Character of Curley’s wife in Of Mice and Men Essay Example for Free

Character of Curley’s wife in Of Mice and Men Essay The novel Of Mice and Men was written in the 1930’s by a man named John Steinbeck. The book is set in America and at a time during the Great Depression. This was when the stock market had crashed some years prior, lots of companies went bankrupt, the banking systems failed and a massive soar in unemployment was witnessed. Also during this period of the Great Depression droughts were seen in the southern and western states of America with failed harvests in Kansas, Oklahoma, Arkansas and Texas. The fertile grassland that once was, became desert like and the area became known as the â€Å"dust bowl†. During this time the women fitted into this society as the home keepers, the men would go out to earn money whilst the woman stayed home to ensure things ran along smoothly there. The key terms that I will be evaluating in this essay, is how Steinbeck portrays Curley’s wife and how he attempts to make the reader either feel dislike or sympathy towards her. In chapter two Steinbeck describes Curley’s wife as a â€Å"tart†, this is a derogatory term used to describe a female who could possibly be â€Å"loose† or â€Å"promiscuous† even if they are not. Even before the reader is introduced to Curley’s wife, Steinbeck begins to tempt the reader to dislike her. Further on in the chapter when she is being introduced for the first time, Steinbeck uses imagery to describe Curley’s wife, he writes about her â€Å"full rouged lips†, her â€Å"red finger nails†, the â€Å"bouquets of red ostrich feathers† and the â€Å"red mules† she is wearing. Here the reader can see that Steinbeck is using connotations of the colour red. Red is seen as a provocative or seductive colour, it can also be seen as a colour of warning or danger. Here Steinbeck could possibly be trying to foreshadow future events to come. From this the reader may begin to already form a dislike towards Curley’s wife as it appears that she attempting to attract the attention of the workers on the farm, this would be an un-natural way for a married woman to behave. In chapter three Steinbeck continues to describe Curley’s wi fe in a negative manner. Steinbeck uses the term â€Å"jail bait† when she is being spoken about by the farm workers. The term jail bait is a metaphor as you cannot literally be a piece of bait that will end another up in jail. A woman who is described as jail bait is somebody who attempts to look older than they  actually are, and are possibly attempting to attract a suitor to take the bait, if this event comes to fruition the suitor could find himself serving a lengthy prison sentence. Further on in chapter three, Steinbeck writes about Curley’s wife as having â€Å"the eye† all the time, Steinbeck again is using a metaphor to descried Curley’s wife actions towards the farm workers. You cannot actually have the eye, what Steinbeck is doing is attempting to show the reader that she is always looking for attention and has to act in a provocative manner to obtain this. The reader may begin to feel strong dislike towards Curley’s wife now, as this is not the way any married woman should act. However it also begins to show the reader what a lonely existence it was for women during this era and possibly all that Curley’s wife actually craved was social interaction which is a basic need for any human being. Steinbeck again could possibly be foreshadowing future events to come. In chapter four Steinbeck begins to touch more on the lonely existence for a woman during this period of time. Curley’s wife speaks about wanting to â€Å"talk to somebody ever once in a while† this again represents the loneliness that she may be experiencing and again possibly the cause for her acting in the manner that she does around the workers. Steinbeck here uses imagery as the reader can imagine Curley’s wife being completely alone from female contact and only having Curley to speak to and the farm workers when Curley is not around. Steinbeck could also be possibly foreshadowing future events to come. Further on in the chapter Steinbeck also creates an element of fear towards Curley’s wife, this is seen when she is talking with Lennie and Candy. Curley’s wife states to Candy that she could get him â€Å"strung up† on a tree when she is challenged by him. Steinbeck a gain is using imagery and a metaphor to describe what will have. Being strung up is a referral to being hung, this would be done by making a noose at one end of a rope and hanging it over a branch and tying it to a tree, unfortunately a person then has the noose put over his head and then the rope is pulled tight and the person is effectively â€Å"strung up†. From this the reader may begin to feel a strong dislike to Curley’s wife even though she could possibly be lonely, the way she is going about getting the attention she craves is not the way to win people over. Making threats to a person who already may not get the best treatment, will only make them fear the consequences more if they are found out. In chapter five Steinbeck uses imagery to describe the way  Curley’s wife quietly approached Lennie in the stable, the reader could feel that this is a sneakily way to get close to Lennie and then before he can get away from her she is upon him. Steinbeck also describes Curley’s wife as having little â€Å"sausage curls†, Steinbeck is using personification to describe her hair, as in reality you would not have sausage as curls in someone’s hair, and again may be attempting to sway the reader to dislike her, also from this the reader may feel that Curley’s wife can be quite sly and cunning at times, the way that she approaches Lennie in the barn is not the norm if you are just strolling about, it must be a calculated act, knowing full well that she will catch Lennie alone. From this the reader may feel a strong dislike towards her, this is due to the fact that although she is married, she is still attempting to get one of the farm workers alone. It is almost like she cannot resist the temptation. And ultimately in the end if anything was to happen, the worker would move on and she would have knew victims to try and entice. Throughout the novella the readers opinions of Curley’s wife may slightly sway from dislike to sympathy, this is because the way Steinbeck uses imagery to describe her at the beginning it is that of a loose and easy woman, craving the attention of men on the farm in an almost sexual and provocative manner even though she is recently married. This theme continues throughout the majority of the story at different intervals. She enjoys to wear red, she is always asking if anyone have seen her husband, she seems to relax more if they have not and enjoys the attention she attracts. The reader may also feel sympathy for her as when Steinbeck describes her wanting company, this could possibly be a reason for her always hanging around the worker and looking for Curley. Ultimately I feel the reader will show great dislike towards her, the way she acts is not the correct way for a woman to act regardless of loneliness. I feel that Steinbeck is attempting to draw attention to how lonely life must have been for any person during that period of time. The struggles that they must have come over and lengths that some people would have gone to achieve that.

