Business Model of Amazon Essay Example for Free

Business Model of Amazon Essay Amazon.com is the pioneering bookstore on the Internet that first opened in July 1995 by Jeff Bezos. The firm offers online shopping services and partnership opportunities such as online search for books, music and video items. The products that they sell include an array of audio, video and book titles. Amazon has one of the widest selections and employs international shipping to virtually every corner of the globe in just a few days. Amazon’s focus is having the biggest selection of free-electronic greeting cards, online auction and millions of books, CDs, videos, DVDs, toys and electronics. They have expanded to different areas of the world, such as Amazon.co.uk and Amazon.de, to service consumers outside of the United States. They aim to be a Cost leader in which their firm has lower costs than the competitors. They have employed different Amazon branches in different parts of the world to lower costs. This allows Amazon to ship their products at a lower price from each point of shipment to the consumer. In recent years, Amazon.com has expanded from being just an online bookstore to an all around online shopping experience. They have coined the tag line Earth’s biggest selection. Amazon has diversified into different websites. These are the Internet Movie Database (www.imdb.com), LiveBid.com, amazon.livebid.com, drugstore.com (an online retail and information about health and wellness), gear.com (online sporting goods company), homegrocer.com (online grocery shopping and delivery), pets.com (largest pet supply online shopping site), ashford.com (online luxury and premium shopping) and eZiba.com (online retailer of handcrafted products). Five Forces Model for Industry Analysis New Entrants The online bookstore industry that Amazon.com has pioneered in was, at first, very hard to penetrate. There were different barriers such as distributing capabilities and the variety of the selection offered that are supposed to be hurdled. Amazon successfully solved the tricky parameters as being the first one to get into the whole idea of online retail. With being the first, they had the luxury to set what were the norms for the industry. Factors that may lower these barrier tactics would be a wider selection and the  ability to go to an actual bookstore to exchange or return books or other products. This network of actual retail spaces makes it easier for the consumer to return or exchange the products they were not satisfied with. These handicaps of Amazon were the basis for the emergence of book retail giants Barnes and Noble and Borders in the online shopping industry. Industry Competitors The major competitors of Amazon are Barnes and Noble and Borders. Barnes and Noble is a retail giant offering books and CDs both in their outlets all over the country. It opened their online industry in 1997 and has become the fourth largest e-commerce sites today. Focused largely on the sale of books, music, software, magazines, prints, posters, and related products, the company has capitalized on the recognized brand value of the Barnes Noble name to become the second largest, and one of the fastest growing, online distributors of books. Their advantage to Amazon is the brand name and the availability of actual retail outlets in which consumers could go in to exchange or return products easily. They also have an established book selection based in their retail operations. Borders is another multi-media retail store found in major cities around the country. Started out as a small bookshop in the college town of Ann Arbor, Michigan, it has since expanded into one of the finest bookstores. In 1992, Borders was bought by the Kmart group which further flourished the company into a Multi Media Giant with a wide selection of Audio, Video and Books found throughout the United States. The Online Bookstore industry have become a fierce business which involves discounts, varied selections and fast delivery in which all three companies are challenging each other. Buyers The consumers of this industry can be found in every corner of the population. These are mostly people who have had some form of higher education and have access to the Internet and computers. The segment of online shoppers has increased dramatically in recent years due to the convenience of shopping in the comforts of the home and the accessibility of the Internet. These developments have made it easier for consumers to log on and buy on the Internet. Consumers also tend to compare prices among the retail leaders such that buyers are able to buy products with very big  discounts compared to ones bought in actual retail outlets. The bargaining power of the consumer is based on the competitive strategies of each active firm in the industry. Thus, consumers can challenge one firm for charging more than the other one such that the firm will beat the price of the competing firm. Suppliers Amazon’s suppliers range from the publishing and media houses to electronics’ manufacturers. Amazon buys all their books, videos and audio CDs from the multi media houses and publishing giants such as Time Warner, Doubleday etc. Amazon also has alliances with other bookstores to cover orders that they cannot serve. Substitutes The substitutes for Amazon and other online bookstores are the actual book retailers and music stores such as Barnes and Nobles, Virgin Megastore, Tower Records, Sam Goody and other small mom-and-pop outlets. With the rise of online retail, there will be little impact from these substitutes. One impact would be some consumers who would like to hold or listen to their purchases prior to buying and those who are into the whole shopping experience. Barnes and Nobles have jumped into online retail and have succeeded into diversifying into the new e-commerce industry. Industrial Organization Model Degree of Competition Due to the shift of focus for Amazon, it has become the Earth’s biggest anything store. Its competitors have expanded from just online book retailers Barnes and Nobles and Borders to top audio retailers CDNOW.com and online auction house EBAY.com. Amazon has an overall lead of 40% market share against the other online retail firms. Their international business has more than doubled over the past 2 years and this growth increased Amazon’s share in the online business market. Life Cycle Amazon, in it’s first years, had negative income but the rise of e-commerce sites and being the pioneer made the succeeding years led to boom time for them. Their growth period was during 1994 to 1995 when they were the first of its kind in the world. They incurred very high costs in terms of  distributions to customers. Still with a negative income, Amazon went public in 1997 and had one of the biggest IPOs of the time. With investors banking on future positive cash flow for this company, Amazon’s market value soared. Many people caught on with the idea of online shopping, thus, Amazon’s success. Amazon’s success as an online retailer prompted bricks-and-mortar rivals Barnes and Noble and Borders to join in. Competition decreased Amazon’s profitability so in the past couple of years, Amazon has expanded to more than books, audio and video to electronics and other retail concepts. Social Relevance Amazon’s products are marketed for every consumer possible. Books, audio, video and electronics are appreciated by majority of the population especially those who have access to the Internet. Amazon is active in pursuing literacy programs for young children by collaborating with the makers of the Dr. Seuss books. They have actively participated in the Dr. Seuss shops, story telling sessions and Dr. Seuss days. Degree of Globalization Amazon’s strength internationally lies within its networks in major ports and cities around the Globe. Amazon first started out in Seattle but as soon as they have established a niche market, they have opened shop all over the nation and in cities such as London, Berlin, The Hague, Paris, Tokyo, Singapore and many more. These branches overseas improves their delivery service to a wide consumer base. Extent of Government Control There has not been many government regulations regarding online retailing. A group of CEOs whose firms that are engaged in such practices have formed an organization called Global Business Dialogue. This GBD group supports the development of a seamless global system that delivers the broadest array of goods and services to the largest number of consumers at the most competitive prices. This work effort will: offer recommendations to the WTO, including making the moratorium on online tariffs permanent; and collaborate with governments to target and eliminate discriminations against, or other non-tariff barriers to global trade in, electronic commerce. This working group will also provide an avenue for the GBDs to consider and promote the  growth of the electronic marketplace in an environment unencumbered