Public Bank Group : strategy and analysis

Executive SummaryThe rubric of this assignment is Public Bank Group and it consists of a sum of three subdivisions in this assignment. The first subdivision explains about the scheme and mission statement that practiced by Public Bank, and the linkage between scheme and mission statement of Public Bank. The 2nd subdivision of the assignment explains about the organisation construction design of Public Bank and what is the importance and forte of the construction that applied by Public Bank. The last subdivision of the assignment contains of the competition arise between Public Bank, Maybank, and CIMB Bank. Besides that, I would take SWOT analysis to analyse the competition arise between its rivals in order to cognize whose is better. Assorted methods have been used to research for findings such as interview, e-brary, cyberspace, and books.Table of ContentssExecutive Summary Table of Contentss 1.0 Introduction 2.0 Mission Statement and Strategy of Public Bank 2.1 Mission of Public Bank Group 2.2 The linkage between Mission of and Strategy of the Public Bank Group 2.3 Drumhead 3.0 Organization Structure Design of the Public Bank Group 3.1 Interviewee Statement 3.2 Divisional Structure of Public Bank Jalan Yang Kalsom 3.3 Drumhead 4.0 Competition Arise between Public Bank, Maybank and CIMB Bank 4.1 Identify the Public Bank Group’s Rivals 4.2 SWOT Analysis 4.3 Drumhead 5.0 Conclusion and Recommendations 6.0 Mentions 7.0 Appendix1.0 IntroductionStrategic direction is a set of managerial determinations and actions that determine the long tally public presentation of a corporation as stated in Strategic direction and concern policy ( Wheelen and Hunger, 2012 ) . The assignment rubric is about Public Bank Group in Malaysia. Public Bank Group is the 3rd largest banking group in Malaysia by plus size with entire assets of RM305.73 billion as at the terminal of 2013, and is ranked 2nd among all the public listed companies on Bursa Malaysia Securities in footings of market capitalisation. There are entire of three subdivisions in the assignment. Section one will be covering the scheme and mission statement that practiced by Public Bank Group. Furthermore, subdivision two will be covering the organisation construction design that applied by Public Bank Group while subdivision three will be covering the competition arise between Public Bank Group and its rivals which is CIMB Bank and Maybank.2.0 Mission Statement and Strategy of Public BankBased on the Idaho National Laboratory ( Inlportal.inl.gov, 2014 ) , Mission Definition consists of those actions taken to specify the mission for a system and the environment that affects its executing. The mission statement must specify the bing status that justifies the plan or undertaking demand, the coveted terminal province or merchandise ( s ) , and the public presentation outlook.2.1 Mission of Public Bank GroupHarmonizing to the one-year study of Public Bank Group ( Public Bank Berhad, 2013 ) , the corporate mission of Public Bank Group is to prolong the place of being the most efficient, profitable and respected premier fiscal establishment in Malaysia. To accomplish the corporate mission, Public Bank Group will hold a corporate scheme that sets out what its long-run aims are in footings of what concern it plans to be involved and concern scheme that sets out how the organisation plans to win in a given concern country.2.2 The linkage between Mission of and Strategy of the Public Bank GroupAs we mentioned earlier, Public Bank Group adopts corporate scheme that focused on consistent growing scheme, which is to prosecute organic growing in the retail banking concern concentrating on the broad-based retail consumers and small-and moderate-sized endeavors ( â€Å" SMEs † ) , and strives to farther increase its leading in the retail banking market as stated in official web site of Public Bank Group ( Pbebank.com, n.d. ) . A recent article ( Nickols, 2011 ) , stated that a scheme or general program of action might be formulated for wide, long-run, corporate ends and aims, for more specific concern unit ends and aims, or for a functional unit, even one every bit little as a cost centre. There are different degrees of scheme within an organisation which is corporate scheme, concern scheme and functional scheme. Corporate scheme ( Yunizal Arief, 2014 ) , is a scheme of corporate that requires the company’s top directors and determination addressed to the satisfaction of the stakeholders of the company. The directors at the corporate degree by and large make up one's mind what sort of concern to be conducted to bring forth long-run net income maximization and better the company’s gross stockholders. Furthermore, corporate scheme can take for growing, stableness or reclamation. The Unlocking the concern environment ( Brinkman, 2010 ) , published that a growing scheme aims to increase the sum of concern undertaken by spread outing the scope of merchandises or services, and the markets it serves. As defined in Strategic direction ( Dess and Miller, 1993 ) , concern scheme is all about how houses compete, and in concern, competition is all about value: making it and capturing it. From the information above, we can reason that the schemes that practiced by Public Bank Group are able to accomplish their mission statement because the schemes and mission statement are interrelated. Therefore, to accomplish the place of being the most profitable, Public Bank Group adopts corporate scheme that focused on consistent growing scheme. Harmonizing to Ivey Business Journal ( Liabotis, 2007 ) , far excessively many companies fail to accomplish their growing marks in gross and profitableness. However, the chance of accomplishing profitable growing is heightened whenever an organisation has a clear growing scheme and strong executing substructure. One without the other impairs the chance of success. Furthermore, to prolong the place of being the most efficient, Public Bank Group adopts concern scheme that focused on the Group ‘s retail banking concern continues to aim retail consumer and commercial loans and funding, sedimentations and fee-based concerns. Besides that, to drive concern growing and increase its market portion in retail banking, the Public Bank Group leverages on its well-established client service substructure, procedures and patterns to present prompt and consistent service to run into the demands of its clients. As stated by The Boston Group ( Leichtfuss et al. , 2010 ) , Banks should take stairss to ingrain cost efficiency by industrialising procedures, set uping cardinal or regional processing centres, and developing IT and operations platforms. Therefore, all Bankss will be forced to better their procedure efficiency in the coming old ages, non merely to cut down costs but besides better client service.2.3 DrumheadBy analysing the Public Bank Groupâ₠¬â„¢s scheme through the one-year study 