Importance of Meeting Child Individual Needs

Importance of Meeting Child Individual Needs UNIT 1: A UNIQUE CHILD EXPLAIN THE BENEFITS FOR CHILDREN WHEN THIER INDIVIDUAL NEEDS ARE MET CHILD DEVELOPMENT Every child is a unique individual with their own characteristics and temperament. Development is a continuous complex interaction of environmental and genetic factors in which the body, brain and behavior become more complex Babies and children mature at different rates and at different times in their lives Babies and children are vulnerable and become resilient and confident if they have support from others early relationships strongly influence how children develop and having close relationships with carers is very important A SKILFUL COMMUNICATOR Babies are especially interested in other people and in communicating with them using eye contact, crying, cooing and gurgling to have ‘conversations’ Babies and children are sociable and curious, and they explore the world through all their senses. Babies and children develop their competence in communicating through having frequent, enjoyable interactions with the people, in contexts that they understand. Children learn to communicate in many ways, not just by talking, but also in a non-verbal ways such as gestures, facial expressions and gaze direction, in drawing, writing and singing, and through dance, music and drama. A COMPETENT LEARNER Babies come into the world ready to learn and are especially tuned to learn from other people and the cultural and material environment. Play and other imaginative and creative activities help children to make sense of their experience and ‘transform’ their knowledge, fostering cognitive development. Language, thinking and learning are interlinked, they depend on and promote each others development. What children can do is the starting point for learning. Children learn better by doing, and by doing things with other people who are more competent, rather than just being told. EFFECTIVE PRACTICE Understand the process involved in babies’ and children growth, development and learning. Support babies and children to develop a positive sense of their own identity and culture, this helps them to develop a positive self-image. Encourage, listen and respond to babies and children’s communications, both non-verbal and verbal. Acknowledge the different ways in which babies and children learn, and be aware that learning is a process that cannot be rushed. Recognise that babies and children attitudes and dispositions to learning are influenced by the feedback of others. DESCRIBE HOW THE PRINCIPLES OF ANTI DISCRIMINATORY PRACTICE CAN BE APPLIED TO PRACTICE CHILDRENS ENTITLEMENTS All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter. What they think or say; What type of family they come from; What language (s) they speak; What their parents do; Whether they are girls or boys; Whether they have a disability or whether they are rich or poor. All children have a equal right to be listened to and valued in the setting EQUALITY AND DIVERSITY All children have a need to develop, which is helped by exploring and discovering the people and things around them. Some children’s development may be at risk, for example Children who are disabled and those with special educational needs; Those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness; Children from traveller communities, refugees or asylum seekers and those live diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up to-date and consider their own attitudes to people who are different from themselves. Attached: Playroom Day Nursery’s Inclusion and Equal Opportunities policy PROMOTING ANTI DISCRIMINATION PRACTICE LEGISLATION There are various pieces of legislation in place to promote equality and reduce discrimination. These include the Disability Discrimination Act 2005. The Special Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, Convention on the rights of the child (UN, 1989), The Human Rights Act 1998, The Sex Discrimination Act 1975 (as amended), Employment Equality ( Sexual Orientation) Regulations 2003, the Equality Act 2010. The aim of this legislation is to promote equality of opportunity for all, regardless of age, sex, sexuality, disability, race, religion or any other difference. However, whilst legislation is important because it protects people, the one thing it cannot do is change people’s attitudes Everyone has internalised layers of expectation based on personal upbringing and experiences that operate on a conscious and subconscious level. A key worker acknowledging the extent of the baggage that they may bring to an environment is a vital first step along the road to anti discriminatory practice. PUTTING INTO PRACTICE Anti discriminatory practice can be defined as an approach to working with young children that promotes Diversity and the valuing of all differenced A setting whose practice is anti discriminatory will celebrate and value differences in identities, cultures, religions, abilities and social practices. Self esteem and positive group identity A setting will recognise the impact of discrimination, the social inequalities and their effect on young children and their families. Such a setting will identify and remove practices and procedures that discriminate. Fulfilment of individual potential A setting will value children and adults for their individuality and ensure a sense of belonging that promotes self esteem. It will respect where children come from, what they achieve and what they bring to the learning situation. The full participation of all groups in society A setting will appreciate the importance of what is learned and what can be unlearned in the early years and recognise the wider aim of early education to lay the foundations of a more just and equitable society. Early years practitioners also need to assess the discrimination that occurs in society and their own setting (consciously or subconsciously) and the effect it has on the children. In Practice Moving towards successful anti discriminatory practice involves Understanding that diversity is inclusive and that we all have cultural backgrounds and multiple indignities that are derived from various sources, including our families, our peer groups and out own unique set of individual experiences Examining our personal prejudices and how they operate, and committing ourselves to ‘unlearning’ our prejudices Promoting positive values for families, communities and staff Gathering a repertoire of strategies to ensure settings are welcoming, non threatening and stimulating places be, where children and families are valued because of their differences and not in spite of them Developing the