world's end. The Otherworld's end, at least.† I turned to Deanna, hovering alongside us. â€Å"Will we reach the entrance before night?† She thought about it, and I braced myself for another vague response. â€Å"No. If you don't stop, you'll reach it in the morning.† Kiyo and I exchanged looks, both of us thinking the same thing. Get to the crown sooner or camp and be rested? I looked over at Volusian. â€Å"You said there are no other lands. But will the terrain in this one change?† â€Å"No.† â€Å"What do you think?† I asked Kiyo. â€Å"I don't want to be tired when we face whatever's guarding the crown, but this isn't great camping territory.† â€Å"No,† he agreed. His eyes scanned around us, able to see more than mine in the waning light. He pointed. â€Å"There. There's a small outcrop that'll block most of the wind. Enough to keep a fire going. I hope.† I couldn't see the spot but trusted him. â€Å"Camping it is.† When we reached it, I saw the site was indeed sheltered. I tethered the horses while Kiyo built up a fire. We watched it warily as the wind abruptly came and went. The fire flickered and waved but appeared capable of lasting the night. â€Å"I could hold off the wind a little,† I said. â€Å"Don't bother,† said Kiyo, settling down beside the blaze. â€Å"Save your magic. This'll hold.† I wondered if he really was concerned about me conserving my strength or just wanted me to avoid my magic altogether. He'd never liked it. I didn't question him, though, and sat down as well, mostly because the cold was finally starting to get to me. I buttoned up the leather jacket, achieving little. Our dinner consisted of more travel food: jerky, granola, and some bread that would probably be stale tomorrow. â€Å"I don't suppose you can use your wilderness skills to go hunt us something fresh?† I asked. He smiled, the campfire casting strange shadows on his face, now that night had fully come. â€Å"I would if there was anything alive out here. It's just us.† He eyed me, taking in my shivering. â€Å"Don't you own a warmer coat?† â€Å"Where am I going to get a down coat in Tucson?† I demanded. â€Å"This time of year? Any sporting goods store. For the skiers. Lara could order you one if you can't be troubled.† â€Å"I think Lara and Tim are in love,† I said abruptly, remembering that bizarre development. â€Å"What?† asked Kiyo, as astonished as I had been. â€Å"Are you sure?† â€Å"Well, they're in infatuation, at least. Volusian, were they together when you went back?† My minion was off in the shadows, only his red eyes visible. â€Å"Yes, mistress. They were in bed, their bodies naked and – â€Å" â€Å"Okay, okay, stop,† I exclaimed. â€Å"I don't need to hear anymore.† â€Å"Well, I'll be damned,† said Kiyo. While we'd dated, he'd been witness to their phone battles. â€Å"But I guess stranger things have happened.† â€Å"Yeah,† I agreed. â€Å"Look at us. We're sitting in an iron landscape, being led by a ghost to a mythical object, which – if it even exists – may or may not make me scary enough to end a war.† â€Å"Fair point,† said Kiyo, his smile returning. We sat in companionable silence. It was a nice change from the animosity and tension that had surrounded us for so long. I'd missed him, I realized. â€Å"Eugenie?† â€Å"Hmm?† I glanced up, feeling embarrassed by my thoughts. â€Å"Why didn't you bring Roland with you? He could've fought unaffected. And God knows he doesn't want gentry power.† I looked away from those dark eyes, down at the fire's blue heart. â€Å"He doesn't want me to have gentry power either.† â€Å"Yeah, but he'd put that aside if he knew you were walking into – â€Å" â€Å"He doesn't know anything,† I said bluntly. My voice then grew soft. â€Å"We aren't speaking anymore.† â€Å"How †¦Ã¢â‚¬  Kiyo paused, no doubt trying to wrap his mind around this. â€Å"How is this possible?† I shrugged. â€Å"He cut me off. When he found out I'd been keeping the truth from him, about the Thorn Land and everything else †¦ Well, ever since what happened with Leith, he's refused to speak to or acknowledge me.† â€Å"But your mom †¦Ã¢â‚¬  â€Å"Talks to me occasionally. She's caught in the middle, and I don't want to make it harder on her than it already is. She shouldn't have to go against her husband.† Kiyo's confusion was becoming anger. â€Å"Yeah, but you're her daughter! She should be able to – â€Å" â€Å"Just forget it, okay?† I drew my knees up to me and wrapped my arms around them to draw in more warmth. â€Å"I don't want to talk about it.† â€Å"Eug, I'm sorry.† I kept quiet. There was nothing to say. He cleared his throat. â€Å"I don't suppose you brought anything else to keep you warm? Blankets? Camping supplies?† â€Å"I didn't think about the possible overnight part,† I said, grateful for the subject shift. â€Å"I've got a change of clothes like these, food, weapons, and first aid supplies.† â€Å"You brought first aid stuff?† He sounded impressed. â€Å"It's not like you to think ahead. Er, I mean, you don't usually worry about – â€Å" â€Å"I know what you mean,† I said with a weary smile. â€Å"And don't worry, the universe is the same. I didn't plan ahead. It's for current injuries.† â€Å"Current?† â€Å"I got hit by a table.† There might be a million reasons that Kiyo and I were wrong for each other, but one nice thing was that when I made a statement like that, he just didn't question it. I was still freezing when it came time to sleep, forcing Kiyo into a bold suggestion. â€Å"Come sleep over here, between me and the fire. The cold doesn't bug me as much, and I can block the wind.† â€Å"Kiyo – â€Å" â€Å"Yeah, yeah. I know. Dorian. But if he wanted me here to protect you, then here's the perfect chance. Besides, we all know you can kick my ass if I try anything.† I said and did nothing. When this continued for about a minute, he sighed and lay down on his side, back to the wind. I attempted the same, after ordering Volusian to stay on watch, but even with the fire's warmth, I was still cold. I'm tough, I'm tough. I played those words over and over through my head, not wanting to admit weakness. After about fifteen minutes, I gave in and crawled over to Kiyo's side of the fire. There was no â€Å"I told you so.† He simply made room but was surprised when I positioned myself to face him. â€Å"I thought you'd want your back to me.† â€Å"Can't,† I said. â€Å"That's where the injuries are.† â€Å"From the table.† â€Å"Right.† He could have attempted propriety by turning over so his back faced me, but that would have put his face to the wind. He didn't deserve that. I wiggled myself closer, curling myself against his body, and resting my head against his chest. He was big enough that he did almost completely shield me. His whole body stood still as I made myself comfortable, either from his astonishment or for my ease. Once I was settled, he relaxed slightly and tried to put his arms around me. He suddenly fumbled and pulled them away, grazing my breast as he did. I don't know if he noticed. I certainly did. â€Å"Wait. Where are you hurt?