2013, we could reason that Public Bank Group able to accomplish the mission statement as mentioned above.3.0 Organization Structure Design of the Public Bank GroupBased on Unlocking the concern environment ( Brinkman, 2010 ) , the manner an organisation organizes itself in footings of who does desire, and who reports to whom, is fundamentally what organisational construction is concerned with. The construction of an organisation needs to guarantee that it is able to accomplish its mission and aims in an effectual and efficient mode. In other words, an organisation needs to be structured in an appropriate manner to acquire things done, while besides enabling a grade of flexibleness that will enable it to run into what can frequently be fast paced alterations in the external concern environment. Sometimes, direction may make up one's mind that the construction of an organisation needs to alter, and this is referred to as organisational design.3.1 Interviewee StatementName: Sarah Choong Suet Yee Position: Senior Financial ExecutiveWhat is the organisational construction of this subdivision?One subdivision directorOne Business Managers ( loan and mortgage )Assistant subdivision director ( operation )Departments:SOO- Senior Operation OfficerOO- Operation OfficerOIC- Officer in ChargeWhat are the classs of section in this subdivision?Investing – insurance & A ; unit trustCredit Card – recognition card & A ; safety boxCustomer Service – Customer service representatives ( CSR )Operationss ( Teller, under control of OO )3.2 Divisional Structure of Public Bank Jalan Yang KalsomAs stated by Strategic Management ( Miller and Dess, 1998 ) , a divisional or strategic concern unit ( SBU ) is a construction covers a set of comparatively independent entities governed by a cardinal disposal. Harmonizing to Miss Choong the Senior Financial Executive of Public Bank Group in Ipoh Jalan Yang Kalsom Branch, the organisation construction that applied by Public Bank is one subdivision director, one concern troughs ( loan and mortgage ) and adjunct subdivision director ( operation ) . Hence, I assumed that the organisation construction that applied by Public Bank Group is divisional construction. Figure 1: Organization construction of Public Bank Branch at Jalan Yang Kalsom ( Own Adaptation, 2014 ) As the figure above, subdivision director is ranked highest place in the Public Bank Branch Jalan Yang Kalsom. The subdivision director of Public Bank Jalan Yang Kalsom will make up one's mind the concluding determination of all the planning and waies. After that, the concern trough and the helper subdivision director will be in-charge on the loan and mortgage unit. Furthermore, the helper subdivision director will be in-charge on the client service unit, investing unit, operation unit and recognition card unit. For illustration, a client is confronting history jobs so the client will be served by the officer at client service unit. The divisional construction is of import to the Public Bank Group because it helps organisation to avoid many jobs typically found in organisations structured by map. Furthermore, directors can more dressed ore on their ain peculiar merchandise lines and markets, and they have entree to resources and staff functional specializers. Delegating determination devising to take down managerial degrees moves determinations closer to merchandises and markets, which facilitates faster determinations from those who are more specialised and knowing in the merchandise country. This allows a high grade of accent to be placed on merchandises and markets. Besides that, it besides improves a firm’s ability to accommodate during rapid environmental alteration.3.3 DrumheadIn short, the organisation construction design is really of import to all the organisations particularly Public Bank Group. The divisional construction helps Public Bank Group to avoid many jobs typically found in organisation structured by map.4.0 Competition Arise between Public Bank, Maybank and CIMB BankWhen there is competition arise between Public Bank, Maybank, and CIMB Bank, Public Bank needs to happen out about its rivals. The first measure is rival analysis which is the procedure of placing cardinal rivals ; measuring their aims, schemes, strengths, and failings. In this manner, the company would be able to happen countries of possible competitory advantages and disadvantages as stated in the Principles of Marketing ( Kotler and Armstrong, 1991 ) .4.2 SWOT AnalysisIn this subdivision, I will utilize SWOT analysis to analyse the competition arise between Public Bank, Maybank, and CIMB Bank. Based on The Principles of Marketing ( Kotler and Armstrong, 1991 ) , SWOT analysis is an overall rating of the company’s strengths, failings, chances, and menaces. Strengths include internal capablenesss, resources, and positive stuational factors that may assist the company to function its clients an d accomplish its aims. Failings include internal restrictions and negative stituational factors that may interfere with the company’s public presentation. Opportunities are favourable factors or tendencies in the external environment that the company may be able to work to its advantage. And menaces are unfavourable external factors or tendencies that may show challenges to public presentation.4.3 DrumheadAs the illustrated on Table 1, I’m assume that the scheme used by Public Bank is better than Maybank and CIMB Bank because Public Bank has the nucleus competences with the higher one-year returns increasing yearly and unbroken net income path record of their group. Harmonizing to the Pubic Bank Investor Presentation Citi ASEAN Investor Conference 2014 Singapore ( Public Bank Berhad, 2014 ) , Public Bank has 47 old ages of unbroken profitableness and healthy net income growing in the past 5 old ages.5.0 Conclusion and RecommendationsStrategic direction is a set of mana gerial determinations and actions that determine the long-term public presentation of a corporation as stated in Strategic direction and concern policy ( Wheelen and Hunger, 2012 ) . In subdivision 1, Public Bank Group has adopts the growing scheme and concern scheme in order to accomplish the corporate mission â€Å"To sustain the place of being the most efficient, profitable and respected premier fiscal establishment in Malaysia† . In subdivision 2, the divisional construction has brings a batch of benefit to all the organisation particularly Public Bank Group where it helps the organisation to avoid many jobs typically found in organisations structured by map. In subdivision 3, Public Bank is much better after compared with its rivals which is Maybank and CIMB Bank through the SWOT analysis. Last but non least, the recommendation for the Public Bank Group is to maintain set more attempts on their development in order to accomplish and prolong the place of being the most efficient, profitable and respected premier fiscal establishment in Malaysia.