by detrimental taxation. Degree of Vertical Integration Amazon’s primary value chain includes purchasing/sourcing, marketing, distribution and after-sales services, which includes returns and exchanges from unsatisfied customers. Their main focus is in the purchasing/sourcing and in the distribution of the products to the consumers. Their investments are therefore, geared towards warehouses in key points of high consumer demand areas and an efficient delivery and distributing system to service all its consumers. Thus, Amazon controls most of its distributing system that spans across borders. Inter Organization of Network Economics Amazon in its efforts to sustain its market leadership in the online retailing industry has tied up with various online organizations. Netscape Navigator and Amazon will offer members of Netscape Netcenter a co-branded storefront where Earths Biggest Bookstore will be easily accessed through Netscape Netcenter (home.netscape.com). In addition, Amazon.com has multi-year exclusive and premier bookseller relationships with 5 of the top 6 sites on the World Wide Web: AOL.com, Yahoo!, Netscape, GeoCities, and Excite. These partnerships widen Amazon’s presence in the World Wide Web. Sensitivity to Business Cycles The Online retailing business has a very quick cyclical growth. Amazon being one of the firsts to venture in this type of commerce are all ready in what seems to be in their decline stage where market share is declining. Therefore, Amazon is expanding to different industries within online retailing. Amazon and other online retailing firms are very sensitive to business cycles due to the speed of technology involved in the services they offer. Dynamics of New Knowledge Generation Online retailing relies on the work of an excellent distribution system. Amazon has invested their money into expanding their network of distribution centers around the globe. They also have investments in creating better technology for tracking orders and giving efficient delivery systems for their customers. Amazon.com has remained on top of the online retailing  business despite the entrance of giants such as Barnes and Nobles and Borders. Their success is attributed to two factors; timing and continuing to invest heavily into the inventory and distribution systems. Amazon, by being the first of its kind, has a big lead over the nearest competitors due to their experience and its reputation as the first movers. Their thrust remains on improving efficient delivery systems across borders and to build name recognition as the number one retailing firm in the Internet. They have also ventured into different retail options to keep that lead. Marketing, Innovative inventory and distribution systems, and name recall have helped Amazon build a sustainable competitive advantage. In order for any online retail company to remain prosperous and income generating, they must invest a lot of time and money into research and development of more efficient operations and distributions systems. This proved to be key for the Market Leader in online retailing, Amazon.Com. Mary Grace Velasco,College of Business Administration,Senior, Fordham University,Fall 2000

Role of The Early Years Practitioner in Learning

Role of The Early Years Practitioner in Learning Background: General Introduction to Topic: This study is two fold; firstly it relates to a personal interest as an early years practitioner and secondly a professional resolution to understand the role of the practitioner and the influence the individual can have on children’s learning. For effective learning within early years settings, identification of how the practitioner affects children’s learning needs to be recognised (Rodd, 2000:7). How the practitioner can influence the behaviour of others, particularly staff and children, to contribute to a creative early childhood programme. It is paramount the practitioners work collaboratively together within the same organisational goals to create a community enriching children’s personal growth and progress, which enhances the practitioners’ expectations and individual standards (Rodd, 2000:8). I feel passionate concerning the recognition of the practitioner’s role influencing on children’s learning and the factors that may contribute to this. Within the educational institution, the power of success of the student relies on the strength of the curriculum. The content of the curriculum has to entice and engage the learner, who will respond with motivation and focus. A poor, unsuccessful curriculum, is one that is unchanged over years, and will suffer unless new educationalist are pro-active in bringing current trends into play, which is normally the case. New fresh ideas and approaches to old problems bring new life into any task, for a synthesis of theory and practice is necessary because theory without practice is dead, whilst practice without theory has no direction (Bruce, 1987). The complexity involved in learning is discussed and covered by many, and the direction of improvement is always under investigation. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. (Literacy Trust, 2006) Can this produce the desired effect on learning. There are several different styles of learning which are examined here and aspects are highlighted, including the term Learning Power (Deakin Crick et al, 2002) which sets out to explain with extensive research, observation and experimentation that a series of unique dimensions exist. These dimensions are Changing and learning Creativity Critical curiosity Fragility of dependence Learning relationships Meaning and making Strategic awareness From these dimensions and their descriptions resulted a useful language, one for the ‘naming of something’ that fills a gap within education to provide an excellent dialog of the quality between teachers and their pupils. By successful inclusion this language could enhance the learning power of the pupil by the development of self-awareness; to encourage and produce responsibility for one’s own learning; and to ultimately improve and support all the relationships of learning and assessment. Research for this whole study involved investigating current policy and identifying up-to-date literature. Conducting this research I discovered a gap in literature concerning the specifics in my study. Examining books, journals, articles and Internet websites for archive information relating to the practitioner’s role I discovered limited data that discusses this issue. I decided to analyse the factors that can contribute to the practitioner’s role and how it has shaped the modern early years practitioner. I was interested in how the role has developed and what shaped the 21st century practitioner, this lead to the factors that attribute to this evolvement. Factors that may influence a Practitioners Role: How the practitioner’s role has developed Type of Setting; impact on practitioner’s role effecting children’s learning Age and Experience of Practitioner; whether this has any bearing Government Policy; the changes effecting a practitioner’s role As my study became broader I explored factors such as the shaping of early years practitioner’s and what contributed to this, became as important as the original research question. As I researched my aims became defined, breaking down the elements to reach clear objectives for each aim. Aims: The principle aims of this research are: To analyse the role of the early years practitioner in relation to children’s learning. Explore a range of early years practitioners. Investigate what they do and determine whether their role is the same or diverse in the context of various settings. Examine how the profession has developed. Analyse Government Policy to determine whether this affects the practitioners’ role. The aims are intended to provide a broad indication of the purpose of the research, (Fitzpatrick, 1998:153). To clarify the criteria I aim to determine precise statements of intent by sub-dividing the aims into objectives, as follows. Objectives: To conduct in depth, semi-structured interviews with a sample of 12 practitioners who have worked for at least 2 years (this is due to practitioner’s requiring the experience in order to respond to questions relating to their role). To conduct this research using practitioners of varying age and experience to determine whether these variables have any bearing on practitioners influence on children’s learning. To investigate a range of settings; High Scope, Montessori and The Foundation Stage to determine whether the settings curriculum model influences learning and changes the practitioner’s role. Investigate the changing role of the Early Years practitioner. Reflecting on historical and contemporary issues. Reflect on Early Years policy and practitioners role. Research Design: Method and Methodology: To indicate the practical ways in which my research project will be organised, including an impartial appreciation of the