† â€Å"Back. Left shoulder.† Tentatively, he reached out again and wrapped his arms around my waist. â€Å"This okay?† â€Å"Mmm-hmm.† Holding me, he shifted closer so that our bodies pressed together, holding in the warmth. â€Å"This?† â€Å"Fine.† He relaxed again and exhaled. Tucked against him, I couldn't see his face but had the sneaking suspicion that I wouldn't be getting much sleep tonight. Survival-wise, this plan was sound. I was warm(ish) now, protected and heated by him. But I was also pressed up against a body that I knew intimately, one that used to move in mine with a possessive fierceness. Dorian claimed me with mind games and exquisite acts of dominance. Kiyo had always done it through strength and ferocity, an animal taking his mate. I bit my lip and closed my eyes, hoping I'd fall asleep if I mentally enumerated the reasons we'd broken up. But mostly, I kept remembering how his hand had lightly rubbed my breast. Sleep finally took me, but it was a long time in coming. As I drifted off, I wondered how he was coping. This probably didn't affect him at all. If he really wasn't sleeping with Maiwenn again, then he was probably out picking up women all the time. Kitsunes had kind of a supernatural allure, and God knew he'd been pretty persuasive the night we'd met. I awoke a couple hours before dawn – and not by choice. Volusian's warning came only seconds before the surface below us began to tremble. I was up in a flash, but unsurprisingly, Kiyo had already beaten me. I'd gone to sleep with weapons, uncomfortable though it was. I hadn't known what I'd need out here, except that I wouldn't need the iron athame since this was a gentry-free zone. I had my gun (safety on) and the silver athame. Both were out as Kiyo and I stood back to back, staring around us. The tremors shook the ground, forcing some fancy footwork, and creating more of the cracks that already covered the ground. A few more seconds passed, and then all went still. â€Å"An earthquake?† I asked uncertainly. â€Å"No,† said Volusian. He was in his solid, two-legged form, staring around with narrowed eyes. It was a little disconcerting that he didn't seem to know precisely what the problem was. â€Å"Then what are we – â€Å" The ground below us suddenly split open. With only the light of the fire, my vision was bad, but I thought I saw what looked kind of like a serpentine shape emerge from the earth. No, it was exactly like a serpentine shape because a moment later, a giant fucking snake shot up and landed neatly in a perfect coil, its head towered over Kiyo and me as it regarded us with glowing green eyes. The light from them illuminated a flicking, forked tongue, and the loud hissing that followed was kind of a given. â€Å"Volusian!† I yelled. My minion sprang into action. The deadly touch of his hands made the snake jerk in surprise. Beside me, Kiyo was shifting into fox form, and I decided a gun was probably going to get me farther here than the athame's small blade. A drop of venom fell from the snake's mouth, and it sizzled when it hit the ground in front of me. Lovely. Still, I felt confident the three of us could take this thing. At least until the ground shook again, and another snake popped up. It was soon followed by a third. â€Å"Son of a bitch.† I deliberated, wondering if mass force on one snake at a time was the way to go. No. I'd leave Kiyo and Volusian to the first. I yelled a warning to Kiyo that the snake was poisonous, but it was hard to say if he understood. I turned on the two new snakes. Even with part of their bodies coiled, their heads stood a good ten feet above mine. More venom dropped before me. Deciding not to play favorites, I aimed the gun and quickly fired off a couple of rounds into each. I'd had the foresight to load up silver bullets, but it didn't look like the gun was going to kill the snakes anytime soon – at least not without fifty more shots. Mostly, the bullets seemed to piss them off more. Still, I kept firing since that seemed to make the snakes keep their distance. It proved to be a short-term solution, seeing as my bullets soon ran out. I reached for another clip. I could reload a gun quickly, but that pause gave one of the snakes an opening. Its head – no pun intended – snaked toward me, giving me a close-up view of large fangs. I'd been on guard for such an attack and jumped out of its way, only to be struck by the other's tail. It knocked me several feet away, causing me to lose my grip on the new cartridge. The cartridge disappeared into the night, and I landed hard on the ground. My back and shoulder screamed in agony, but I had no time to baby them. There were two other clips in my belt, but as one of the snakes came for me again, my hand went to the athame after all. The snake that had hit me leaned down, its face and dripping jaw inches from me. Rather than run again, I leaped forward and plunged the blade into its eye. It cried out in pain, suffering from the silver, just as any Otherworldy creature would. Well, actually, any creature with a knife in its eye would probably suffer, magical or not. I had the sense to jerk my athame out, having no desire either to lose the blade or get pulled along as the snake reared back up. The suffering of its pal made the other hold off. In those moments, I shoved the athame back into my belt, yelping in surprise. Apparently, the snake's eye was poisonous too, and whatever liquid had come away with the blade ate through my jeans and burned my skin. Nonetheless, I managed to get another cartridge loaded. Without hesitation, I turned and emptied the entire gun into the snake's head. I wasn't precise enough to hit the eye, but all those bullets took their toll. The snake wavered in the air, blood mixing with venom on its skin, and with a last hiss of pain, it fell over and slammed into the ground. Wondering why the other snake hadn't come for me, I spun around and saw Volusian and Kiyo attacking it. I took it on faith that the first one was dead and loaded the gun with my last cartridge. Volusian's touch was searing the snake's skin, and Kiyo was simply ripping into it with his teeth. Opting for what seemed tried and true, I fired into the snake's head again. Between the three of us, we soon literally took the snake down. I stood there tense and ready, empty gun in one hand and athame in the other. The world was silent except for the wind and the occasional twitching of the third snake as it died. Moments later, Kiyo morphed out of the fox shape, giving me a better view of any injuries now that he wasn't covered in fur. He grimaced and spit on the ground a few times, but biting the snake apparently hadn't destroyed his mouth or face. A couple red spots on his arms made me think he too had been splattered with the venom. Otherwise, he looked unharmed. He sighed and raked a hand through his black hair, which was curling slightly from sweat. â€Å"You know,† he said. â€Å"I don't think I'll ever be able to bring myself to watch Dune again.†