Explore the ways Golding presents the relationship between Goody Pangall and Roger Mason

The opening of the extract reveals that the relationship between the pair may not be mutual, and may appear to Goody to be threatening. This becomes apparent through the way in which her movements are described as being â€Å"brisk† yet â€Å"without much will to go forward†. This provokes the reader to fathom that there is some sort of aggressive energy between the duo, particularly when coupled with the projected image of â€Å"open terror† in her face. This may seem to be Golding's method by which to foreshadow any abusive occurrences yet to come such as rape or violence. However, this whilst it may initially appear to be an abusive situation for Goody is infact quite the opposite as it is later revealed that her timid actions are not due to fear of an aggressor, but due to the â€Å"tent† which is said to be â€Å"feared† by them both. This â€Å"tent† as it is described is an invisible bond between the two, much like the â€Å"rope† which once tethered together Jocelin and Pangall. This bond however, unlike that between the two priests is almost self-enforcing as it confines them with each other and is described as having â€Å"shut them off† from the other characters. As this union between them is said to be â€Å"shut† it implies that the relationship is intended to remain private, which is unsurprising given the ideas and values of the time and their surroundings as it would be deemed strictly improper for this relationship to continue within the sanctity of the cathedral, and in particular is between two married people which even by modern standards is considered a taboo and so bears considerable stigma. The â€Å"tent† forms a palpable enclosure of secrecy in which the pair may act as they wish without being exposed, however the opaque exterior of the â€Å"tent† does not necessarily prevent their discovery as it has no barrier for sound, and under close and suspicious scrutiny becomes transparent, revealing their scandal. The â€Å"fear† expressed by Goody Pangall may also be a sign of guilt as it would be truly shameful for her affair to be unveiled, particularly by her husband. Also, the relationship between the pair is most likely based upon a physical attraction derived from the base instinct, lust. As such, the timing for the emergence of their relationship lends itself willingly to the overall plot as the stench of stagnant water and death emitted by the pit is symbolic of the Freudian id, as it is taken to be the more concealed and inviolable facet of the church due to its disruptive and disconcerting nature. As such, the surfacing of this illegitimate relationship has been timed well as it, like the stench is also likely to disrupt the already crumbling church community. Golding uses many alternative and diverse methods with which to present the affiliation between the couple. In this extract alone, he employs many techniques to present and investigate their association. The first apparent method is that of scrutinising observation from a distance, typically presented through the eyes of Jocelin, in a manner which literally means that the reader sees the world through his eyes. This is almost to be expected as Golding uses Jocelin as the focal point or foundation upon which the rest of the novel's extreme depth and vision is constructed throughout the book. In this manner, the reader is introduced to the affair through the reactions and indignation of Jocelin. Read also Intro to Public Relations Notes However, Jocelin's reactions must be taken with a hint of caution as it is obvious that he personally lusts after her and so is jealous of Pangall and now of Roger as his earlier comments such as â€Å"she is entirely woman† would indicate. However, it may be believed that the relationship is revealed or perhaps foreshadowed prior to the point of this extract as Jocelin forces the images to the back of his mind and so refuses to focus upon their implications, which allows him to evade any in depth thought or interpretation of previous situations which the reader may now link to the affair. Another method which Golding uses to present the relationship is simply that of narrative observation. This is employed towards the climax of the extract as the reader is no longer seeing the world from within Jocelin, but is being shown his reactions to it in order to interpret its meanings and implications. The relationship is clear and obvious in its existence and to Jocelin must have clear meanings as it is stated that â€Å"a strange certainty fell on Jocelin† as he spied upon the pair's private meeting. In a somewhat removed and malignant manner, the climax of the relationship between the pair may prophesise and so foreshadows the end for Jocelin. This is due to the manner in which the death or eventual murder of Goody coupled with the severing of Jocelin from all other members of the church body such as Pangall as the â€Å"rope† which once â€Å"bound† them together has since been â€Å"cut†, even prior to his disappearance. In this manner it seems that all of Jocelin's â€Å"old friends† now scorn or cease contact with him as a result of his blinding ambition. As such, once Goody is no longer alive for Jocelin to lust after and all others have deserted him, the eventual end of his life cannot be far off. Golding therefore uses an intense and diverse array of methods through which to display and enhance every facet of the relationship. As such allowing it to be interpreted and moulded by the reader so that it may be deemed to signify, any meanings ranging from the pedestrian to the fantastic.

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Roles and responsibilities of the PE teacher

Roles and responsibilities of the PE teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

Tennessee Williams and A Streetcar Named Desire :: Tennessee Williams, A Streetcar Named Desire

Tennessee Williams was born Thomas Lanier Williams in 1911. As a   successful playwright, his career was greatly influenced by events in his life.   He was noted for bringing the reader "a slice of his own life and the feel of southern culture", as his primary sources of inspiration were "the writers he grew up with, his family, and the South."   The connection between his life and his work can be seen in several of his plays. One strong influence that is evident in Tennessee Williams' plays is his family life, which was "full of tension and despair".   His father, a businessman who owned a show warehouse, was known for his gambling and drinking habits.   He was often engaged with violent arguments with his wife that frightened Tennessee's sister, Rose.   Williams cared for Rose most of her adult life, after his mother, Edwina, allowed her to undergo a frontal lobotomy.   This event greatly disturbed him.   Many people believe that Williams' first commercial success, The Glass Menagerie, was based on his own family relationships.   This play tells the story of Tom, his disabled sister, Laura, and their controlling mother, Amanda, who tries to make a match between Laura and a Gentleman caller.   The characters seem to resemble the people in Williams' immediate family. Tennessee Williams was also inspired to write by the writers he grew up with.   During college, he saw a production of Ibsen's Ghosts, which inspired him to become a playwright.   After graduating from the University of Iowa in 1938, he moved to New Orleans to launch his career as a writer.   Here he found himself affected by the works of such writers as Arthur Rimbaud, Hart Crane, and D.H. Lawrence.   He wrote the play I Rise in Flame, Cried the Phoenix, which dramatized the events surrounding Lawrence's death.   He considered it a tribute to a writer he greatly respected and admired.   Lastly, Southern culture inspired Tennessee Williams to write one of his most famous plays, A Streetcar Named Desire, as he based his major characters on people he knew or encountered.   The character of Stanley Kowalski was based on a good friend of his whom he worked with at the International Shoe Company in the 1930's.   He was also inspired by the image of a young woman who had just been stood up by the man she was planning to marry.

Barries are an illusion :: essays research papers

The Actual Illusion â€Å"It calls for the unity of all Frenchmen across class barriers,† claims Raymond Durgnat in his book Jean Renoir, about the film The Grand Illusion (149). It’s a war movie without a single battle scene, where only one soldier is killed, and there’s not one character which could be portrayed as the villain. Just by the death toll, we get the sense that the film is more than about WWI, but how people are different from each other. The story examines soldiers from different classes and nationalities in an effort to show their common humanity despite these divisions. The film begins with pilots de Boieldieu and Marechal deciding to investigate an area to plan a military attack. While on their mission, their plane is shot down by the noble German officer Von Rauffenstein. After celebrating his win, Von Rauffenstein orders his German soldiers to seek the fallen pilots and invite them over for lunch before being sent to a prisoners of war camp. Even though they share different allegiances, the moneyed de Boieldieu inevitably strikes up a friendship with Von Rauffenstein since they hail from the same upper social class unlike his fellow countrymen Marechal; who is just a French middle class worker. A German soldier helps Marechal cut his steak and even sparks up a conversation. The dignified Von Rauffenstein Von Rauffenstein apologizes for the death of one of their men. From the beginning of the movie, social division is displayed by seeing people from the same social class uniting like Marechel did with the German and de Boieldieu with Von Rauffenstein. As aristocratic officers, both men are witnessing the gradual erosion of their inherited privilege and the resulting power shift to the working class and try to stay together. When they arrive at the camp, both Boieldieu and Marechal, are befriended by their fellow countrymen. The prisoners devise a plan that consists of digging a hole through the ground that ends in the gardens on the other side of the wall. They are forced to switch camps before being able to finish their plan. While in the camp, many examples of closed composition as stated by Gollin in his book A Viewer’s Guide to Film â€Å"The world in a closed framed but always seems to some extend self defined and self contained† are used (59). Throughout most scenes the soldiers are filmed either enclosed in a door or window frame which added to the feeling of them being trapped in the POW camp.