strengths and weaknesses that may arise. Within my study I aim to put strategies into place that will minimize the disadvantages for the methodology used and to enhance the advantages (Oliver, 2004:135). I plan to carry out a study involving 12 participants, who work within varied early years provisions; these participants must have at least two years post qualification experience. I have chosen this length of service to establish realistic expectations and feelings of individual’s. The provisions must be varied therefore I have chosen three separate settings; High/Scope, Montessori and The Foundation Stage (learning through play), within these provisions I aim to use in-depth, face-to-face interviewing of four practitioner’s conducted at their settings. This method is appropriate as it allows for flexibility (Robson, 2002:278) and freedom with responses. Using semi-structured questions including some structured questions, such as, standard factual material. An additional reason for using a qualitative method is that individual’s insight of a particular workplace can be analysed[1]. The disadvantages are numerous; one example is the reliability of the participant ’s responses and the lack of standardisation that will inevitability arise with a semi-structured interview technique. I plan to contact the selected settings asking for permission to conduct in-depth interviews explaining the reasons for the study. To explain the reasons for the research within the setting, acknowledging the interviewee’s sense of comfort in a familiar environment. It may relevant to send a sample of the questions to allow the participants to prepare. After the interviews and data collected and transcribed, the analysis begins. The use of content analysis may be a worthwhile method for its effectiveness when examining text materials[2]. However, there are advantages and disadvantages. Advantages include; the data is fixed and allows for re-analysis and reliability checks. Disadvantages include; limited data may be difficult to assess as the participants are casual acquaintances and therefore responses may only be reflections of an individual (Robson, 2004:358). Another method is using a quantitative strategy after gathering the data, placing gathered information into charts, graphs etc to determine the percentage of same responses. This makes research data manageable and easy to read, in essence using methodological triangulation; combining qualitative and quantitative approaches[3]. I am aware of various epistemological positions that I could adopt reflecting a different approach to the research question (Cuba et al, 1994:99), however, these methods appear appropriate and suitable to the research question. Literature Review: Although the study being conducted is fairly localised, this strengthens the research for the widening debate for exploration of the significance of the study (Oliver, 2004:98); for example, investigating Government policy and its impact on practitioner’s role. The literature is relevant to the project to make it easier to read I have sub-divided it into categories: The Role of The Practitioner Curriculum / Learning and Education Theorists The Role of the Practitioner I found limited literature that dealt with the issue of the practitioner’s role in children’s education as a result I expanded my research[4]. Examining the books available (Rodd, 2000:9) suggests there is limited literature on the practical application of a practitioner’s role. This lack of information is important in relation to understanding the early childhood context and the practitioner’s role within it. The limitations in current literature need to be explored rather than omitted[5]. By this statement Rodd (2000:9) implies the role is an important one in shaping children’s learning. In agreement, Riley (2004:24) suggests, practitioner’s interaction levels are of the prime importance in children’s learning[6]. This literature signifies the importance of the practitioner’s role when involved in children’s learning. Both books detail the positive aspects of practitioner’s involvement, such as developing curricu lum practice to allow spontaneous learning and free choice. Riley (2004:24) compares her findings to another study (Tizard and Hughes, 1984 as cited in Riley, 2004:24) where supporting open-ended questions provide a framework for conversation with the child. The importance of the practitioner’s role is also emphasised in (Manning-Morton et al, 2003:155) who suggest, the practitioner has a crucial role in children’s learning[7]. This application of the practitioner is quite varied including taking on the role of psychologist, for many of the assessments made with regard to entry into the present Foundation Stage is by observation. Curriculum / Learning and Education The second category focuses on the curriculum and the part the practitioner plays in successful implementation[8] without this a stimulating environment is not fostered and therefore hinders children’s learning. In summary the literature details the responsibility the practitioner has in shaping children’s learning in meaningful contexts that are appropriate and suitable. The authors discuss the importance of multi-professional collaboration[9]. This signifies the importance of practitioner’s working together to create an environment that enriches children’s lives. With practitioner’s that are motivational in delivering an effective learning environment supporting children to reach their full potential now that will carry on through the years, or in other words to start the pathway for Lifelong Learning. The responsibility of implementing a successful learning programme depends not just on the practitioner, nurturing minds, having a positive effect[ 10]. The literature supports the practitioner’s intervention for effective learning, where situations and surrounding play an important part. The differences in our situations and surroundings that we live in are factors that influence our quality and quantity of our learning process, and this process encompasses social, moral and academic learning. (Child, 1997) This effective learning process of Lifelong Learning, was brought into the open through employment and employers throughout the last decade of the 20th Century where changes of technology and cultural issues came about in the workplace (Crompton, Gallio, Purcell, 1996). To begin with, in 1996, the European Year of Lifelong Learning, the British government published a Policy Framework for Lifetime Learning (DfEE, 1996). Enhanced by the Fryer Report (National Advisory Group for Continuing Education and Lifelong Learning (NAGCELL) in 1997), and which surprisingly was omitted from the Dearing Report (NCIHE 1997) as sanctioned by the government with National Higher Education. Although well criticised, the report contained recommendations and targets for education and training that set out to motivate and enable learners to develop and benefit in society. Overall it outlined the aims to be sustainable, and to finally shape a democratic path. In parallel to all this was a negative that was highlighted by Elliott (1999) who stated that educationalists and the policy makers had on occasions ‘hijacked’ the phrase Lifelong Learning for other reasons. Reasons which came out from their own agendas, producing a system of their self-interest which resulted in being an obstacle and destructive to learning. The learning process of development has been under investigation for many years. The British Cohort Study (BCS70) as far back as 1970 confirmed that a pre-school program generally increased cognitive attainment for children of 5 years of age. Yet did not prove a great difference within disadvantaged children (Osborne Millbank, 1987). Research also found that the social adjustment and language was poor at the age of 5, and also showed that inferior reading skills were present at the age of 11. Feinstein et al (1998) showed that in education during the years of 1962-1973 the pre-school contribution made no improvement to children entering secondary school. Now some thirty years on pre-school is taken as an important part of amongst others learning the social skills to prepare for formal education. Comparing types of provision, such as Montessori and High/Scope was by way of literature and via Internet websites[11]. Analysing these became a framework for an alternative curriculum implementation, detailing the practitioner’s role and the methods used for a successful ethos. The High/Scope regime is an â€Å"active learning† educational approach[12], the child’s interests and choices are at the heart of the programme, where the central model of learning is the ‘plan, do and review’ cycle. The High/Scope educational approach for infant-toddler, preschool, elementary, and youth programs is a set of guiding principles and practices that adults follow as they work with and care for children and youth. These principles are intended as an open