Early Years Foundation Stage Essay

1. What are the four stages of the Early Years Foundation Stage (EYFS) framework? The EYFS is a frame work setting standards that cover the care, development, learning of children from birth to the age of five. It was first established under the Childcare Act 2006. The new framework will come into force 1st Sept 1014, until then the current EYFS 2012 is statutory. There are four specific areas of the EYFS which are: A unique child, positive relationships, enabling environments and learning and development. These provide guidance on best practices and procedures and the framework is applicable to for all environments that support children from birth to 5. Some of these would be, maintained schools, non maintained school, independent schools, child minders, pre schools and nurseries. Exceptions to these would be if a child had a nanny, or parent toddler groups (where the parent is expected to stay with the child.) Within these four specific areas there are also 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: Communication and language, physical development and personal and social and emotional development. As children grow these prime areas will help them to develop skills in 4 specific areas which are Literacy, Mathematics, Understanding of the world and expressive arts and design. Each of these stages (or steps) have guidance (goals) as to where the child should be at regarding their age and stage. These stages are fairly flexible allowing staff/parents to be able to monitor the progress of the child whilst maintaining and keeping in with the Childs own unique interests and needs. 1.The Unique Child Babies and children develop at different rates and ages. However all babies must develop skill 1 before they develop skill 2 and so on, an example would be a baby must first learn to crawl (in some form) before it will walk, or learn to make sounds before it talks. Links from body to brain are essential in early child development. Children are vulnerable and without love, care and nurture from parents and carers will not develop the necessary skills, emotions and resilience of a child who had this care and nurture. These early relationships with parents/carers are essential and can strongly influence how children develop socially and emotionally. Children develop communication skills at a very early stage. Babies learn to  cry, and this is the earliest form of communication, babies communicate through facial expression, they learn to smile by watching their parents /carers, learning through having frequent enjoyable contact. Making â€Å"baby,† noises, gurgling through to laughing. Babies and children also learn and develop through play helping to develop their physical, social and emotional, communication and cognitive skills. Recognizing that all people (Adults, babies and children,) have rights and must be treated fairly. This is irrespective of age, sex, ethnicity, race, wealth, disability etc. All children have an equal right to be listened to and valued within any child setting. It is important that all children receive the same amount of care and support within the setting to ensure their overall development. It is important to assess the needs of each individual child to ensure that the individual child can r each their full potential. All babies are vulnerable and rely on adults to keep them safe. To feel safe and secure in a childcare setting is paramount. Younger children can begin to learn about keeping themselves safe through conversations, poems and stories. This help to keep children resilient. It is also important that we teach children boundaries. Children will continue to test these boundaries, but though nurturing children and explaining rules and consequences as a positive constant, children feel safe and secure in their environments. They begin to learn what is acceptable and not acceptable in their various environments and the difference of right and wrong., This is also imperative when it comes to children making choices and assessing their own risk, helping to develop their physical and physiological well being. Children’s health and well being are effected by their genes and the environment in which they are brought up in. Children who have their emotional and physical needs and wants met in an accepting, loving and understanding environment are children whom develop confidence, are resilient and self assured. Children gain a sense of well being, it helps with social skills – they are able to make friends, communicate themselves in a self assured way, share and enjoy life. Teaching healthy eating habits, maintaining the children’s interest in the health of their own bodies, role modeling this and showing posters of healthy food and fruit are ways of promoting this to children giving them choices, encouraging them to be part of a group as they start to become more in control of their bodies. Giving children a safe, clean healthy  environment aids with their physical development ensuring adequate clothing and footwear, a stimulating environment and access to the outdoors and the stimulus that this provides. For babies and young children, sleep and rest is also an important factor to aid heath and well being, as development is rapid in the first 3 years of life. Positive Relationships Every interaction is based on a positive relationship. Children are able to function better and feel safe when they are in a positive, loving relationship with their family. This flows when they make their transition to the child care environment. By involving and accepting the child’s family and working as a team with the child and their family creates a positive environment in which the child can best adapt and develop. Through mutual support of family and practitioner, shows the child we are interested in their feelings, interests and abilities. Whilst still having a professional distance from families, being friendly towards family but not being in a friendship. A parent/practitioner partnership helps to develop systems which can help scaffold children’s individual efforts and independence. Positive communication with parents enable practice that creates stimulating relationships with both the child and the people involved in their family, creating the goal to which the child feels safe, valued and included, where differences are embraced. Enabling Environments ensure that all babies and children in an Early Years Setting have the correct resources to enable the need to develop and learn. Showing parents and carers that the environment meets their child’s individual needs helps to create a positive partnership between parents and professionals. We can do this be ensuring children have stimulating resources available to them, equipment that helps to develop both physical and cognitive development. Providing resources related to the children’s cultures, religions, communities, experiences and achievements. This also helps with practice relating to inclusion, whilst providing other children with learning opportunities they may not experience in their normal everyday life. All learning development outlines that children’s development and learning rate are different. This is especially true when supporting children with disabilities or special educational needs. This is when guidelines need to be followed and care plans are put into place. Children’s learning development needs to be planned for in an EYFS setting. Children must be given the opportunity to explore different subjects made to engage them in their age and stage of understanding, these should be enjoyable but at the same time challenging encouraging children to think critically when involved in their play. This is where Planning, Observation and Assessment cycles come into play. â€Å"Observation involves practitioners observing children to understand their level of achievement, interests and learning styles, and then to shape learning experiences for each child reflecting those observations.† Statutory Framework for the Early Years Foundation Stage – 2012 With children in an EYFS setting early observations are vital to determine how far a child is with their development. It is important to observe a child within the three prime areas. Through these primary observations assessments developed and individual educational plans can be put i nto place to ensure the childs specific needs are met. In order to gain a level of children’s development, we use development statements. These are a list of statements that outline the four stages ok the EYFS framework Including 7 areas of where a child should be in regards to their learning development. They are either working towards or have achieved the early learning goals. This is all age and stage related and helps determine any gaps in observations, as well as the child’s strengths and weaknesses. These EYFS assessments are continuously reviewed by the practitioner who discusses findings with the parent during the prime areas of development which are between the ages of 2 & 3 years. This is then reviewed at the end of the EYFS period which Government deem to be at age 5. During the observations and assessments of the prime areas there are also 4 specific areas that will develop as the child grows. These are literacy, mathematics, understanding the world and expressive arts and design, which are also age and stage related. 