Mon Amour

Caught in the persistence of unpleasant memories, love and death intertwined with the vestiges of war, the city Hiroshima transforms from a site of horrendous tragedy to a symbol of the blossoming of love despite the iniquities of trauma brought by the war. In Hiroshima, Mon Amour, a French actress developed an intense affair with a Japanese architect. Her lover seems to have to be someone unexpectedly her type, for she fell previously for a German soldier during the World War II in Nevers, France. The actress was going to Hiroshima to play a part in a film â€Å"about peace†.   Her intention of going there was to erase her tragic memories of the war, only to find out that her memories magnified by the greater collective memory of atomic destruction. The film Hiroshima, Mon Amour does not place a fixed point where emotion, morality and ethics meet, it lets the viewer decide for themselves on how they interpret how the scenes and the place unites to weave the sublimity of their love story: The magnificent Emmanuelle Riva is less the â€Å"star† of the film than its primary â€Å"soloist,† to extend the musical metaphor––in comparison, Eiji Okada’s architect-lover is more of a first violin type. There is a dominant motif, which is the sense of being overpowered, ravished, taken––a French woman who wants to be overpowered by her Japanese lover (â€Å"Take me. Deform me, make me ugly†), an Asian man who is consumed by his Western lover’s beauty and unknowability, a fictional peace rally overwhelmed by its real-life antecedent, everyday reality drowned out by a flood of memories, a city devastated by nuclear force (Jones, 1959). Although classified as an art film that developed in the French New Wave movement in the early 1960s, the movie seems to transform into somewhat a docu-drama that serves to remind the viewers about the extent of damage of the atomic bomb dropped in Hiroshima. In the opening of the film alone, the movie bursts with symbolic close-ups of entwined human limbs covered in ash, summoning to memory the greatness of the catastrophe that cost millions of human lives. Using a series of dissolves, the viewers are introduced to the sweaty limbs of the film's lovers, as they are making love. A viewer may conceive the shots differently as they are led to think if it is really sweat, or mutations that resulted from the atomic bomb blasting that occurred. These shots convey in seconds the weird tension between the personal and the global at the film's core. They're also an indication of the visual density of Resnais' work: nothing on screen is throw-away. Those opening shots are followed by a 10-minute tour de force segment in which the director, Alan Resnais, seamlessly combines newly shot footage of the macabre artifacts (hair, teeth, pieces of human flesh in plastic display cases) at Hiroshima's museum remembering the nuclear attack, footage from Children of Hiroshima (Gembaku no ko), Japanese director Kaneto Shindà ´'s 1952 feature about the attack and its effects on the city's population, and gruesome newsreel footage of the injured and dying shot days after the bomb was dropped (Mancini, 2003). Scripted by the novelist Marguerite Duras, both protagonists are indeed ‘possessed’ by memories of the traumatic events they have respectively endured, and it is only thanks to a passionate love affair that their captivation by images from the past is converted into speech. It is as if their eroticized body triggers the release of traumatic memories and the experiencing for the first time of how war affected them, although no words were verbally expressed. This opening montage is accompanied by the lyrical voice-over of the lovers, the French woman's insistence she's seen Hiroshima and the effects of the bomb, the Japanese man's denial she ever could. The elliptical, artificial, and literary nature of the voice-over, its load of subtext could summon a certain sadness they both are hiding as a result of their traumas. Transmogrifying the social atmosphere at a certain point of history and the universal quality of love regardless of the national origin, the relationship establishes this by uniting traumatic memories and eroticized bodies routed through another level of signification, which has proved to be the film's most ambiguous dimension. For most spectators, it is the film's recourse to analogy that generates the greatest unease. It is not simply that the film properly arranges memories in a series of historical events that movie attempts to destabilize the enlightening narratives of the end of the Second World War, but the excesses associated with France's Liberation on the one hand, and the atomic annihilation of Hiroshima and Nagasaki on the other, gathers the over all feel of what the movie is all about. The discomfort that the film is still capable of provoking arises from the kinds of analogy it constructs between the personal memories and the collective commemoration of an atomic bomb that nearly annihilated the place – the milieu where the characters are trapped. Is Hiroshima Mon Amour the story of a woman? Or is it the story of a place where a tragedy has occurred? Or of two places, housing two separate tragedies, one massive and the other private? In a sense, these questions belong to the film itself. The fact that Hiroshima continues to resist a comforting sense of definition almost fifty years after its release may help to account for Resnais’ nervousness when he set off for the shoot in Japan. He was convinced that his film was going to fall apart, but the irony is that he and Duras had never meant for it to come together in the first place. What they created, with the greatest delicacy and emotional and physical precision, was an anxious aesthetic object, as unsettled over its own identity and sense of direction as the world was unsettled over how to go about its business after the cataclysmic horror of World War II (Jones, 1959). As Damian Cannon (1997) expounded, Hiroshima is the very place where the conservation of the event in memory and its refutation in forgetting become simultaneously possible. Elle chooses to tell her story because she is in a place where things can be remembered, and then, ultimately, forgotten. It is important to note that the dropping of the bomb on Hiroshima signaled the end of the war in Europe. Elle arrives in Paris (a new place) that very day, consecrating by her displacement her forgetting of Nevers.   The writer Duras explains in her synopsis that because of the very place it evolves from, and in order for Hiroshima to maintain its ties to history, the love story has to precede and subsume the story of Hiroshima. On the other hand, the function of the Nevers story serves to introduce the nitty-gritty understanding of the character of the female lead, Elle. Ropars Wuilleumier (1992) shared that the ‘unrepresentability’ of Hiroshima's catastrophe is transferred onto the ‘narratability’ of Elle's story of a doomed love affair in Nevers. As Ropars-Wuilleumier points out, Lui, the Japanese lover, assumes exactly the position of the analyst in relation to Elle's narration of her Nevers past at the moment when he accepts being addressed as her dead German lover, when he demands of Elle: â€Å"When you are in the cellar, am I dead?† But, consistently with Ropars-Wuilleumier reading of Hiroshima, Mon Amour's analogical strategy, she insists that we should not see this ‘psychoanalytic simulacrum’ as operating primarily on behalf of the ‘working-through’ of the traumatic memory of Elle. Rather, the elaboration of the Nevers story in this symbolism implicitly poses the question of what it means to meander through the legacy of the atomic catastrophe (p. 179-180). In early sequences, when Elle relates the evidence of destruction she has seen on her visits to hospitals and museums, Lui tells her: â€Å"You saw nothing in Hiroshima. You know nothing†. Elle in turn insists that she has seen ‘everything’, knows ‘everything’ and has thus become convinced that she will never forget Hiroshima. But it is only after the transmission of her story of Nevers in three flashback sequences that the film's viewers will realize that Elle has been seeking to inscribe in her memory images of Hiroshima's destruction and its aftermath in order to do battle with the forces of forgetting that overwhelm even the strongest compulsion to remember. Early in the film, Elle tells Lui that they both share the desire to resist to forget the memories that bind them to their respective traumatic pasts: â€Å"Like you, I know what it is to forget†¦ like you, I'm over-endowed with memory†¦ like you, I too have tried with all my might not to forget. Like you, I forgot. Like you, I wanted to have an inconsolable memory, a memory of shadows and stones†. The first intrusion of another memory that also once seemed unforgettable, a flashing image of the hand of her dead German soldier, makes her realize that her conviction that she will preserve an unforgettable memory of what she has seen in Hiroshima, must also be an illusion (Turim, 1989). Through telling to Lui the story of Nevers, of her previous love affair love with a German soldier, his assassination by the Resistance and her punishment as a femme tondue, a woman whose head was shaven for (literally) ‘sleeping with the enemy’. With this, Elle undertakes her long-belated labor of mourning. Only as her narration nears completion does this traumatic memory of her German lover lying dead on the Quai de la Loire, which has made Elle captive to her past, achieve full representation (Ropars-Wuilleumier 1992, p. 182). It is only when it achieves representation does the memory in turn risk being subjected to the forces of forgetting. As the film suggests, this is the ambiguous fate awaiting memories of what has unfolded and about unfold in Hiroshima. Clearly, the passage in the final scene, when Elle cries out in anguish: â€Å"Til forget you! I'm forgetting you already!†, we are bound to vicariously feel that she is not only experiencing the pain of progressively forgetting the death of her ‘first love’, but that she suffers by anticipation the pain of forgetting Lui and Hiroshima. As the significance of this passage implies, the memory that possessed her is shown to be somewhat also her tool for her own â€Å"healing process† of forgetting, wherein forgetting is not simply the consequence of repression or social neglect, but something that cleanses you of your past pains and the realization of the necessity of ‘letting go’ of the traumatic memory itself. Thus, through the film's guides us to the process of an individual's compulsion to remember and need to forget. As Ropars-Wuilleumier (1992) explained, â€Å"the horror of Hiroshima is not eclipsed, but it becomes the object of a secret reflection upon the terms of both enunciation and expulsion of the historical event† (p. 291). . In this process, writer Duras sacrifices her agency within the narrative, giving the narration over to setting and story. This is mirrored at the end of Hiroshima, Mon Amour where the final lines of dialogue identify the two characters of the film with the cities they are from, Hiroshima, Japan, and Nevers, France (Sample, 2004). The overall tone of Hiroshima Mon Amour substantiates the thought that these painful memories at hand could whip us terribly with unrelenting repercussions in the future. Eventually, making all of us realize that these shared moments will somehow be forgotten. As a particularly depressing thought, there are at least a few moments of illumination in the darkness of what had caused us pain. To wit, Sample (2004) averred that the two protagonists’ love, free from spousal recrimination, is fulfilling and unweighed by ulterior motives proposes a viable meeting of souls that could help process and heal the pains of their past experiences. Works Cited Cannon, Damian. Hiroshima, Mon Amour: A Review. Movie Reviews UK, 1997. Jones, Kent. Life Indefinite. Criterion Collection Website.   Acquired online last December 10, 2005 at http://www.criterionco.com/asp/release.asp?id=196;eid=317;section=essay Mancini, Dan. Hiroshima, Mon Amour. DVD Verdict Review Website. Acquired online last December 10, 2005 at http://www.dvdverdict.com/reviews/hiroshimamonamour.php Ropars-Wuilleumier, Marie Claire. How History Begets Meaning. In Saul Friedlander (ed.), Probing the Limits of Representation: Nazism and the â€Å"Final Solution†Ã¢â‚¬â„¢ (London: Harvard University Press, 1992). Sample, C.K. Life and Text as Spectacle: Sacrificial Repetitions in Duras's The North China Lover, Literature/Film Quarterly. Salisbury: 2004, (32)4: 279-288. Turim, Maureen. Flashbacks in Fiction and Film: Memory and History. New York: Routledge, 1989.      