awareness, confidence, skill and knowledge to challenge and educate effectively, for example, the child who thinks black skin is dirty or the staff member who makes assumptions about a disabled child’s inability to join in and activity Involving everyone in dynamic and constructive dialogue and process Constantly monitoring, evaluating and adjusting practice and procedures Flexible thinking Among the attributes that we especially need to develop and strengthen are assertiveness, the ability to communicate effectively and the ability to empathise with others, The aim of anti discriminatory practice is not to generate discomfort, conflict or negativity, although we may well encounter these feelings along the way. Treating children the same isnt the same things as treating them equally. To treat children equally we have to recognise that society does not provide a level playing field and we may have to take a variety of unequal factors into account to meet their universal entitlement as future citizens. All children stand to benefit from enabling, ensuring environment where achievements are valued in the broadest possible terms and individual potential is respected Anti discriminatory practice strives towards all the children and the adults in a setting developing and maintaining high self esteem and being proud of where they come from One important rule is not to expect to find easy or right answers to everything. This is an area where a little knowledge, if generally applied, can be as dangerous as none at all. While some knowledge can be desirable and useful, it is counter productive if it leads us to assume, fro example, that families from a particular culture or religion will have identical interpretation or application of this ideas, or that one child with Downs syndrome or cerebral palsy will have much the same needs or (dis)abilities as another. This process which involves getting to know people and children on a personal and professional basis and avoiding pre judgement and fixed expectations. This approach will often demand creative and individual solutions. DESCRIBE WHY IT IS IMPORTANT TO PLAN ACTIVITIES THAT MEET THE INDIVIDUAL NEEDS OF CHILDREN As every child is different, it is important to think about, plan for, and interact with the individual, as well as the group as whole. Considering the range of children’s styles, social interactions an personalities. Some are quiet; others are noisy Some like to spend time by themselves; others are the life of the party Some are shy; others are outgoing Some are active; others are quiet Some enter into new situations easily; others like to stand back and watch You need to ensure children are confident, happy and engaged in learning, their individual needs must be met. You have to be constantly alert and responsive. The importance of meeting individual needs is well established in recent guidelines for early childhood practitioners. The English curriculum Guidance For The foundation Stage (GGFS) states that we should ‘ensure that all children feel included, secure and valued’ and ‘treat children as individuals’ Practitioners tune into children through observing them, interacting with them and listening to what their parents/carers have to say about them. EXPLAIN HOW THE PRACTITIONER CAN PROMOTE CHILDREN’S PHYSICAL AND EMOTIONAL WELL-BEING WITHIN AN EARLY YEARS SETTING Personal, Social and Emotional development are three building blocks of future success in life. They are close linked to each other and often bracketed together as one area of learning and development. Personal development- how we come to understand who we are and what we can do, how we look after ourselves. Social development- how we come to understand ourselves in relation to others, how we make friends, understand the rules of society and behave towards others. Emotional development- how we come to understand our own and other’s feelings and develop our ability to ‘stand in someone elses shoes and see things from their point of view Practitioners work hard to ensure that children are happy in their learning and development and it helps children if parents are genuine partners with practitioners. All Saints primary school and Playrooms Nursery use (SEAL) Social and Emotional Aspects of learning. WHAT IS SEAL Seal is a school programme that support schools and plans to help children and young people to develop social and emotional skills. They are also essential for all adults and are important for early-years practitioners and staff in schools. HOW DOES IT WORK When a school/Nursery implements SEAL it will consider all aspects of school life and consider how social and emotional skills can be promoted. This might involve reviewing several school policies developing learning opportunities that ‘explicitly help children to learn the skills and to apply them. (www.bandapilot.org.uk) website with ideas for assemblies, staff development activities, learning opportunities a guidance booklet and resources to use across the school day Children must be provided with experiences and support which help them to develop a positive sense of themselves and of others, respect for others; Social skills, and a positive disposition to learn. EARLY SUPPORT It is important to identify the need for additional support as early as possible. Without it children will not get the help they need at the right time, in the way that is right for them. Early support for children includes listening to families and taking part in a sensitive two-way exchange of information. For children with the most severe and complex additional support needs you need to plan jointly with everyone who is in contact with the child. This will coordinate support and promote learning as effectively as possible. Knowing when and how to call in specialist help is one important element of inclusive practice. EFFECTIVE PRACTICE Encourage children to recognise their own unique qualities and the characteristics they share with other children. Make sure that you actively promote equal opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued. Ask parents whether there is need for and special services and equipment for children who ma require additional support. Support children to make friends and help them to think about what makes a good friend. Ensuring the needs of every child are fully met, even when temporarily you need to spend more time with a child who is new to the setting or whose behaviour is giving rise to concern. Keeping a focus on the child’s needs when a parent also has significant needs. Maintaining records suitable for sharing with colleagues in an inter-agency team while acting as a point of contact for a child and their family.