2 Summarise the psychological development theories outlined in this course. Sigmund Freud, Erik Erikson and Jean Piaget were all theorists who gave ideas regarding children’s development through their years, from developmental stages, cognitive/intellectual stages and milestones. Jean Piaget’s theory is that children develop through 4 stages. The Sensorimotor (0-2 yrs) This is where the child understands the world  through their primary reflexes, looking, sucking, feeling, then as the child develops so do the schemas, Piaget states that this is first found accidently by the child then done purposefully for enjoyment. As the child progresses they do things by trial and error as the child realizes actions have a reaction, for example picking up a rattle then moving it creates noise. Creating a noise may get attention from a care giver. This knowledge is moving from the actual action of movement and reaction to the actual cognitive thought process. Milestone Object Permanence The second stage Preoperational (2-7years) This is the stage where children develop language, and become adept at using symbols which may have many meanings. An example would be a cardboard box becomes a car, a television, a bed anything that the childs imagines it to be through ro le play. A child had not yet developed logic and has an outlook of self-importance. Milestone Egocentrism Stage Three is Concrete Operational (7-11 years) Children now begin to develop a greater understanding of concrete events, they are logical in their thinking but have difficulty when relating to hypothetical events or situations. They realize that their own thoughts and feelings may be different from others thoughts. Children become less egocentric and begin to understand that something may stay in the same quantity even though the appearance has changed. If two pieces of paper are the same length and one length has been scrunched up, children will assume the scrunched is shorter if the Milestone conservation has not been reached. Formal Operational (11+Years) Children begin the ability to think in an abstract manor. They are able to reason things in their heads and conclude possible outcomes. Children are able to think about thinks they may not have experienced and still be able to determine possible endings to scenarios. Milestone, manipulation of ideas. Sigmund Freud’s theories of psychosexual development, describes how personality develops during childhood through the â€Å"id†. This is the source of all psychic energy, making it the primary component of personality. The â€Å"id† is driven by the pleasure principle. Freud’s theory is based on five stages. Oral – (O-1 year) The primary source of a baby’s pleasure is through feeding, the interaction occurs through the mouth and the baby gains pleasure from the carers who is feeding the baby and develops a relationship of trust and comfort with the feeder. Milestone Feeding Anal Stage (1-3years) Freud believed the primary source of libido  was on controlling the bladder and bowel. When a child has developed this control over their body it is believed this sense of achievement and accomplishment leads to independence. Parents who praise positive outcomes lead children to feel capable and productive. Milestone Control over body Phallic Stage (3-6 years) Children develop feeling of jealousy. Freud suggested that boys become jealous of fathers affections towards their mothers. Children as a result of these feelings were also able to understand the fears of punishment. Milestone Jealousy Differences Latent (6 years-puberty) The early part of Latent is where children become interested in their peers, lasting meaningful relationships are formed, they become interested in hobbies and other interests, the later part of Latent is when children develop further relationships, social and communication skills and self confidence. Children tend to more actively pursue activities they are interested in. Milestone Interest in hobbies and others. Genital Stage (puberty-death)Freud suggests that in this last stage, the person develops a sexual interest in the opposite sex. This stage begins at puberty but remains with a person throughout life. Interests in the welfare others should now be established, Freud determined that once all stages have been met the individual should now be an all rounded well balanced individual. Milestone Sexual interests and a well balanced lifestyle. Erik Erikson also theorized upon personality, however, whereas Freud took a sexual approach, physcosexual, Erikson took the â€Å"ego† approach, psychosocial which was all about the â€Å"ego† of the human, rather than the â€Å"id† that Freud discussed. The â€Å"ego† was more about the role of society, culture and conflicts that took place within itself – the devil and angel on your shoulder. Stage 1 Trust vs Mistrust (0-18mth) Babies/young children begin to develop a sense of trust from their primary care givers, if the care is constant, then trust develops. If not then Erikson claimed the child will develop a mistrust even fear and will not have confidence in the world around them. Milestone Feeding Stage 2 Ear ly Childhood (2-3years)Autonomy vs Shame and Doubt. By this stage, children are walking, able to chose (toys, directions to walk in) becoming more independent and developing autonomy. The aim Erikson suggested, was to let the child attempt and try at risk, even though failure may be possible, Erikson said it was better to praise the child for its attempts. â€Å"They must not criticize the child for failures and accidents  (particularly when toilet raining.) The aim has to be â€Å"self control without a loss of self esteem.† (Gross 1993) Milestone toilet training. Stage 3 Preschool (3-5years) Initiative vs Guilt. Children become more social and are interested in developing games, interacting with one another, becoming more assertive. Children become more confident as they become involved more in play and lead others through this. During this time, other children may want to take control, or adults may â€Å"intervene† in some way, children then begin to feel inadequate which leads to a lacking in self initiative and feeling of guilt. Milestone Exploration Stage 4 School Age (6-11years)Industry vs Inferiority This is the most important time for anyone in the teaching profession. Children begin to develop coping skills, they are developing relationships with peers and begin to feel the need to win approval by developing specific competencies that are interesting and noted by society. Children take pride in their accomplishments and are keen to show all in their world their achievements. Erikson suggests at this point, if children are not commended, or no interest is taken by their peers, family or care givers, and criticism is offered instead of praise, then the child may begin to feel inferior and have doubt in their abilities. Some children may just stop being interested in a certain activity. Milestone – School Stage 5 (!2-18years) Identity vs Role Confusion. Erikson suggests this is the age where children/young adults begin to gain t two identities a greater sense of self identity/awareness. They begin to look forward, to plan their futures Erikson â€Å"suggests that two identities are involved: the sexual and the occupational.† McLeod, S.A. (2008.) Children who experience constant negativity and rebuke from peers, trusted professionals (teachers) and family members can lead to a lack in confidence, low self esteem, and failure. 3.. Analyse the factors which affect child development. The factors which play a central role in children’s learning support the transitional process from EYFS into Year 1. â€Å"The characteristics of effective learning run through and underpin all seven areas of learning and development, representing process rather than outcomes.† EYFS Profile Handbook. There are three key characteristics of effective learning. Playing and Exploring, Active Learning and Critical Thinking. These  descriptions need to have a brief description through means of ongoing observations, relevant photographs, discussions with parents and relevant adults and should take into account all relevant information from the setting. The HLTA should encourage children by supporting and encouraging a child’s natural curiosity (Playing and Exploring.) This can be achieved through role play sought from the children’s own interests. By having – creating an excited and well resourced role play area encourages children to engage in play they may not normally choose, and to mix with other children they wouldn’t normally play with. Through providing varied materials children can use imagination and construct their own equipment for use in their play. The HLTA encourages to play through using encouraging praise and being aware of all children engaged in the â€Å"game.† And by giving children a language to think about by maybe first initiating language/vocabulary relevant to the role play. An example would be a shop area HLTA would use vocab. such as cost, money, buy, shop, etc. introduce mathematics through numeracy words. To then reflect with children about their play encouraging them to â€Å"chat,† about what they did, ask questions how, why, where, encourage children to think about what else they could do, improve on, get rid of – what’s good and what’s not, all helps the HLTA support children by trying different strategies, practice problem solving skills, through encouraging praise. We are then able to revisit the role play area, giving children time to explore the area, thinking about what they’ve discussed, encouraging other children to contribute. To encourage children to think critically is to support children in the development of their own ideas, develop their problem solving skills and develop their methodical approach to achieve an outcome. A HLTA could introduce a maths activity to support this. I would set up conversa tions regarding the resources such as weighing scales, and various sized and shaped parcels, some the same size but have a noticeable change in weight. We would have discussions firstly introducing language, heavier ,lighter, large, small, equal, balance. By asking children to chose a parcel they â€Å"think† is heavy (most will pick the largest) and compare that to another parcel introduces different ideas that biggest isn’t always heaviest. Children will enjoy investigating and figuring out. Asking children to compare weight in their hands and through use of the scales will encourage children to think through  the issue, through conversation and discussing mistakes children will able to see visual when using the weiing scales which parcel was actually heavier, asking other children to comment feedback and to â€Å"have a go.† And by supporting and respecting a childs efforts and thinking of new ideas i.e. how can we make it heavier on this side?†¦ I think that be introducing activities encourages children in active learning. It involves being calm at all times and to be able to calm children who may become over excited. Through constructive praise of their progress, achievements and failures. Helping children set new and different goals, encouraging children to watch and learn from other children through praise and encouragement. Teaching children to reflect upon their play, encouraging children to return to games, areas, activities that they may not have accessed for a while. Give children time to explore the activities and allow them to contribute. Through taking photographs of children engaged in an activity, and by returning to discuss the pictures at a later date, reminds the child and encourages them to think and recollect their experiences. Displaying these photos and giving them the child’s voice on either setting walls, or learning journals encourages children to contribute to their environment.