Deep Ecology

Whether its watching a whale Jump up in the air and seeing him crashing back into the water, or looking at all of the trees leafs changing colors in the fall time; nature is a beautiful thing. In the past, traditional Native Americans once cared about the land. The grass, trees, rocks, and everything else had value. Nowadays most people are moving away from these ideas and moving towards a capitalist mindset, only caring about their own personal gain. Deep ecology is defined as â€Å"an environmental movement and philosophy that regards human life as Just one of many equal components of a global cosystem† (Google).Arne Naess was a Norwegian philosopher who coined the term Deep Ecology. It may seem very similar to traditional Native American thought, but there are a few differences. In traditional Native American thought, they believe that everything is sacred, has value, and is alive. Deep ecologists do not feel the same way, they believe objects hold value but not all things are living. For example, if you were to pick up a rock and show it to a deep ecologist, he or she would say that the rock is not living. According to traditional Native American thought, they would say hat the rock is valuable, living and is sacred (Professor Bill Weiss).Arne Naess and George Sessions created the eight principles of deep ecology. They are the eight principles that all deep ecologists follow. The fifth principle states, present human interference with the nonhuman world is excessive, and the situation is rapidly worsening (The Anarchist Library). For example, 137 species of animals are becoming extinct each day, which adds up to 50,005 species disappearing every year, because of deforestation (Oocities). If we don't start doing something about this issue he world's animal population will become extinct, and that's only from deforestation.That doesn't include all the garbage and chemicals that we are dumping on the earth. Those also have an effect on animals all acros s the world. And soon this will start to effect the human population. People will start to become sick and they won't have anything to eat because animals across the world were killed off or become extinct, and the vegetables you want to eat won't be edible because the chemicals that were dumped on the earth reached the plants you want to eat and ontaminated them. This could potentially lead to the human population becoming extinct.I'm not saying this is going to actually happen or be an immediate result of our actions but this is what the world is coming to. The companies are the indirect problem in this issue. It's the population's demand that keeps these companies going which makes us the direct source to the problem. Almost everyone is caught up in the capitalist mentality, only caring about themselves and seeing how much money they can make. And when that happens they go out and buy more products which ave negatively affected the environment.