framework that teams of adults are free to adapt to the special needs and conditions of their group, their setting, and their community. Active learning — the belief that children learn best through active experiences with people, materials, events and ideas, rather than through direct teaching or sequenced exercises — is a central tenet of the High/Scope approach for all age levels. (High/Scope, 2005) They construct their own knowledge through interactions, planning their activities for the day in a small group with a teacher or ‘educator’. Each small group will have a ‘keyworker’ a member of staff assigned full time to them, so although they work with different adults, the children in the group have the security of a central relationship. Later in the day the whole group will review their progress, and as language is central to learning, so children describing both plans and activities to each other becomes very beneficial. So with the whole group being involved in undertaking the first steps in the learning process, out of high-quality early years environment come the development of feelings for high self-esteem, with high-aspirations and secure feelings of self-efficiency. Believing in their own capability to start solving problems, to understand new ideas, and develop new skills. The result being, that the children feel in control of their environment and grow in confidence with their abilities. This pattern continues in focused adult/child and child/child conversations, placing the responsibility very much on the individual child for their own learning, whilst the practitioner’s offer physical, emotional, and intellectual support. So taking on Vygotsky’s notion of ‘effective instruction within the zone of proximal development’ (1993, p.36). Summarising the Montessori method this includes education of the senses; the aim is two-fold, biological and social[13]. The Montessori environment is solely linked with natural objects for children to explore and investigate in their first seven years. The practitioner’s role is to support children within their access of objects and environment. The DfES Foundation Stage ethos focuses on learning through play and learning intentions to support children through stages of achievements. The practitioner’s role is to support children’s progress through each stage by implementing activities and opportunities to extend their learning through a play environment. Each curriculum requires the practitioner to be motivational, enthusiastic and knowledgeable in their field. In 1998 the introduction of a National Literacy Strategy (NLS) for school years 1-6 was undertaken, and with it came considerable pressure being placed on schools to implement this program, following which most primary schools have continued to adopt it. The National Literacy Strategy (NLS) has a central core, which is the framework for teaching that covers the statutory requirements in reading and writing within the National Curriculum. The school curriculum comprises of all learning and other experiences that each school will plan for its pupils, and the National Curriculum is an important element of that school curriculum. The NLS provides a framework of pre-specified objectives that revolve around: text, sentence and word level work which are delivered via a daily structured hour long session, which is termed ‘Literacy Hour’. Following this introduction Primary teachers are now urged to support and conform with this prescribed teaching pattern, in fact practitionerâ €™s are now being told not only what to teach, but also how to teach it. ‘Education influences and reflects the values of society, and the kind of society we want to be. It is important therefore, to recognize a broad set of common values and purposes that underpin the school curriculum and the work in schools. If schools are to respond effectively to those values and purposes, they need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. These aims provide an essential context within which schools develop their own curriculum, and are outlined as follows: Firstly the school curriculum should aim to provide opportunities for all pupils to learn and achieve. Secondly the school curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.’ The National Curriculum, Key Stages 1 2. 1999 DfEE Despite all this, a report undertaken by the Association of Head Teachers [2003] claims there is a mounting concern amongst teachers about the effects of this Literacy strategy. Arguing that formal teaching as prescribed through the Literacy Hour, is developmentally inappropriate for many 6 year olds, and therefore recommends that the principles of the Foundation Stage be extended to cover all children aged 3-7 years. In enhancing this thinking, going back to 1996 where the Department for Educational Studies (DfES) funded the undertaking of Effective Provision of Pre-School Education a longitudinal study that was for children of 3 to 7 years of age. Where it majored on pre-school through into primary assessing from a cross-section of social backgrounds. This complimented another undertaking in Findings from the Early Primary Years (EPPE Summary 2004) that collected data from children, their parents, their home environment and the pre-school they attended. All of which went on to prove that cognitive and social effects were positive for the children going into primary school. It was found that parent’s education and social class remained as predictors of intellectual and social development, and that very long periods of pre-school were connected with anti-social behavioural problems entering primary school and through to the end of Key Stage 1. This fact was attributed to the presence of non-parental childcare before three years of age. The education level of the child’s mother was seen to be a factor in the child’s performance. Overall, it reported that the attainment reached in reading and math’s from an effective, high quality pre-school attendance, proved a positive impact which was not depleted by the end of Key Stage 1, and that attendance before the age of 3 was very positive towards the child’s attainment. By continual research key findings within the EPPE Summary of 2004 over the pre-school period included that disadvantaged children may benefit appreciably from good quality pre-school experience, especially when they are with a mixture of children from different backgrounds. It also went on to show that overall, disadvantaged children have a tendency to only attend pre-school for short periods of time compared to those from more advantaged groups. From this result recommendations were made: i) To develop and encourage more episodes of ‘sustained shared thinking’ with the children. Use of freely chosen play activities provides the best opportunities to extend children’s thinking. ii) Continually work towards an equal balance of child and adult initiated activity. iii) Develop staff to have both the knowledge and understanding of child development and the curriculum. By way of a pilot scheme, in 1998 parts of England by the National Literacy Strategy (NLS), which was a direct result of nationwide poverty implications in 1966, all infant and primary schools were expected to teach English within what was termed the Literacy Hour. The hour was divided into segments to allow teaching as a whole class, as groups or individuals, with the focus for each segment also prescribed in detail: children being taught reading and writing at whole text, sentence or word level. Teaching objectives had to be included in this daily Literacy Hour with the class. The format is dictated to being the same for Year 1 through to Year 6. Reaction from teachers, many unprepared to teach this due to lack of time, were concerned and uneasy over several issues, and some reported that time spent in other curriculum areas were affected. A perceived lack of flexibility about the Literacy Hour was commented on unfavourably, with fears voiced of the possible negative effect resulting from six years of children being taught in the same way (Anderson Urquhart, 2000) The feedback on this, Hourwatch, was undertaken from the autumn of 1998 through to the summer of 1999, from a cross-section in Year 1 and Year 2 at Infant School, and reception class and year 6 in Primary School. The feedback from teachers was not favourable. Planning of group activities took a considerable extra time to prepare. Overall the framework objectives for the hour resulted in a lack of coherence, making implementation time consuming, out of all proportion to its share of the curriculum, and generally uninspiring. One such response from an experienced teacher, remarked that although Learning Hour had some good points, â€Å"it was too rigid a structure, takes too much time to plan, too analytical, not matched to children’s current level of experience and skill. It gets boring following the same format day in day out, it does not provide enough opportunities for creative