Advance Paper 2

The CSSA accepts no liability for any reliance use or purpose related to these ‘Trial’ question papers. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies. 5400-1 Section I – Module A: Comparative Study of Texts and Context 20 marks Attempt either Question 1 or Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 1 – Elective 1: Exploring Connections (20 marks) To what extent are texts enriched through their connection with other texts? Respond to this question in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Shakespearean Drama and Film – William Shakespeare, King Richard III AND – Al Pacino, Lookingfor Richard †¢ Prose Fiction and Poetry – Patrick White, The Aunt’s Story AND – Rosemary Dobson, Selected Poems * Young Girl at a Window * Chance Met * Landscape in Italy * Azay-Le-Rideau * The Rape of Europa * Romantic * Primitive Painters Question 1 continues on page 3 Question 1 (continued) †¢ Prose Fiction and Nonfiction * Jane Austen, Pride and Prejudice AND * Fay Weldon, Letters to Alice on First Reading Jane Austen †¢ Poetry and Drama * * * * * * * * * * John Donne, Selected Poetry Death be not proud This is my playes last scene At the round earths imagin ‘d corners blow If poisonous minerals Hymne to God my God, in my sicknesse A Valediction: forbidding mourning The Apparition TheRelique The Sunne Rising AND * Margaret Edson, W;t End of Question 1 In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 2 – Elective 2: Texts in Time (20 marks) Compare the ways in which texts offer insights into the human experience. Respond to this statement in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Prose Fiction and Film – Mary Shelley, Frankenstein AND – Ridley Scott, Blade Runner (Director’s Cut) †¢ Prose Fiction and Poetry – F Scott Fitzgerald, The Great Gatsby AND – Elizabeth Barrett Browning, Aurora Leigh and Other Poems – Sonnets I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII †¢ Drama and Nonfiction – Edward Albee, Who’s Afraid of Virginia Woolf AND – Virginia Woolf, A Room of One’s Own Section II – Module B: Critical Study of Texts 0 marks Attempt ONE question from Questions 3-7 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, pu rpose and form Question 3 – Shakespearean Drama (20 marks) How is your personal response to Hamlet shaped by the interaction of characters in the play? William Shakespeare, Hamlet Question 4 – Prose Fiction (20 marks) (a) How is your personal response to In the Skin of a Lion shaped by the interaction of characters in the novel? Michael Ondaatje, In the Skin of a Lion OR (b) How is your personal response to Cloudstreet shaped by the interaction of characters in the novel? — Tim Winton, Cloudstreet OR (c) How is your personal response to Sixty Lights shaped by the interaction of characters in the novel? Gail Jones, Sixty Lights OR (d) How is your personal response to Jane Eyre shaped by the interaction of characters in the novel? Charlotte Bronte, Jane Eyre Please turn over In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 5 – Drama or Film (20 marks) (a) How is your personal response to A Doll’s House shaped by the interaction of characters in the play? Henrik Ibsen, A Doll’s House OR b) How is your personal response to Citizen Kane shaped by the interaction of characters in the film? Orson Welles, Citizen Kane Question 6 – Poetry (20 marks) (a) How is your personal response to the poetry of Yeats shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: William Butler Yeats, WB Yeats: Poems selected by Seamus Heaney * An Irish Airman * When You Are Old * Among School Children * The Wild Swans at Coole * Leda and the Swan * The Second Coming * Easter 1916 OR Question 6 continues on page 7 6 Question 6 (continued) (b) How is your personal response to the poetry of Harwood shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: Gwen Harwood, Selected Poems * Father and Child (Parts I II) * The Violets * At Mornington * A Valediction * Triste Triste * The Sharpness of Death * Mother Who Gave me Life OR (c) How is your personal response to the poetry of Slessor shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: Kenneth Slessor, Selected Poems * Out of Time * Five Bells * Sleep * Five Visions of Captain Cook * Sensuality * Elegy in a Botanical Garden * Beach Burial End of Question 6 In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 7 – Nonfiction (20 marks) (a) How is your personal response to Orwell’s essays shaped by a perception of voice in these texts? In your answer, refer to THREE of the essays set for study. * George Orwell, George Orwell: Essays The prescribed essays are: * Why I Write * Notes on Nationalism * Good Bad Books * The Sporting Spirit * Politics and the English Language * Writers and Leviathan OR (b) How is your personal response to speeches shaped by a perception of the passion of the speaker? In your answer, refer to THREE of the speeches set for study * Speeches The prescribed speeches are: * Margaret Atwood – Spotty-Handed Villainesses, 1994 * Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993 * Noel Pearson -An Australian History for Us All, 1996 * Aung San Suu Kyi – Keynote Address at the Beijing World Conference on Women, 1995 * Faith Bandler -Faith, Hope and Reconciliation, 1999 * Deane, William – It is Still Winter at Home, 1999 * Anwar Sadat – Speech to the Israeli Knesset, 1977 BLANK PAGE Please turn over Section III – Module C: Representation and Text 20 marks Attempt ONE question from Questions 8-9 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of and evaluate the relationship between representation and meaning †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 8 – Elective 1: Conflicting Perspectives (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of conflicting perspectives is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ †¢ †¢ Shakespearean Drama Prose Fiction Drama or Film – William Shakespeare, Julius Caesar – David Guterson, Snow Falling on Cedars – Peter Whelan, The Herbal Bed OR — Barry Levinson, Wag the Dog †¢ Poetry – Ted Hughes, Birthday Letters * Fulbright Scholars * The Shot * The Minotaur * Sam * Your Paris * Red — Geoffrey Robertson, The Justice Game * The Trials ofOz * Michael X on Death Row * ‘The Romans in Britain’ * The Prisoner of Venda Nonfiction * Show Trials * Diana in the Dock: Does Privacy Matter? * Afterword: The Justice Game 10 Question 9 – Elective 2: History and Memory (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of the interplay between history and memory is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ Prose Fiction – Maxine Hong Kingston, The Woman Warrior: Memoirs, of a Girlhood Among Ghosts OR – Peter Carey, The True History of the Kelly Gang †¢ †¢ Film Poetry – Stephen Frears, The Queen – Denise Levertov, Selected Poems * Ways of Conquest * Don’t You Hear That Whistle Blowin’†¦ * In Thai Binh (Peace) Province * A Time Past * Libation * A Letter to Marek About a Photograph * The Pilots †¢ Nonfiction or Multimedia – Mark Raphael Baker, The Fiftieth Gate OR Smithsonian National Museum of American History September 11 website End of paper 11 EXAMINERS Pamela Nutt (Convenor) Catherine Anderson Tanya Appleby Nicole Archard Darren Barker Lorna Ciesiolka Marian Henry Katherina Lathouras Alistair Symons PLC Sydney, Croydon St Patrick’s College, Strathfield Tara Anglican School for Girls, Nth Parramatta Kincoppal-Rose Bay, School of the Sacred Heart OLMC, Parramatta Educational C onsultant Marist College, Pagewood Knox Grammar School, Wahroonga Mount St Joseph, Milperra 12

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The language associated with this programme portrays how the male gender dominates the linguistics of X-Men which gives an insight into the general view of gender orientation of the programme. These two examples are more substantial in that they are repeated with every episode that a young child watches. It is important to analyse how a heavily male orientated programme effects children. We should consider that a childs perception of the reality of a television programme is somewhat unclear, and its influence could change their gender associated behaviour and understandings. When watching X-Men a young child receives language that has strong connotations of male dominance and power, which leads young children to gender roles themselves, which society have been trying to break for some time now.