Educating Rita

New experiences often occur in the transition of coming ‘into the world’. People in society learn to experience growth and cope with change in the world and themselves. Willy Russell’s play Educating Rita, demonstrates different pathways between the two protagonists, Frank and Rita and there coming ‘into the world’ journey. In the play Willy Russell uses visual techniques such as: positioning, colouring, facial expression, and symbols. The use of these techniques has allowed the composer to portray a better understanding of the play Educating Rita and how it represents the message of coming ‘into the world’. write an essay quickly One of the main themes in Educating Rita is change. Rita want’s to move into a different world from where she grew up in. At the beginning of the play the audience comes to understand Rita changes her name from Susanne to Rita. This is significant as it shows an indication that she wants to transform herself, leaving her past behind her. Frank however becomes uncomfortable with the idea of being the mechanism of Rita’s change. The theme change is represented in the positioning of the two protagonists as it signifies both Frank and Rita as ‘coming into the world. The positioning of the characters shows Frank standing over Rita, distinctively reflecting the authority of Frank as he is the professor and the enthusiasm of Rita, as she is getting an education she is finding herself â€Å"See I don’t wanna a baby yet. See, I wanna discover myself first†. (Act one Pg. 12) This shows Rita coming ‘into the world’ as her transition of becoming educated helps her discover herself. Frank however has many questions, â€Å"what can I teach you? † (Act one Pg. 3) This displays Frank without authority as he is asking Rita what she wants to learn, meaning that even though Frank is educated it does not mean he has all the answers. The colouring of the visual text also expose the theme of change reveals a sense of coming ‘into the world’ as it shows Rita wearing blue, a bright coloured shirt, which shows the passion for her education. This relates to her experiences ‘coming into the world’ as Rita has experienced life without an education and is now becoming educated through help and knowledge of her professor Frank, she has come to terms with changing the outside you also need to change the inside. But if you want to change y’ have to do it from the inside, don’t y’? Know, like I’m doin’†. (Act one Pg. 11 This shows Rita wanting to change. Frank however is wearing a formal suit, dark and professional colours which demonstrate to the audience that the image being portrayed is different to what his personality is. This is also showing that although Frank is dressed professionally he is still a drunk. Frank is teaching because he has to not because he wants to. This shows how his passion is not there. Frank does not experience a positive change throughout the play. He becomes less sober and more ‘pig headed’ â€Å" Rita: Do y’ need the money? Frank: I do as a matter of fact†. (Act one Pg. 4). Franks therefor is depicting that he is teaching Rita for the money, although Rita knows this she does not pay mind to it as she is getting an education she is happy. This shows both Frank and Rita coming ‘into the world’. Another theme that is relevant and used throughout the play to demonstrate ‘into the world’ is Social change. Rita feels as though she is socially disadvantaged as she is not educated with her working class neighbourhood. Her whole ego for an education was when her husband Denny, wanted to have a baby and she was looking for â€Å"a better way of livin’ me life. The use of facial expression is used in the visual text to portray feeling and a sense of understanding. Rita looking up at Frank shows her wanting him to understand how much she wants an education. This shows Rita maturing as a working class citizen. † Rita: But I had a choice. I chose me. Because of what youâ €™d given me I had a choice†. ( Act two Pg. 72) This quote shows Rita’s transition of coming ‘into the world. Franks facial expression is less enthusiastic. It shows him holding a book, portraying that Frank wants Rita to learn herself, backing up the play when he says he does not want to be the mould to Rita’s change. Although Frank understands Rita wants an education he does not understand why she wants one now. â€Å"Frank: But I don’t know what I want to tell you, Rita, I don’t know what I want to teach you. What you already have is valuable. † (Scene 1 Pg. 48). This shows Frank’s confusion towards Rita. Choices and consequences is another theme used in the play Educating Rita to show the transition of Frank and Rita coming ‘into the world’. Rita’s motivation is to achieve a direction in which she wants her life to follow. Rita’s main choice of an education is so she can make more informed choices. Frank is also having to make choices too. Rita decides for Frank that he is teaching her and that he is to return â€Å"next week†. Frank feels as though he has forced Rita into losing her touch with parts of herself which were unique and precious. Frank’s life is unsatisfying for him but unlike Rita he choses to do nothing about it. It is this choice he makes into him being sent to Australia at the end of the play. The use of symbols used in the visual text is used to demonstrate an understanding of the world around the two protagonists, Frank and Rita. The window is set behind the two characters but is significant as it is referred to a lot in the play. Rita always looking out of the window to the educated class of people sitting on the grass gives a certainty of her need to escape and to become educated. Frank however won’t give up drinking. He always has an alcoholic drink with him this shows he has a problem. Although Rita uses the window to escape, Frank uses it as a deception. He does not want to change he is satisfied with how he is. Frank does not accept change from choices that have been made. â€Å"Frank: No you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless†. (Act two. Pg. 9) This quote showing the audience that Frank still has not changed from his morbid character at the beginning of the play till’ now. The visual text reveals Rita as an enthusiastic student who wants an education to change her life and her past choices. The text also reveals Frank of his consequences. Frank not being able to stay sober does not allow him to experience change throughout the transition of coming ‘into the world’, to his fullest potential. ‘Into the world’ discusses change and experiences throughout one’s life.. The play Educating Rita mostly supports this. Educating Rita New experiences often occur in the transition of coming ‘into the world’. People in society learn to experience growth and cope with change in the world and themselves. Willy Russell’s play Educating Rita, demonstrates different pathways between the two protagonists, Frank and Rita and there coming ‘into the world’ journey. In the play Willy Russell uses visual techniques such as: positioning, colouring, facial expression, and symbols. The use of these techniques has allowed the composer to portray a better understanding of the play Educating Rita and how it represents the message of coming ‘into the world’. write an essay quickly One of the main themes in Educating Rita is change. Rita want’s to move into a different world from where she grew up in. At the beginning of the play the audience comes to understand Rita changes her name from Susanne to Rita. This is significant as it shows an indication that she wants to transform herself, leaving her past behind her. Frank however becomes uncomfortable with the idea of being the mechanism of Rita’s change. The theme change is represented in the positioning of the two protagonists as it signifies both Frank and Rita as ‘coming into the world. The positioning of the characters shows Frank standing over Rita, distinctively reflecting the authority of Frank as he is the professor and the enthusiasm of Rita, as she is getting an education she is finding herself â€Å"See I don’t wanna a baby yet. See, I wanna discover myself first†. (Act one Pg. 12) This shows Rita coming ‘into the world’ as her transition of becoming educated helps her discover herself. Frank however has many questions, â€Å"what can I teach you? † (Act one Pg. 3) This displays Frank without authority as he is asking Rita what she wants to learn, meaning that even though Frank is educated it does not mean he has all the answers. The colouring of the visual text also expose the theme of change reveals a sense of coming ‘into the world’ as it shows Rita wearing blue, a bright coloured shirt, which shows the passion for her education. This relates to her experiences ‘coming into the world’ as Rita has experienced life without an education and is now becoming educated through help and knowledge of her professor Frank, she has come to terms with changing the outside you also need to change the inside. But if you want to change y’ have to do it from the inside, don’t y’? Know, like I’m doin’†. (Act one Pg. 11 This shows Rita wanting to change. Frank however is wearing a formal suit, dark and professional colours which demonstrate to the audience that the image being portrayed is different to what his personality is. This is also showing that although Frank is dressed professionally he is still a drunk. Frank is teaching because he has to not because he wants to. This shows how his passion is not there. Frank does not experience a positive change throughout the play. He becomes less sober and more ‘pig headed’ â€Å" Rita: Do y’ need the money? Frank: I do as a matter of fact†. (Act one Pg. 4). Franks therefor is depicting that he is teaching Rita for the money, although Rita knows this she does not pay mind to it as she is getting an education she is happy. This shows both Frank and Rita coming ‘into the world’. Another theme that is relevant and used throughout