and extended writing, and it results in too much unfinished work† (Anderson Urquhart, 2000 ) Overall the organizational and bureaucratic demands were overwhelming the educational value. In 2000 the Government in the UK introduced a revised National Curriculum (Curriculum 2000) and the Foundation Stage that was for the 3 to 5 year olds, giving this period in the child’s education a distinct identity and attention. Curriculum 2000 emphasized inclusion, aiming to secure learners participation and ensure appropriate opportunities for them to achieve, and offered flexibility within for schools to develop their own normal curriculum. It offered a less prescriptive approach, in which flexible allocating of time for required subjects allowed them not to taught each week, term or year, therefore allowing choice of method and the maximising of teaching and learning. A study of the transition from infant to Primary in England: from Foundation Stage to Key Stage 1 was carried out in 2005 (Sanders et al, 2005), where it was discovered the biggest challenge to children being the move from play-based approach in the Foundation Stage to a more structured curriculum in Key Stage 1. It also noted that the Literacy Hour had proved challenging as it was difficult for young children to sit still and listen to their teacher. The ensuring of stability, has been promised and undertaken by the Government for this transition period, in understanding and support for staff training, the child’s learning and guidance for parents (DfES, 2003). Researching journals on the subject was also limited with only one journal; Early Childhood Research Quarterly. This research[14] discusses the aspect of practitioner behaviours in the environment and the practitioners’ application, detailing the importance of collaboration and an understanding of curriculum and learning. Reading the journal article shows a support for my research in as much that the role of the practitioner is vital in providing an effective learning environment for children to progress and grow. In respect to how children progress and grow, a large portion learn, construct knowledge and develop skills, in today’s world of computers and computer games. The act of play for a young child is seen as being far more important, and in the past there have been successful arguments in the fore and against the time allocated for play in the early important years of a child’s education. Parents and school administrators always demand results, and yet question the value of a child playing. Educators and child development specialists endorse play as being the best way for young children to learn the ultimate curriculum for the social, physical and cognitive advancement needed to set a solid foundation for later school and life success in our increasingly complex and technological world. The importance of play in a child’s development is shown to have various kinds of concepts (Wardle, 2000), each having their own strengths: Motor/physical play – critical for the development of physical strength, and to establish a fitness regime against heath problems through being overweight in latter years. Social play – interacting with others builds skills and underlines important social rules, including give and take, co-operation and sharing. All go towards moral reasoning and developing a mature sense of values. Constructive play – the manipulation of the environment to experiment, build and create, resulting in accomplishment that empowers them with control of their environment. Fantasy play experimentation of language and emotions in an abstract world, where young children can stretch imaginations in a risk-free environment. This area of abstract time is believed to be so important in our growing technological society. Games with rules – vitally important in a child’s development, to learn and understand that situations cannot exist without everyone adhering to the same set of rules. This concept teaches children a critically important concept, in that the game of life has rules (laws) that we all must follow to function productively (Wardle, 1987). Government policy reflects the importance of the practitioner’s role with learning and education in early years settings. The proposed Childcare Bill introduced to Parliament on 8th November 2005 supported a link between Foundation Stage (3-5 years), Every Child Matters, Birth to Three Framework and OFSTED National Childcare Standards for nurseries; combining these four documents[15]. By placing early childhood provision on a statutory footing will assure practitioners’ of the Government’s commitment to improving early years provision. The Government recognise for the youngest children the distinction between childcare and education is indistinguishable. This supports my research by the Government recognising the important role the practitioner has in the welfare of children, in education and care. In the UK this problem is being addressed by the Government taking on a ten-year strategy for childcare, published in 2004, which is now subject to Parliamentary Approval in 2006 (Education Skills, 2006). It is the Government’s response to a fundamental challenge facing Britain in the need to ensure available, affordable, and high quality childcare in the 21st Century. More women are going to work than ever before, they choose to work for increased family income that can improve lifestyle (out of poverty) and improve their children’s life chances. With the emergence of this new Childcare Bill the practitioner has to ensure their role positively shapes children’s learning in meaningful contexts. Now in 2006 discussion and assessment is well underway for the Early Years Foundation Stage that will start in 2008. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. Are the lessons that have been learnt by the government ministers over the years now going to lay correct foundations for the practitioners to deal with? As childhood is not merely a pe

Evaluate Jungs Theory Concerning Personality Types Philosophy Essay

Evaluate Jungs Theory Concerning Personality Types Philosophy Essay During the 1920s, philosophers and scientists had turned their attention to exploring the idea of personality types. It was during this period that Swiss psychiatrist Carl Gustav Jung wrote his book Psychological Types explaining his very detailed understanding of the process of Typology (the study and classification of personality types with common traits or characteristics). Subsequently, his work has been developed into one of the most widely used typologies in the world. Berens, L. Nardi, D. (2004) Jung was first to develop the theory that each of us has our own personality type. He suggested that humans used two basic functions in their everyday lives the function of perception, or how we take in information that is presented to us and the second function of how we make our judgements based on that information. He believed that within these two basic functions there were further dichotomous sub-functions at work. In the case of perception, he believed that we processed information either via any (or all) of our senses, or alternatively, by our intuition our gut feeling. Similarly, with our decision making process, Jung believed that we make our judgements based upon either personal (subjective) feelings or impersonal (objective) logic or, in other words thinking. Jung described the perceptive functions of sensing and intuition as irrational as they do not evaluate as such, rather they are concerned with the simple gathering of information and then perceiving the nature of something based upon the information gathered. He did not mean irrational in the sense of being absurd or inconsistent with logic but rather with reference to being removed from reason and judgement. Quite naturally, the judging functions, those of feeling and thinking were considered to be rational. Both judging functions having opposite attributes to those of the perceptive functions in that they very much evaluate experiences and they do rely on the use of reasoning and judgment. Jungs typology bears some semblance, borne from his study of mythology, to the Four Temperaments from Ancient Greek culture, namely Choleric, Melancholic, Phlegmatic and Sanguine. Jungs model however, is considerably more developed and more complex. He theorised that each of us channels our psychic energy (or libido) into each of our four functions of sensing, intuition, thinking and feeling during our normal daily lives. He then went on to suggest that we all apply different levels of that psychic energy to the different functions. Importantly, Jung believed that it was possible to test, measure and identify a hierarchy of preference that an individual has regarding their personality functions labelling the favoured function as the dominant, the second most frequently used as the auxiliary, followed by the tertiary and then finally, the inferior function. This proved fundamental