Benazir Bhutto’s Personal Life Essay Example for Free

Benazir Bhutto’s Personal Life Essay She was born at Pinto Hospital in Karachi, on 21 June 1953. She was the eldest child of former prime minister Zulfikar Ali Bhutto, a Pakistani of Sindhi descent. Her paternal grandfather was Sir Shah Nawaz Bhutto. Bhutto was raised to speak both English and Urdu. English was her first language, while she was fluent in Urdu. Despite her family being Sindhi speakers, her Sindhi skills were almost non-existent. She was a bright student and a well mannered Lady of fine content. She served her life for Pakistan. She was Kind hearted and goal oriented person . On 18 December 1987, she married Asif Ali Zardari in Karachi. The couple had three children: two daughters, Bakhtawar and Asifa, and a son, Bilawal. When she gave birth to Bakhtawar in 1990, she became the first modern head of government to give birth while in office. Education: She attended the Lady Jennings Nursery School and Convent of Jesus and Mary in Karachi. After two years at the Rawalpindi Presentation Convent, she was sent to the Jesus and Mary Convent at Murree. She passed her O-level examinations at the age of 15.She then went on to complete her A-Levels at the Karachi Grammar School. After completing her early education in Pakistan, she pursued her higher education in the States. From Harvard University , she obtained a Bachelor of Arts degree. In June 2006, she received an Honorary LL.D degree from the University of Toronto .The next phase of her education took place in the United Kingdom. Bhutto’s father arrested: She returned to Pakistan where her father, Zulfikar Ali Bhutto, had been elected prime minister, but days after her arrival, the military seized power and her father was imprisoned. In 1979 he was hanged by the military government of General Zia Ul Haq. Bhutto herself was also arrested many times, and was detained for three years before being permitted to leave the country in 1984. She settled in London, but along with her two brothers, she founded an underground organization to resist the military dictatorship. When her brother died in 1985, she returned to Pakistan for his burial, and was again arrested for participating in anti-government rallies. She returned to London after her release, and martial law was lifted in Pakistan at the end of the year. Anti-Zia demonstrations resumed and Benazir Bhutto returned to Pakistan in April 1986. The public response to her return was tumultuous, and she publicly called for the resignation of Zia Ul Haq, whose government had executed her father. Prime Minister: She was elected co-chairwoman of the Pakistan Peoples Party (PPP) along with her mother, and when free elections were finally held in 1988, she herself became Prime Minister. At 35, she was one of the youngest chief executives in the world, and the first woman to serve as prime minister in an Islamic country. she brought electricity to the countryside and built schools all over the country. She made hunger, housing and health care her top priorities, and looked forward to continuing to modernize Pakistan. Policies for women: During election campaigns the Bhutto government voiced its concern for womens social and health issues, including the issue of discrimination against women. Bhutto announced plans to establish womens police stations, courts, and womens development banks. Charges of Corruption: The French, Polish, Spanish and Swiss governments provided documentary evidence to the Pakistan government of alleged corruption by Bhutto and her husband. Bhutto and her husband faced a number of legal proceedings, including a charge of laundering money through Swiss banks. Her husband, Asif Ali Zardari, spent eight years in prison on similar corruption charges and once again, she was forced to leave her homeland. For nine years, she and her children lived in exile in London, where she continued to advocate the restoration of democracy in Pakistan. Asif Ali Zardari was released from prison in 2004 and rejoined his family in London In the autumn of 2007, in the face of death threats from radical Islamists, and the hostility of the government, Benazir Bhutto and her husband returned to their native country. Benazir Bhutto Murdered: Although she was greeted by enthusiastic crowds, within hours of her arrival, her motorcade was attacked after a campaign rally in Rawalpindi,by a gunman who fired at her car before detonating a bomb, killing himself and more than 20 bystanders. Bhutto was rushed to the hospital, but soon succumbed to injuries suffered in the attack. In the wake of her death, rioting erupted throughout the country. The loss of the countrys most popular democratic leader plunged Pakistan into turmoil, intensifying the dangerous instability of a nuclear-armed nation in a highly volatile region. Political Testament: In her political testament, Benazir Bhutto identified her son, Bilawal Bhutto Zardari, as her choice to succeed her as Chairman of the PPP. At the time of her death, Bialawal was only 19, still an undergraduate at Oxford. The party leadership agreed that his father, Asif Ali Zardari, would serve as acting chairman of the party until Bilawal completes his studies in England. Meanwhile, the PPP entered into a broad coalition, including the party of Bhuttos former rival Nawaz Al-Sharif, and scored an overhelming victory in the 2008 election. A member of the PPP, Yousaf Raza Gillani, was chosen to serve as Prime Minister. Later that year, President Musharraf resigned, and Asif Ali Zardari was elected President of Pakistan. Although Benazir Bhutto did not live to see these developments, the party she led and the causes she championed are in the ascendant, and her spirit pervades the political life of contemporary Pakistan. May Her Soul Rest In Peace,Amen

The Modern Machiavellian Prince

The Modern Machiavellian Prince   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Machiavelli wrote The Prince as an instruction manual for all princes to use as a rule book for ruling successfully. Machiavelli stressed the importance of stability in a kingdom and for the ruler to have complete control over his entire kingdom. The Prince was written mainly as a guide book for a prince to maintain his power and then to maintain his throne. To Machiavellis prince, the greatest good would be to have a moral and stable state so cruel actions are justified as protection. The main attribute to Machiavellis prince is that he must be loved and feared at the same time. A loved prince would result in people willing to do anything for him but they could go against their word unless he was also feared. When Machiavelli wrote The Prince in 1513 he dedicated it to Cesare Borgia, his ideal prince. Today, the modern Machiavellian prince attributes are depicted in Vladimir Putin, the Prime Minister of Russia. Putin is loved by his people but makes n o attempt to hide the fact that his main goal is to advance Russias influence on the world and he uses Machiavellis advice to protect his growing country.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Following Machiavellis advice of always maintaining himself in princedom, unless deprived of it by some extraordinary and irresistible force, and even if so deprived will recover it (Machiavelli), Putin recovered his lost Presidential power by becoming the Prime Minister of Russia on May 8, 2008. As Prime Minister, Putin had more power than he did as President: Putin gained government control over the large monopolies and since nothing increases the reputation of a prince so much as great enterprises (Machiavelli) people began to trust him more with their finances. Once he had control over the monopolies, he was able to blame the collapse of the Russian economy in August 1998 on the monopolies (Russian Profile). When Putin gained control over the monopolies he was able to manipulate what the money was being used for and where it was going. With this knowledge, Putin was able to significantly reduce Russias foreign debt and gain popularity from all clas s levels.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After being accepted by the upper class because he did not raise taxes, Putin aimed at getting the respect of the lower class. Machiavelli states that a prince should shower benefits upon them [the citizens], they are yours; they offer you their blood, their substance, their lives and their children (Machiavelli 75) and this is exactly what Putin did. The poverty level in Russia was over 30% when Putin became Prime Minister but it dropped to below 17% when he acted upon his ideas (Washington Post). Putin perfected the system of privileges by putting it under complete government control: The system of privileges was designed to help poverty stricken people purchase the food and goods they need to survive (Russia Profile). Strictly following The Prince, Putin made sure that he was considered giving: It is a good thing to be considered generous. But if liberality is not openly displayed for all to see, no one will ever hear about it (Machiavelli). Donating money to the Russian army for many years, Putin tried a more public approach; he organized an auction. In this auction Putin auctioned off a painted that he painted for $1.14 million dollars, promising all of the money to be given to the Russian government to help repair the economy or for any other use the found necessary (New York Times). Putin was able to show people how generous he was and gain more support in the process.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Throughout The Prince, Machiavelli poses the question It is better to be loved more than feared or feared more than loved? Ideally, one ought to be both feared and loved (Machiavelli 70). Putin was defiantly loved by his people but he was afraid that they did not fear him enough. However, he quickly averted their belief that he was there to be their protector. He is, in a sense, protecting the Russian people but he does believe that people should not be punished when they do wrong. Putin resurrected torture colonies which people are sent to when they commit a crime against their country. The colonies range from torture by holding heavy weights and running to some of them imitating Nazi Death Camps. Putin relies on his people to for support and if they do not both love and fear him, he could lose his power forever. After a bitter argument over who played a larger part in World War II, Putin decided to cut off all oil flow to Poland. Putin knows that Rus sia controls most of the oil and gas and can use controlling it to manipulate countries to collapse to Russias desires since oil and gas are necessities. Machiavelli states that the wise prince will rely on what he can control and not on what is in the control of others and Putin ordered a gas cutoff to the Ukraine because of a commercial dispute and not a part of Moscows long-standing campaign to undermine Ukraines pro-Western government (Washington Post). Putin finally has a weapon he can hold over every country.   Ã‚  Ã‚  Ã‚  Ã‚  Putin is still the Prime Minister of Russia and shows no signs of stopping his search for power. He recently developed a pipeline through Siberia so he can control the flow of oil and gas to all countries. Vladimir Putin is a modern day version of Machiavellis prince because he is power hungry for himself but makes it look as if he is doing it for his country. The Prince is all about how well you can lie to your people. They will love and fear you based on what they see you do, not on what they hear about you. Putin embodies all of the traits that Machiavellis prince had almost five hundred years ago. Works Cited Putins placemen pull the strings Telegraph. Telegraph.co.uk: news, business, sport, the Daily Telegraph newspaper, Sunday Telegraph Telegraph. Web. 15 Oct. 2009. . Russia Profile Putins Economy Eight Years On. Russia Profile Russian politics, Russian business, Russian current affairs and society. Web. 15 Oct. 2009. . The Prince. Machiavelli.1513 Vladimir Putin News The New York Times. Times Topics. Web. 15 Oct. 2009. . Vladimir Putin Wages a Cold War With a Heating Fuel washingtonpost.com. Washingtonpost.com nation, world, technology and Washington area news and headlines. Web. 15 Oct. 2009. .