the play to demonstrate ‘into the world’ is Social change. Rita feels as though she is socially disadvantaged as she is not educated with her working class neighbourhood. Her whole ego for an education was when her husband Denny, wanted to have a baby and she was looking for â€Å"a better way of livin’ me life. The use of facial expression is used in the visual text to portray feeling and a sense of understanding. Rita looking up at Frank shows her wanting him to understand how much she wants an education. This shows Rita maturing as a working class citizen. † Rita: But I had a choice. I chose me. Because of what youâ €™d given me I had a choice†. ( Act two Pg. 72) This quote shows Rita’s transition of coming ‘into the world. Franks facial expression is less enthusiastic. It shows him holding a book, portraying that Frank wants Rita to learn herself, backing up the play when he says he does not want to be the mould to Rita’s change. Although Frank understands Rita wants an education he does not understand why she wants one now. â€Å"Frank: But I don’t know what I want to tell you, Rita, I don’t know what I want to teach you. What you already have is valuable. † (Scene 1 Pg. 48). This shows Frank’s confusion towards Rita. Choices and consequences is another theme used in the play Educating Rita to show the transition of Frank and Rita coming ‘into the world’. Rita’s motivation is to achieve a direction in which she wants her life to follow. Rita’s main choice of an education is so she can make more informed choices. Frank is also having to make choices too. Rita decides for Frank that he is teaching her and that he is to return â€Å"next week†. Frank feels as though he has forced Rita into losing her touch with parts of herself which were unique and precious. Frank’s life is unsatisfying for him but unlike Rita he choses to do nothing about it. It is this choice he makes into him being sent to Australia at the end of the play. The use of symbols used in the visual text is used to demonstrate an understanding of the world around the two protagonists, Frank and Rita. The window is set behind the two characters but is significant as it is referred to a lot in the play. Rita always looking out of the window to the educated class of people sitting on the grass gives a certainty of her need to escape and to become educated. Frank however won’t give up drinking. He always has an alcoholic drink with him this shows he has a problem. Although Rita uses the window to escape, Frank uses it as a deception. He does not want to change he is satisfied with how he is. Frank does not accept change from choices that have been made. â€Å"Frank: No you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless†. (Act two. Pg. 9) This quote showing the audience that Frank still has not changed from his morbid character at the beginning of the play till’ now. The visual text reveals Rita as an enthusiastic student who wants an education to change her life and her past choices. The text also reveals Frank of his consequences. Frank not being able to stay sober does not allow him to experience change throughout the transition of coming ‘into the world’, to his fullest potential. ‘Into the world’ discusses change and experiences throughout one’s life.. The play Educating Rita mostly supports this. Educating Rita New experiences often occur in the transition of coming ‘into the world’. People in society learn to experience growth and cope with change in the world and themselves. Willy Russell’s play Educating Rita, demonstrates different pathways between the two protagonists, Frank and Rita and there coming ‘into the world’ journey. In the play Willy Russell uses visual techniques such as: positioning, colouring, facial expression, and symbols. The use of these techniques has allowed the composer to portray a better understanding of the play Educating Rita and how it represents the message of coming ‘into the world’. write an essay quickly One of the main themes in Educating Rita is change. Rita want’s to move into a different world from where she grew up in. At the beginning of the play the audience comes to understand Rita changes her name from Susanne to Rita. This is significant as it shows an indication that she wants to transform herself, leaving her past behind her. Frank however becomes uncomfortable with the idea of being the mechanism of Rita’s change. The theme change is represented in the positioning of the two protagonists as it signifies both Frank and Rita as ‘coming into the world. The positioning of the characters shows Frank standing over Rita, distinctively reflecting the authority of Frank as he is the professor and the enthusiasm of Rita, as she is getting an education she is finding herself â€Å"See I don’t wanna a baby yet. See, I wanna discover myself first†. (Act one Pg. 12) This shows Rita coming ‘into the world’ as her transition of becoming educated helps her discover herself. Frank however has many questions, â€Å"what can I teach you? † (Act one Pg. 3) This displays Frank without authority as he is asking Rita what she wants to learn, meaning that even though Frank is educated it does not mean he has all the answers. The colouring of the visual text also expose the theme of change reveals a sense of coming ‘into the world’ as it shows Rita wearing blue, a bright coloured shirt, which shows the passion for her education. This relates to her experiences ‘coming into the world’ as Rita has experienced life without an education and is now becoming educated through help and knowledge of her professor Frank, she has come to terms with changing the outside you also need to change the inside. But if you want to change y’ have to do it from the inside, don’t y’? Know, like I’m doin’†. (Act one Pg. 11 This shows Rita wanting to change. Frank however is wearing a formal suit, dark and professional colours which demonstrate to the audience that the image being portrayed is different to what his personality is. This is also showing that although Frank is dressed professionally he is still a drunk. Frank is teaching because he has to not because he wants to. This shows how his passion is not there. Frank does not experience a positive change throughout the play. He becomes less sober and more ‘pig headed’ â€Å" Rita: Do y’ need the money? Frank: I do as a matter of fact†. (Act one Pg. 4). Franks therefor is depicting that he is teaching Rita for the money, although Rita knows this she does not pay mind to it as she is getting an education she is happy. This shows both Frank and Rita coming ‘into the world’. Another theme that is relevant and used throughout the play to demonstrate ‘into the world’ is Social change. Rita feels as though she is socially disadvantaged as she is not educated with her working class neighbourhood. Her whole ego for an education was when her husband Denny, wanted to have a baby and she was looking for â€Å"a better way of livin’ me life. The use of facial expression is used in the visual text to portray feeling and a sense of understanding. Rita looking up at Frank shows her wanting him to understand how much she wants an education. This shows Rita maturing as a working class citizen. † Rita: But I had a choice. I chose me. Because of what youâ €™d given me I had a choice†. ( Act two Pg. 72) This quote shows Rita’s transition of coming ‘into the world. Franks facial expression is less enthusiastic. It shows him holding a book, portraying that Frank wants Rita to learn herself, backing up the play when he says he does not want to be the mould to Rita’s change. Although Frank understands Rita wants an education he does not understand why she wants one now. â€Å"Frank: But I don’t know what I want to tell you, Rita, I don’t know what I want to teach you. What you already have is valuable. † (Scene 1 Pg. 48). This shows Frank’s confusion towards Rita. Choices and consequences is another theme used in the play Educating Rita to show the transition of Frank and Rita coming ‘into the world’. Rita’s motivation is to achieve a direction in which she wants her life to follow. Rita’s main choice of an education is so she can make more informed choices. Frank is also having to make choices too. Rita decides for Frank that he is teaching her and that he is to return â€Å"next week†. Frank feels as though he has forced Rita into losing her touch with parts of herself which were unique and precious. Frank’s life is unsatisfying for him but unlike Rita he choses to do nothing about it. It is this choice he makes into him being sent to Australia at the end of the play. The use of symbols used in the visual text is used to demonstrate an understanding of the world around the two protagonists, Frank and Rita. The window is set behind the two characters but is significant as it is referred to a lot in the play. Rita always looking out of the window to the educated class of people sitting on the grass gives a certainty of her need to escape and to become educated. Frank however won’t give up drinking. He always has an alcoholic drink with him this shows he has a problem. Although Rita uses the window to escape, Frank uses it as a deception. He does not want to change he is satisfied with how he is. Frank does not accept change from choices that have been made. â€Å"Frank: No you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless†. (Act two. Pg. 9) This quote showing the audience that Frank still has not changed from his morbid character at the beginning of the play till’ now. The visual text reveals Rita as an enthusiastic student who wants an education to change her life and her past choices. The text also reveals Frank of his consequences. Frank not being able to stay sober does not allow him to experience change throughout the transition of coming ‘into the world’, to his fullest potential. ‘Into the world’ discusses change and experiences throughout one’s life.. The play Educating Rita mostly supports this.