Modernity And Cinema In Bengal Film Studies Essay

Modernity And Cinema In Bengal Film Studies Essay Realism and Modernity are two words closely associated with Bengali cinema. Some of the greatest and among the most popular filmmakers of Bengal took realist genre of films to a new height, alongside reflecting modernist ideas. Realism and modernity go hand-in-hand in Bengali films, especially in the work of greats like Satyajit Ray and Ritwik Ghatak. Although defining modernity would mean at least a few more pages, for the sake of this essay, we would deduct it down to merely social, political and artistic modernization. Satyajit Rays magnum opus Pather Pancheli is one of the greatest examples of realist films portraying various elements of modernity. Inspired by Italian neo-realism (especially Vittorio De Siccas Bicycle Thief, 1948), Ray created his first film and a masterpiece reflecting the evolution and social change in Bengal and a modernization of ideas and concepts. In Pather Panchali, Ray talks about leaving old ideas behind and moving on. He talks about how over time, old ways of living, ancestral ideas and traditional lifestyle has become stale and needs to be changed. Apu, with his family, leaves his home and village at the end because the ancestral house held them behind. They moved to find a better way of living. They moved to get rid of the old house which couldnt help them in any way, but instead took their daughters life. This whole film is a transition from pre-modern to a modern way of living. Ray distributes several metaphors throughout the film metaphors of modernity and need for change. One important character which served as a metaphor for me was that of the old aunt. Shes old, tired and just wanders around the house doing nothing. Shes often told to go indicating shes not wanted in the house. The family is fed up of her just as theyre fed up of traditions and the same lifestyle theyd been living in the fear of famine, poverty and survival. The old aunt wanders, trying to find a place for herself, and when she doesnt, she dies. Ray shows death of old ideas. Ray wants change. He shows a need for change and a breakaway from traditions which are holding you back. He wants to show theres always a need for change. The old aunt is a mere metaphor for him to show how traditions have become stale. Charulata (1964), another one of the great films by Ray, also talks about change. But here, he sets it in an upper middle class Bengali society where a lonely housewife falls in love with her brother-in-law while they both encourage each other to write. He puts two different ideas of home and desire, literature and politics, pre-modernism and modernity face-to-face. Rays films have a humanistic touch. He uses his craft to get to the deepest part of human heart and extract out the emotions from there. Scenes like Apu throwing away the necklace Durga had stolen, Amal leaving home to avoid being unfaithful, Durga stealing food for her aunt add to the humanistic approach of Satyajit Rays work. Neo-realism is another thing that inspired Ray. According to me, its mainly because his stories were about society. He couldnt have made them in a fictional style because then they wouldnt be relevant to the society. His stories were not meant to be mere films, but a reality somewhere in time which needed to be imitated in Bengali society and which was a reflection of the same society he lived in. His characters were sketches of real people. They were close to real. For example, when you think Durga, you dont think of her as a two-dimensional good or evil character, but as a girl who existed and had different attributes to her personality just like everybody else. She wasnt a puppet. Similarly, Ritwik Ghataks films introduced different modern themes to the evolving society of Bengal such as alienation, isolation, need for home. In one of his most personal and also socially relevant films Ajantrik, Ghatak introduces the concept of alienation and isolation from the society. He shows a mans attachment to his car, an inanimate object and a troubled social life where he cant connect well to the people around him. Scenes like where the character Bimal is talking to his car, the car responding to him, him taking care of the car like a companion and not caring about what his society says, show how important a character Jagaddal (the car) is. Ghatak doesnt treat the car as a prop, but as a character itself. He tries to show the cars point of view; he wants to make us feel its presence thus implying the fact how relations have also evolved along with modernization of