in the formulation of his theories regarding individual personality typology. Jung suggested that those individuals with a dominant sensing function are generally governed by external facts which are received, as the name implies, through their senses. They will tend to have a natural propensity to live in the present, seeing everyone and sensing all that is going on around them. They tend to be quite practical and proactive about their lives. Enjoying these traits enables sensing type individuals to be able to quite naturally adapt quickly to most situations remaining realistic and self-confident as they go about their daily lives. The naturally opposing function to sensing is intuition. Intuitive type individuals spend far less time in the present, focussing their attention much more on both the past and the future. As such, they have a tendency to worry more about things that may happen or dwell upon things that have already happened in their past and they are often blighted with unnecessary doubts. Avoiding routine, intuitive types are usually only very interested in things that happen in their lives that are either new or unusual. Each aspect of the intuitive individual is the natural polar opposite of the sensing individual. Of the two other naturally opposing functions, the thinking individual would process information based on structure and functionality. Very intellectual in their approach, they would have a natural tendency to break down everything using logical analysis to try to expose any underlying structures, patterns and systems. Evaluation would be based upon their intellect and the segregation of information into rights and wrongs. Any action taken by a thinking type individual tends to proceed from intellectually based motivation. A frustrating aspect of the naturally thinking type is that they do not place a great deal of importance on getting to the bottom of arguments or quarrels. Thinking types are natural opposites to feeling types and as such, usually have trouble talking openly about their feelings and are relatively emotionally cold. Jung regarding feeling as an evaluative function, the feeling individual generally being governed by the value associated with the things drawn to them through their feelings. Feeling types are more likely to be interested in other people and other peoples feelings rather than their own. They see things not as right or wrong like thinking types do, but more like good and bad, they tend to have a more ethical evaluation process. Feeling types tend to pay a lot of their attention to love and passion and can easily use their emotions consciously or unconsciously to manipulate people or situations. They also have a tendency to be very comfortably tactile. Jung posited that the dominant function was very important to each individual and overshadowed all of the other functions when it came to constructing a personality type. He also suggested that improving our awareness of all of the four functions within ourselves, be they dominant (conscious) or inferior (unconscious), was very important in helping us to develop a healthy, balanced existence. He went on to suggest, unsurprisingly, that if any functions were unduly repressed, or not receiving enough psychic energy, this would ultimately lead to problems that would almost certainly arise sooner or later in a persons lifetime. Jung was very much into the idea of psychic energy and its constant shifting within our psyche. He was of the opinion that we all use psychic energy and as individuals, we consciously and unconsciously channel our psychic energy both internally and out into our external world. The Society of Analytical Psychology website tells us that; Jung drew on the work of the philosopher Nietzsche and the psychologist William James in his development of typology'(2006) resulting in two very different and opposing attitudes which also contribute to our character types those attitudes being introvert and extrovert. Introversion, where the energy is directed in towards the self, is normally characterised by hesitant, reflective, defensive traits. By contrast, extroverts channel or draw their energy from external sources. They are interested primarily in what is happening outside themselves, in their surroundings, other people or external noises. Extroverts tend not to enjoy spending time alone as they naturally draw their energy from, and channel their energy to, their external world. Jung concluded that individuals either introverted or extroverted their dominant function creating a total of eight possible psychological types an example of which might be an Extroverted Thinker. The healthy, balanced and best example of an Extraverted Thinking type tends to have a good sense of the facts. They are very adept at establishing order in all aspects of their lives their benchmarks are justice and truth, based upon what they consider to be the purest conceivable formulation of objective reality D. Sharp (1936). At their worst, amongst other things, they are religious zealots or con men (or women). Introverted Feeling would be their inferior functions meaning that anything involving artistic senses, quality time with loved ones and family and loving relationships are liable to suffer. They will tend to come across as cold or unfriendly but this will only be because they will be more interested in fact than how their attitude effects the people around them. In extreme examples, they will neglect their own vital needs and unconsciously compensate by becoming highly oversensitive, petty and mistrustful of others. Once the unconscious compensatory process has begun, there is a danger of the collapse of their conscious attitude, resulting in their positivity and creativity becoming stagnant and regressive. In the very extreme case, the individual can become a recluse and/or misanthropic. Another example of one of Jungs eight psychological types would be the Extraverted Sensation type. This type of person will react to an object, situation or person in a way that their response to the object is conditioned by the object. Sharp (1936). They are drawn to objects, people or situations that excite the strongest sensations within them and because they are still extraverted, they always have a strong sensuous bond to their external world. As Jung (1923) states; The sole criterion of their value is the intensity of the sensation produced by their objective qualitiesHowever, it is only concrete, sensuously perceived objects or processes that excite sensations for the extravertHence the orientation of such an individual accords with purely sensuous reality. (p. 363) Healthy Extraverted Sensing types are great at finding their way around, reading maps and they rarely forget appointments. They are also neat, tidy and punctual individuals who love to socialise and surround themselves with the finer things in life. The negative aspect of this type is their inferior functions of introverted intuition. In their natural world, the things that cannot be seen, heard or touched those things that are not fact are instantly treated as suspect. Psychic conflicts are dismissed as imaginary and changes in mood will be blamed on seemingly unrelated and trivial things like the weather. Amongst the worst traits of this individual is related to instances when their attraction and focus upon sensation becomes overwhelming and consuming, extreme cases result in unscrupulous, pleasure-seeking hedonists. In Psychological Types, In relation to Extraverted Sensing types, Jung states that repressed intuitions begin to assert themselves in the form of projections (p. 365). The projections open the door for jealous fantasy, suspicion and anxiety, typically based on quite absurd assumption. The more severe cases producing phobias and compulsions, although this only tends to happen very occasionally More usually, the compensating inferior function simply imparts a rather charming air of inconsistency to the personality Sharp (p. 58). A further type, The Introverted Sensing type is guided not by the intensity of the external object as in the previous two examples, but by the intensity of the subjective sensations activated by the object. They pay every attention to what people look like, how they smell, the sounds they make and how they feel rather than the actual person themselves. Introverted sensing artists, for example will bring a unique depth of life to a painting or scene. In extreme examples of Introverted Sensing types, the effect of an object does not penetrate into the individual (subject) at all. They are no longer able to distinguish between the real object and their subjective perception. They have virtually no rational ability to sort problems out and are more likely to have dark prophetic fantasies of what might happen in the outside world to their family or mankind Sharp (p.83) This type is also prone to becoming stuck in a rut or otherwise bogged down in a routine due to their other