Marijuana Is Beneficial Essay -- pot should be legal

To toke or not to toke that is the question. Whether tis nobler in the mind to suffer the slings and arrows of society or succumb to popular opinion and legalize Marijuana. Marijuana is a cure for anorexia as well as glaucoma. Marijuana is even a helping factor for relieving some symptoms of A.I.D.S. Still the government of our nation has Marijuana classified as a Division I drug. Which means it serves no medical use and does in no way benefit society. The studies outdated and scientifically proven to be incorrect still remain beliefs of our government. Supporters of the legalization of Marijuana have many scientifically proven facts that point to the fact Marijuana should be legalized. Marijuana legalization would prove to be beneficial in a number of areas. The first bonus to legalizing Marijuana is its medical uses. Marijuana stimulates the immune system and serves as a cure for glaucoma. Marijuana helps people with AIDS retain and eat food. Marijuana use also has intellectual benefits. Marijuana increases alpha wave activity in the brain. The alpha waves are associated with creativity. This creativity is potentially the foundation of literary and musical revelation. Bob Marley was one of the most influential musical composers of all times. Marley's music has persevered throughout the years. He openly admitted, on many occasions, to smoking marijuana before he wrote and composed songs. Marley's influence is global. His nickname of "the Legend" has distinguished him from many other musicians. His global fame separates him from all other musicians. Many people have attributed Marley's creative genius to his use of marijuana. Socially, marijuana is better from the standpoint of addiction. Marijuana is less addictive than tobacco. Essentially marijuana is neither as physically nor mentally addictive as Nicotine. Another social benefit of marijuana is its not cancer causing when compared to legal drugs like caffeine or Cigarettes. These are only a few of the reasons that Marijuana legal. To really get into the legalization issue not only do you have to look into the facts of the case but also the employment effects it would have. Granted there are no hard facts that say marijuana needs to be legal (or illegal). If a person tries pictures the number of jobs a single American field of Marijuana would create, they find i... ...yet the government says that it still harms you when you smoke it. The government refers to the thousands of chemicals in marijuana you still do inhale when you smoke it. The government fails to mention that every cup of coffee has eight hundred volatile chemicals. After testing a mere twenty-one of the chemicals in coffee studies found that sixteen of them were cancerous. However, coffee considered fairly safe is legal. Investigating each fact of the two cases dealing with marijuana it seems that marijuana should be legal The legalization activists seem to have the answer to almost every fact presented by the anti-marijuana activists. The American public needs to look on these facts as they formulate their personal opinion. This debate is too important to let uneducated people decide the fate of others. America needs to get rid of the old stereotypes of marijuana and formulate their opinion on facts not fancy. Bibliography Page Hager Paul. Marajuana Myths. Not published, :ICLU Drug Task Force Wallace J.M.. "Peripheral Blood Lymphocyte Subpopulations and Mitogen Responsiveness in Tobacco and Marijuana Smokers" Journal of Psychoactive Drugs.:(1988) Marijuana Is Beneficial Essay -- pot should be legal To toke or not to toke that is the question. Whether tis nobler in the mind to suffer the slings and arrows of society or succumb to popular opinion and legalize Marijuana. Marijuana is a cure for anorexia as well as glaucoma. Marijuana is even a helping factor for relieving some symptoms of A.I.D.S. Still the government of our nation has Marijuana classified as a Division I drug. Which means it serves no medical use and does in no way benefit society. The studies outdated and scientifically proven to be incorrect still remain beliefs of our government. Supporters of the legalization of Marijuana have many scientifically proven facts that point to the fact Marijuana should be legalized. Marijuana legalization would prove to be beneficial in a number of areas. The first bonus to legalizing Marijuana is its medical uses. Marijuana stimulates the immune system and serves as a cure for glaucoma. Marijuana helps people with AIDS retain and eat food. Marijuana use also has intellectual benefits. Marijuana increases alpha wave activity in the brain. The alpha waves are associated with creativity. This creativity is potentially the foundation of literary and musical revelation. Bob Marley was one of the most influential musical composers of all times. Marley's music has persevered throughout the years. He openly admitted, on many occasions, to smoking marijuana before he wrote and composed songs. Marley's influence is global. His nickname of "the Legend" has distinguished him from many other musicians. His global fame separates him from all other musicians. Many people have attributed Marley's creative genius to his use of marijuana. Socially, marijuana is better from the standpoint of addiction. Marijuana is less addictive than tobacco. Essentially marijuana is neither as physically nor mentally addictive as Nicotine. Another social benefit of marijuana is its not cancer causing when compared to legal drugs like caffeine or Cigarettes. These are only a few of the reasons that Marijuana legal. To really get into the legalization issue not only do you have to look into the facts of the case but also the employment effects it would have. Granted there are no hard facts that say marijuana needs to be legal (or illegal). If a person tries pictures the number of jobs a single American field of Marijuana would create, they find i... ...yet the government says that it still harms you when you smoke it. The government refers to the thousands of chemicals in marijuana you still do inhale when you smoke it. The government fails to mention that every cup of coffee has eight hundred volatile chemicals. After testing a mere twenty-one of the chemicals in coffee studies found that sixteen of them were cancerous. However, coffee considered fairly safe is legal. Investigating each fact of the two cases dealing with marijuana it seems that marijuana should be legal The legalization activists seem to have the answer to almost every fact presented by the anti-marijuana activists. The American public needs to look on these facts as they formulate their personal opinion. This debate is too important to let uneducated people decide the fate of others. America needs to get rid of the old stereotypes of marijuana and formulate their opinion on facts not fancy. Bibliography Page Hager Paul. Marajuana Myths. Not published, :ICLU Drug Task Force Wallace J.M.. "Peripheral Blood Lymphocyte Subpopulations and Mitogen Responsiveness in Tobacco and Marijuana Smokers" Journal of Psychoactive Drugs.:(1988)