ideas and society; how people have become more involved with their property rather than fellow human beings. Similarly, in Subarnarekha (1965), Ghatak reflects on the feeling of home (along with many other sub-themes such as happiness, relations). His work has been about change, modernity and its effects and mainly, how partition has affected society and Ghatak himself. In Subarnarekha, he tells a story of a family moving to the bank of Subarnarekha River after the partition and how the girl Sita seeks happiness throughout the film. Moreover, he tells of her feeling at the new home. The river becomes the new home for her who she confides in her secrets, woes and happiness. From what I observed in Ghataks films, he believes that society has changed from being a community to more of a collective living of different individuals. I observed individualism in his work, and how people have turned from their fellows to nature or man-made beauty whether it is mountains and rivers to cars and property. I think there are many modernist elements found in both Satyajit Ray and Ritwik Ghataks films ranging from their content and themes (home, anthropomorphism, modernity itself) to their craft (use of POV shots, different style of cinematography, manipulating space and even the use of Brechtian elements). Mise-en-scene of Subarnarekha Subarnarekha by Ritwik Ghatak has a totally different feel from Ghataks Ajantrik where he uses machinery and artificial elements. Here he turns to nature. He turns to landscapes for expression of emotions. His landscapes speak. For example, in every scene when Sita sings, we see landscapes of river and surroundings. At times, it seems like Sita is singing to the river, telling her story. Ghatak has a strong fascination of juxtaposing sound and landscape and how it creates an impact in viewers mind. Whats interesting to note is how the kind of landscape shows the state of mind of character, such as when shes happy, we see rice fields and river and when shes sad and bored, we see a barren land. Watching a Ritwik Ghatak film is like going on a travel journey around the state. He shows you picturesque landscapes which strongly reflect nature and emotions. Another important thing which is part of the mise-en-scene is strange framing. Ghatak likes to frame his subjects on extreme and odd points of the grid and juxtapose them to their background, giving them a context. For example the scene where Sita is singing of her woes in a barren land around her and when she ends, the camera dollies out just showing Sitas body (which is also cut in the frame and not properly placed). You can expect the unexpected in Ghataks style of framing. He wouldnt use conventional framing in Subarnarekha, but put two images side by side to create a different context. In Subarnarekha, Ghataks art direction also plays an important role. They also help create the mise-en-scene of the film. The river, the lonely plains, one house in the middle of nowhere, very little to no people, an old abandoned place where the war took place they all develop a certain mood. The movement and transition from a small town school to a journey across the border and to a lone house in the midst of barren land. It creates a symphony a lyrical transition from one note to another. Pace of the film is another thing thats part of the mise-en-scene. The time duration of the film determines how long it would feel compared to the real time. Ghatak manipulates time to the extent where Subarnarekha starts to feel realist which means time is slowed down, although not exactly to match the real time. He changes pace continuously to match the action and the passing of time. Subarnarekha is divided into chapters occurring in different passing time periods. Camera movement is quite natural in the film. Most of the time, Ghatak uses the invisible camera method and doesnt change points of view except at a point where Abhiram recognizes his lost mother. In that scene, camera shifts focus as to provide a point of view of Abhiram recognizing her mother. Ghatak uses space quite realistically creating a perfect illusion of real space. I think Ritwik Ghataks choice of shooting on-location really helped him stay true to his realistic nature of the film (just like many realist filmmakers of 20th century). Costumes, as part of the films mise-en-scene, are minimal and are there just to show the traditional way of life. It hasnt been stylized like setting, sound and camera work. Acting (considering it a part of mise-en-scene) has been reduced to appear natural unlike some of the early films which imitated theater.