functions becoming unconscious. Jung writes; as soon as the unconscious becomes antagonistic, the archaic intuitions come to the surface and exert their pernicious influence, forcing themselves on the individual and producing compulsive ideas of the most perverse kind. The result is usually a compulsion neurosis, in which the hysterical features are masked by symptoms of exhaustion. (p. 398) Jung noted that just like the four functions, both attitudes of introversion and extraversion are present in each individual in differing degrees dependant upon the energy dedicated to them. Nobody is either purely extrovert or purely introvert, in fact, the vast majority of people have a fairly well balanced mix of the two attitudes although one will always be more dominant and natural than the other in each individual. On discussing Jungs typology theory in her book Drydens Handbook of Individual Therapy, Windy Dryden (2007) notes that; [a] neurotic defence is that of extreme introversion which manifests its narcissistic feelings of grandiosity that act to keep an individual from being involved in interpersonal relationshipsWestern culture is identified with an extroverted, thinking, sensation way of functioning so that many people feel forced to comply with this. If this compliance becomes pathological, they need to be helped to achieve a better balance she goes on to say it may be said that extreme extroversion can be as neurotic as extreme introversion. (p. 107) Jung said that extraversion and introversion are not mutually exclusive and that they have a natural tendency to self-balance through both conscious and unconscious processes. Therefore, a consciously extravert person will possess a compensatory inwardly unconscious introvert side and vice versa. Jung linked this effect to the repression of natural tendencies and the resulting unhappiness, hysteria and illness, so if the balance gets upset by repression (an unconscious action) our mind would seek to restore the balance in an unconscious manner. This leads us onto a key component of Jungs theory on personality types the element of balance. All of Jungs psychology was based upon balance, growth and hope and his personality type theory was no exception. As we know, Jung subscribed to the notion that all attributes of the four functions and the attitudes of introversion and extroversion appear in all individuals to differing degrees. According to Jung, as human beings, the way that we are able to cope with the opposing characteristics to our natural dominant functions and attitudes is by the balance of our psychic energy levels, which we devote to each part at any given time. As far as Jung was concerned, an imbalance of psychic energy ultimately resulted in some form of psychological disturbance, with neurosis over-emphasizing the individuals character traits. Crucially, that the four functions need to be in balance does not mean that they need to be equal to each other insofar as their psychic energy levels. Taking the four functions into account, our natural tendency is to adopt one, rather than the opposite. If the thinking function was the most developed in an individual, it would naturally benefit from having more psychic energy dedicated to it than the feeling function (the other judging function). Being the natural polar opposite to thinking, feeling would then become the inferior function and would remain so for as long as thinking was the dominant function thus becoming balanced. Sensation and intuition (the two perceptive functions) would then become the auxiliary and tertiary functions. More energy would be dedicated to thinking and less energy would be channelled to feeling but they would all still, ideally, be within a correct and natural balance relationally. This balance is vital as our dominant function is actually bolstered by our inferior function, however we do only have a finite amount of psychic energy. If we channel too much energy into our dominant function, the inferior function can be at risk of being lost in the unconscious or the shadow as an expense, resulting in some form of disturbance. Our shadow can be described as our yet to be realised area of our mind. It can harbour potential personality disorder or, equally, it can be potentially creative. In therapy sessions, we seek to help our client to rediscover their shadow side and restore their balance. With this in mind, Jungs theory suggests that there always needs to be an unconscious counter-position to keep a balance within the functions. One function (the dominant) is experienced consciously whilst the counter or inferior function is experienced unconsciously. In the 1940s, Isobel Myers and her mother, Katherine Cook Briggs were drawn to the work of Carl Jung and were inspired to try and develop his theory of personality types into a more practical and usable instrument. They subscribed to Jungs ideas of opposites and crafted some extremely well thought out questions in order to force choices to be made between naturally existing psychological dilemmas. What resulted was a ninety-three point self-questionnaire that enabled people to be categorised into one of a possible sixteen personality types based upon their own answers to a series of carefully constructed questions. What the MBTI does not do however, is to detect psychiatric disturbances or provide intelligence quotients it only focuses on a subjects normal behaviour. Jung would never have approved of his work being developed in this way, however, if an individuals normal behaviour is naturally disordered (and therefore consistently so) it can provide useful indicators to potential disturbance-related traits. This underlines the difference between a psychiatric disturbance (non-constant behaviour) and a personality disorder (constant behaviour). This is illustrated nicely in Dr Duane Dobberts book Understanding Personality Disorders where he writes; While many other psychological disorders fluctuate in terms of symptom presence and intensity, as with normal personality, personality disorders typically remain relatively constant throughout life, although they do vary in severity from individual to individual. (2007). As previously noted, if any functions are being unduly stifled through lack of psychic energy either consciously or by design, this is expected to lead to problems that will arise at some point in the individuals adult life. An example where we may be likely to see evidence of this is when a parent or guardian continually forces certain uncharacteristic behaviours upon their children, or when adults consciously inhibit their own feelings. In doing this, they are going against what is natural for the oppressed individual and it will probably eventually lead to some form of psychological disturbance. We also often see evidence of peoples unconscious mind reverting from unconscious to conscious behaviour when they are stressed or under the influence of alcohol. As far as psychological problems are concerned, many are characterized by a lack of control in certain situations. Often, the lack of control is only part of a larger pattern of behaviour, such as substance abuse problems or sexual disorders. There are however, several psychological disorders that are defined primarily by a loss of control and these would include instances of Domestic Violence, Pyromania and Pathological Gambling. Studies have been performed to try to ascertain if there is any form of notable relationship between certain personality types and certain psychological disturbances. A psychiatric study in the University of Carolina by Janowsky, Morter Tancer (2000) was carried out whereby a group of sixteen patients with diagnosed Social Phobia were compared to a group of twenty-four hospitalized patients suffering with Major Depressive Disorder. Both groups were compared to a control group of a normative population comprising of nearly fifty-six thousand individuals. Each subject underwent the MBTI survey and results stated that Social Phobia patients were significantly introverted (93.7%) as opposed to the normative population group (46.2%). Notably, the Social Phobia patients also scored significantly more introverted than the Major Depressive patients, although the Major Depressive patients still scored as introverted. One conclusion drawn from the study was that introversion is a major compon ent of Social Phobia, if nothing else this observation almost certainly has therapeutic significance. The fact that Carl Jungs psychological types structure continues to provide the basis of many of the leading psychometrics systems and instruments in use today, including Myers-Briggs, is testimony to the enduring relevance and value of Jungs work. Whether it may ever be developed so that we may detect personality disorders before they become apparent will remain to be seen. Ethically, if we got to that stage, who knows how such a test may be exploited? Maybe it would be best if we never found out.