Natures Superb Artistry: Angels Camp :: Free Descriptive Essay About A Place

Nature's Superb Artistry: Angels Camp The reason for my trip to the caverns in Angels Camp is not glorious or inspirational. My husband, Joe, and I own a timeshare and we had to use up some of our points or lose them. We usually go to places on the beach or skiing resorts. Unfortunately those resorts were not available on such short notice. Therefore, we were stuck with going to Angels Camp. I began doing some research on Angels Camp, looking for some exciting things we could do there. Yet, I wasn't thrilled by what I found. There were only a few entertainment choices and most of them sounded boring and strictly for senior citizens. We could pan for gold, visit caverns or participate in the annual Grape Stomp. I had prepared myself for the reality of a laid back, uneventful weekend. Thankfully, I was proven wrong. By the time we left the sleepy town of Angels Camp, population 3,000, we vowed that we would be back soon. We had a wonderful, down home, friendly experience. Everyone that we encountered was pleasant and welc oming, the food was great and the caverns were amazing. We even enjoyed watching people pull up their pants and use their feet to stomp grapes. Angels Camp has a magical, inviting spirit. The main street is about two blocks long and it looks like a scene from an old western movie. There are even a few old time saloons. The forest surrounding Angels Camp was beautiful and invigorating. When I was walking around outside, I took a deep breath and was exhilarated by the smell of pine trees. The shops were quaint and the shopkeepers/owners took the time to personally get to know each customer. Overall, the atmosphere and surroundings of Angels Camp were one of a kind. The locals seemed proud of their caverns and encouraged us to visit them. Joe is somewhat of a Discovery Channel freak and he figured this would be his chance to participate in an exploration similar to the ones he had seen on T.V. As we drove up the long, winding road towards the cavern, we had no idea what to expect. When we pulled into the driveway all that we could see was a small parking lot and a wooden cabin about the size of a small house. I was looking everywhere for the cavern, but it was nowhere in sight.

Essay on Shirley Jacksons The Lottery - Inhumanity Exposed

Inhumanity Exposed in The Lottery The story entitled "The Lottery," written by Shirley Jackson is an intriguing and shocking parable. "The Lottery" is set in a small village on a clear summer day. Written in objective third person point of view, "The Lottery" keeps the reader in suspense as the story progresses. The story begins June 27th on a "clear and sunnyfull-summer day." From the very beginning, irony occurs in the story. The author describes the day as "clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green." To describe such a beautiful day when the ending is so ill fated, is very ironic. The villagers, all three hundred of them, gather in the square. There is a feeling of excitement and relative normalcy as the people talk of their everyday happenings. The lottery is conducted by Mr. Summers, as he is the one that directs the "civic activities" of the town. The night before the lottery, all of the families have their names placed in a black box. The day of the lottery, Mr. Summers has each head of family draw a slip of paper from the box. When each family has selected a slip, they all open the papers together. The Hutchinson's are the "winners." The process then repeats but this time, ... ...lso to show the dark side of American society and what it is capable of. This is similar to other points in history, such as: slavery, the Salem witch trials, and the extermination of the American Indians. All three of those examples involve inhumanity without the usual American apathy. Though inhumanity does exist, it is usually without active support. However in the examples mentioned before, people acted on their ordinarily latent barbarity. The Holocaust is another parallel to "The Lottery." The senseless genocide of the Jewish populace is very much similar to the ridiculousness of the lottery. In essence, "The Lottery," is a mirror of the human subconscious.

Voices of Freedom Critique

This selection, Letter by a Female Indentured Servant, really gives you incite as to what life was like in the 1700s as an indentured servant. (Foner, 2011) The reader can really feel the pain she is going through while she was in America trying to pay her dues for passage to what they thought was the promise land. She wanted to ensure her father really knew what kind of horrible life she was living because of the details she included like she was whipped to the degree that she now serves the animals. Apparently, you didn’t speak of the horrible things that would occur as an indentured servant because she writes to her father that she hopes he will pardon the boldness of her complaints and she also hope that he will take pity on her. I feel like she would have been an indentured servant for a very long time because she writes to her father that she is banished forever from his sight and is practically begging for sympathy. Also read this  Critique of Stuff Is Not Salvation However, I am surprised that she was even allowed to write to her family because she describes her life as working very hard almost day and night and often in the horse’s drudgery with the slave masters saying that she doesn’t do half enough work. She also feels that this is the type of work she needs to do for the respect of her father, uncles, aunts, and all friends. On the complete and opposite side of the spectrum, the Letter by a Swiss-German immigrant to Pennsylvania shows that this immigrant was very content with his decision to come to America. Foner, 2011) He now lives in a free country where one can settle anywhere he wants when the land is bought or leased. He thinks a free country is where a person has the right to own property and he focuses on this one freedom and doesn’t even think about the other statues. This immigrant really feels he has in fact found the promise land and that he wants his family to come and join him. In my opinion, I think he c omes from a wealthier family, so maybe he didn’t have to work as an indentured servant because he could just pay for his travel to America. He also states he can buy things like shoes for more reasonably in Pennsylvania than in Germany. These two letters are taken from two very different perspectives and shows you how some people were treated inhumane and some were treated very kindly depending on their social statuses in the 1700s. In the except from The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, he did not talk about the horrible treatment of a slave like beatings they would receive or how they were not fed but rather how they were ripped away from their family and friends. (Foner, 2011) The author wanted the reader to realize that they were parted from family and friends because of the greed of the white man and that this is the new refinement in cruelty during those times. He made it known that the only positive aspect of being a slave was at least they were able to be with their friends and family, but now the white man had taken that away. He is asking the white men to liv e up to their perceived belief in liberty and that all men are created equal according to their god. He also is asking, why the African people should give up their comfort of being together because the white men want their luxuries. In the excerpt taken from Pontiac, Speeches the author makes it known that the Indians were not backing down from the Englishmen because they were before the Englishmen and their ancestors had passed down the land to them. . (Foner, 2011) The Indians followed the Great Spirit which was like their idea of a god. The Great Spirit had told Neolin that the Indians had forgotten their customs and traditions and now had become more comfortable with the Englishmen which shamed their ancestors. Their god is basically trying to inform the Indians that if they get too close to the enemies then they will take all the land and food that they had worked so hard for and once they eliminated the English then they would be back in good graces with the Great Spirit. The moral of the story is to not let your guard down for a second, or the enemy will consume you and everything you own. From the article Petition of Committee in Behalf of the Freedmen to Andrew Johnson shows the author of the letter is pleading with the President not to take away their land that they worked so hard to keep after they were freed. (Foner, 2011) The freedmen are saying that they were abused and oppressed on the land and now should be allowed to purchase any land. Basically the freedmen now wanted equal rights because every other free person were allowed to purchase a home in their hometown so why shouldn’t the freed slaves be allowed to purchase land also. They felt like President Johnson was not upholding President Lincoln’s proclamation. Even though the freedmen tried so hard President Johnson did not change his policy. A Sharecropping Contract, shows that few former slaves were allowed to acquire land but not without completing hard labor on their part. Foner, 2011) Essentially, the former slaves were still working in the same capacity as they were before except this time they were able to sell some of the crops. They also had to pay for any damages made to the stock and had to supply everything that was needed to harvest the crops. The Freed men were the land owner’s employees instead of slaves. They also had to harvest one half of the crops for the land owner. This contract is very one sided, and I’m not sure that this is any better than being a slave.