Essay --

The Declaration of Independence stated that, "All men are created equal" but this statement did not have any meaning for white men between 1876- 1965 due to the institution of slavery. The Thirteenth Amendment was passed in 1865and put an end to slavery. The Fourteenth Amendment granted equal protection under law, and the Fifteenth Amendment gave black people the right to vote. Despite these Amendments, African Americans were still treated differently than whites. According to the law, blacks and whites could not use the same public facilities, ride the same buses, attend the same schools, etc. These laws came to be known as Jim Crow laws. The documentary focused on Charles Hamilton Houston, also known as â€Å"the man who killed Jim Crow.† He was a prominent African American lawyer, Dean of Howard University Law School, and the director of The National Association for the Advancement of Colored People (NAACP). He began his fight against segregation between whites and blacks alone but gradually started to encourage other young lawyers to join him in his fight. These young lawyers continu...

Homer, Alaska :: essays research papers

Where the land ends and the sea begins Homer is the hub of the lower Kenai Peninsula of Alaska, an area incomparably rich in natural wonders and recreational possibilities. The Kenai Peninsula is an Alaska in miniature, a combination of mountain and meadow, coastline and island. The backbone of the peninsula is the Kenai Mountain Range, which separates the rolling hills and salmon streams from the Gulf of Alaska and cradles the 1,000 square mile Harding Icefield, a trackless inland ocean of 3 million-year-old ice. Around Homer, rolling hills and ridges overlook Kachemak Bay and Cook Inlet. Bears, wolves and moose roam the uplands; dozens of species of birds gather each spring to feed on the mudflats at the head of the bay. Until the early 1950s, Homer was accessible only by boat, airplane or driving the stony beach from Kenai. Paved road now strings together the coastal towns of Ninilchik, Anchor Point and Homer, affording impressive views of volcanic Mount Iliamna, rising more than 10,000 feet above the sea, and Mount Redoubt, which became active again in 1989 after a couple decades of slumber. Across Kachemak Bay, fabulously rich in marine life, mountains, glaciers and steep-walled fjords dramatically drop into the ocean. When wrapped in mist, the thick stands of spruce and hemlock lend an ethereal air to the secluded coves and bays. Seldovia, Nanwalek and Port Graham are ensconced in such sheltered recesses at the tip of the peninsula. The Southern Peninsula offers visitors an unparalleled blend of the wild and the picturesque, of vigorous life amid immemorial beauty, where glimpses of an eagle soaring, a salmon charging the rapids, or a sunset burnishing the mountain crests leave impressions that can never fade. Homer's population has grown to nearly 5,000 people, and the city serves as a trading and service center for nearly 10,000. It has a modern hospital, newspapers, public and commercial radio stations, a movie theater, thriving commercial and sport fishing fleets, and a high school that was honored in 1989 as one of the best in the nation. The Kachemak Bay area is the arts capital of South-central Alaska. An impressive group of professional and amateur artists provide residents with art shows, dance, music and drama throughout the year. The Homer Council on the Arts also regularly brings nationally- and internationally known performers to Homer. The area's major industry is commercial fishing, which pumps nearly $30 million a year into the local economy.