Women in Korean Society: A Past and Present Perspective

â€Å"The Music from Gwangsang Mountian where I played in my dream† is one of the most famous poems, which was written by a woman who lived in 1500s. The poem basically means that the writer of this poem eager to escape from the patriarchal society. The poem was written by a Korean women poet â€Å"Heo Hanselheon† who lived in 1500s wrote this poem before she died. This poem is describing when she had a dream that she was in the place called â€Å"Gwangsang Mountain†. Gwangsang Mountain is actually represents the paradise that she always dreamed of which is being free from the paternalism. In the poem, the first line, â€Å"Blue sea- water permeate into beaded sea,† show the paradise she had been dreaming, also means the scene that she saw in her dream. The second line, â€Å"Blue bird line on colored bird,† means that she is tired of all her life and she need some â€Å"rest†. The third line, â€Å"Twenty- seven lotus flower fall in red† tell us that the â€Å"rest† is death when she become a twenty-seven years old, which is predicting her death. Of coarse, red would be color of blood, which also represents her death. The last line, â€Å"It is cold on the moon light frost†, is telling that the moon light frost which represents the cruel society towards her is leading her to death or doesn’t feel any guilty and sympathy to her. In the poem, most of words are represent death of her and the dream that she had. The reason why this is important because we understand and assume how harsh her life was how much she wanted leave this horrible place. Since her poem tells us that she wants to escape from patriarchal society, so which relates to our unit 2, Hidden Voice, that there were many Korean women who had same wish like writer of this poem. On the other side, the K-pop music has totally different meanings and story than the old Korean poem. The music â€Å"I Will Show You† by Ailee is one of the music that women power gets stronger and overcome the paternalism. The story of this music is very simple; there are one man and one woman who were couple but a woman was a â€Å"nerd†. As a result, a man dumped her and gets another girlfriend. However, a woman changed into a very fashionable and confident, a man changes the attitude toward her and starts to follow her. On the other hand, a woman tired to revenge to men who made her angry and sorrow. It shows that women can control over men. In the lyric, the chorus part, â€Å"I will show you totally different myself/ I will show you more beautiful myself/ I will not cry because of you who was eager love/ I will show I am happier than you when I meet a more cool man/ I don’t feel any sadness even though you are not here, I don’t collapse, boy you gatta be aware† show how much she become confident about her appearance and herself. The starting part of the second verse, â€Å"Change my hair style more fresh and do makeup better/ everyone looking at me who wear high heels and short skirt† directly shows that how she revenge to her ex- boyfriend and it represents the higher states of women. The song is showing why this states changed in the story in the song. This song is important because in the song the states of men and women changed, how men treat women towards their appearance and why women had higher states at the middle of the song. The women and the men had different choices but ended up that she wins in this â€Å"competition† of the states. Since the poem and the song were written in different people in different time, there are many similarities and differences between two. Both poem and song is telling the story in the same point of view. These are all written in women’s perspective and it tells us the story that they have. However, there are more differences between these two. In the song, the woman tired to change her and the attitude that men had towards her. On the other hand, in the poem, the writer wanted to escape from her situation not trying to change her situation.

Risk Management Strategy and Plan Document Shell

Project Selection: The first step will be to select a project that you to develop a risk management strategy and plan for. This project will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines: 1. Nontrivial: The selected project candidate should reflect a real-life project that has at least the major milestones identified. 2. Domain Knowledge: You will be applying knowledge of this project to address assignments related to identifying and analyzing risks.Select a project that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval. Assignment: Your first task in this process will be to select a project to use as the basis of your Key Assignment.You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery, which is the Risk Management Strategy and Plan. The following project deliverables: 1. Submit project proposal to instructor for approval 2. Risk Management Strategy and Plan Document Shell * Use Microsoft Word * Title Page 1.Course number and name 2. Project name 3. Student name 4. Date * Table of Contents 1. Use auto-generated TOC 2. Separate page 3. Maximum of three levels deep 4. Be sure to update the fields of the TOC so it is up-to-date before submitting your project. 1. Section Headings (create each heading on a new page with TBD as content except for sections listed under â€Å"New Content† below) 1. Project Outline 2. Risk Management Justification 3. Project Risks Identification 4. Project Ri sks Assessment 5. Project Risks Responses Strategy . Project Risks Management Plan 7. Project Risks Monitoring & Control Plan 8. Project Risks WBS & Budget Updates 9. Project Risks Communications Plan 1. New Content to be Inserted in Above Shell * Project Outline 1. Brief description of the project. 2. The milestones and/or WBS for the project. 3. Material can be taken from approved proposal submitted to the instructor, and this will serve as the draft for the proposal. 4. Be sure this project is approved by the instructor. 1. Risk Management Justification 1.Discuss why risk management is so important to the success of the selected project in a letter to the project sponsor. 2. Describe the steps that will be used to develop the Risk Management Plan. 3. Represent this process in a flow diagram as well 1. Project Risks Identification * Start brainstorming, at a high level, on some categories where risk could occur in this project (Note: you will continue this brainstorming activity i n the next week with specifics, likelihood, and impact). Name the document yourname_MPM344_IP1. doc, and submit the document for grading.