Childhood and Physical Contact Essay

3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. Many jobs within children’s workforce require physical contact with children as part of their role. There are also occasions when it is entirely appropriate for other adults to have some physical contact with a child or young person with whom they are working with. However it is crucial that in all circumstances, adults should only touch children or young people in ways which are appropriate to their professionals or agreed roles and responsibilities Practitioners need to be aware that even well intentioned physical contact may be seen as inappropriate by the child, other adults or by anyone to whom this action may be viewed by, also never touch a child in a way which may be considered indecent. Always be prepared to report and explain actions and accept that all physical contact, but understand that physical contact in some circumstances can be easily misinterpreted because of the state of mind of the child or the adult. Be aware of all cultural and religious views about touching and always be sensitive to issues of gender and always encourage children, where possible, to undertake self-care tasks independently e.g. changing and use of the bathroom. As an adult working with children always pre –empt situations that may put you in a vulnerable position and plan to avoid them such as concealed one to one contact with a child or young person. Where possible always leave a record of a planned visit which may have the potential to be problematic e.g. where, when and why and take to follow up any incidents/ accidents or concerning behaviour.

La Relacion and of Plymouth Plantation Compare and Contrast

In the 1400's, 1500's, and 1600's explorers came from Europe to the New World. They came across some of the same challenges and accomplishments, but they also had different experiences as well. In the story La Relacion by Alvar Nunez Cabeza de Vaca and Of Plymouth Plantation by William Bradford, you can catch a glimpse of these similarities and differences. Although the Pilgrims and Spaniards had differences they were more alike. While La Relacion encounter a lot of sympothy from the Natives, Of Plymouth Plantation encounters a tradition we use now. Their arrival on the island they both landed during the winter, but had different journies.After four days at sea, Cabeza de Vaca's ship was caught by a storm. Many of his men died or were unconscious. They weren't equipped with good food or winter clothes, since they sailed during the cold winter season. Only a few men were left standing after their boat shattered, most of them regained consciousness when they came ashore.On the other ha nd, the Pilgrims landed safely, for that they thanked god. They too arrived during winter. Because of the weather, it took them a while to restore and remodel there boat. It was hard and almost impossible for them to explore the island by going up in the mountains so they had to do it by foot.They should have been been more wise and prepared but they weren't. The challenges they had getting to the island weren't exactly the same but they both did come across certain obstacles. Thier first exposures to the Native Indians were very distinct.The Spaniards seeked help from the Indians, and the Pilgrims were distant, not interacting. The Spaniards persued nourishment and the Indians were helpful towards them even after getting robbed by the Cabeza de Vaca's men. The Indians treated them kindly. They fed them the best they possible could and everyday if possible. The Pilgrims at first were robbed by the indians.There relationship was rocky in the beginning, they kept killing each others m en. Suprisingly they were approached by one of the Indian men than spoke broken english. Later on a few more started coming around, to the point where all the indians began getting along with the pilgrims. Even though both first thought of the Indians as savages, they both got along with them. They had different experiences getting to know the Indians, but their relationship with them was the same. What they did with the indians or what they were made to do, were very diffferent from one another.The Indians thought the Spaniards need to be sacraficed to their idol, so the Spaniards begged not to be killed and to be given another task. The Indians had a lot of sympothy toward Cabeza de Vaca and his men that instead they made them â€Å"medicine-men†.Even though they were'nt really into the idea, they learned the Indians techniques. After getting along the Pilgrims became more social with the Indians, but just in case anything happened they set regulations and rules amongst the m so that there wouldn't be any crimes not punished. After setting these rules, they had their first small harvest which we now call â€Å"Thanksgiving†.