Exposing Boundaries in Wilsons Fences :: Wilson Fences Essays

Exposing Boundaries in Fences Fences is a play that deals with boundaries that hold people back and the trials and tribulations of those who try or wish to cross them. The characters are African-Americans in a time before the civil rights movement, living in an industrial city. The main character, Troy Manxson, is a talented baseball player who never had the chance to let his talent shine, with restrictions on race and his time in jail as the main obstacles that held him back. He is now hard working and loves his family. However, he tends to exaggerate and has his faults, most prevalent a wandering eye when it comes to women. His wife, Rose, is younger than him and loyal, but she may not have known about all of his faults when she married him. At the beginning of the play, Troy has a son from a previous marriage, Lyons, and a son with Rose, Cory. Also appearing are Bono, Troy’s drinking buddy, and Gabriel, his brother. All of the characters are "fenced in," by various barriers. Troy is working in a job where African Americans can get the lowest and most difficult tasks. On the home front, he has responsibilities to his family. Rose has chosen life with Troy as an alternative to "a succession of abusive men and their babies, a life of partying, or the Church." Troy’s son, Lyons, is supposedly a musician but is going nowhere. Cory has potential but has his dream of playing college football extinguished by both protective and jealous Troy. The characters must deal with hardships of daily life, racial discrimination, straining relationships with each other, and the feeling that this is all their lives are: somewhat of a confined space with no escape; fenced in. Troy’s brother Gabriel, although minor, is important to the play for many reasons. The most important is that while Gabriel perhaps has highest and most impassable fence around him, he is the only one who ignores it; he is not bounded, at least not in his own mind. Gabriel is seven years younger than Troy. They were both in a large family with a frustrated and abusive father. Gabe is the only family Troy speaks with now. Injured in World War II, Gabriel had part of his head blown away. He now has a metal plate and is confused and somewhat delusional.

Themes of the Odyssey :: essays research papers

Throughout the Odyssey there are many themes that Homer uses to portray different people and events. To name a few, there are the themes of Betrayal and Revenge,Greed and Glutony, Hospitality, Role of the Gods and Wealth (the amount of money one had determined the status he held in the greek society, and this explains Odysseus's love for plunder). To start with the most common one, the role of the gods, one can see many such allusions thrown all over the odyssey. The epic poem starts in Mt.Olympus where the gods are discussing what will happen to Odysseus , Master mariner and warrior of Ithaka. As it so happens he is on the island of Kalypso, one of the lesser gods. Also, as Odysseus travels, one learns about the role of the gods in not only his travels but other peoples ones too. Agisthos, the man who stole Agamemnon's wife and killed him, was sent a message from Zeus by Hermes, giving him the information of what will happen if he kills him. Also, Menelaus, the red haired king of war, had to wrestle with a sea-god in order to gain acceptance and sail all the way back to his homeland of Sparta, and find news about the rest of his companions. He would not find out about his brothers demise until he got home. The next two themes are interelated, Betrayal and Revenge, with Greed and Glutony.THe gods punish those who show greed and glutony, but that does not mean that they cannot be punished as well. A prime example of this is when Posiedon is out feasting among the 'sun-burnt' races that were deemed to be his own. While he was feasting, Odysseus escaped the island of Kalypso, something that Poseidon did not like and was to late to stop from happening. While he was being gluttanos and eating all that food, Odysseus had escaped. Another example would be the murder of Agamemnon. Agisthos was greedy and wanted money and status, as well as Agamemnon's wife and Agamemnon's wife betrayed Agamemnon when she went off with him and even more so when they both killed him. However, the theme of Betrayal is often closely followed by the theme of Revenge. Agamemnon's son, Orestes, would go back and avenge his father's death, killing Agisthos and his mother even though later on in greek mythology he knew he would be punished for killing her.

Bruce Dawes poems Essay

Bruce Dawes poems explore the impacts of consumer culture and are an indictment of the growing materialism in modern society. In Enter Without So Much As Knocking (1962), Dawe portrays a world dominated by consumerism, which has lead to `conformity, and eroded the individuality of many people. The idea that our view of the world can only be seen through television and that our experience of life is restricted and controlled by it is highlighted in the satirical poem, Tele Vistas.(1977) This idea is revisited in The Not So Good Earth.(1966) Television in consumer society is the prime source of information and entertainment. Dawe expresses his concern that we have become desensitized to human suffering because it is presented to us as entertainment. The central message of the satirical poem Enter Without So Much As Knocking by Bruce Dawe is that â€Å"you are dust and unto dust you shall return†. Dawe’s biblical allusion emphasizes that it doesn’t matter how many consumer items and materialistic things are bought, everybody ends up the same way, back to dust again. Society is portrayed as the product of the consumer age and human life is determined as a by-product, lacking in real value and soon rendered obsolete. Dawe suggests that contemporary society is false and superficial. The intertextual reference to ‘Bobby Dazzler’ epitomizes this: an empty smile behind the welcoming faà §ade reinforced through the superficial clichà © â€Å"all you lucky people† undercut by Dawe’s mocking tone in â€Å"and he really was lucky because it didn’t mean a thing to him†. The family is defined in terms of what they look like in advertising jargon: the mother is ‘economy size’. Consumerism now defines identity or lack of individuality. This brings the idea that in order to belong to a consumer based society, the individual must conform. This idea is reinforced through negative listing in â€Å"he was old enough to be realistic like every other godless money-hungry back-stabbing miserable so-and-so†. The derogatory labeling is a clichà ©d reference to the gossiping and derisive comments that characterize the materialistic culture Dawe is criticizing in his poem. Tele vistas (1977) is another satirical poem where humans are identified on the terms of brand names of communication companies, â€Å" Sanyo-orientated, Rank-Arena bred†. This use of metaphor reinforces how identity is shaped by  consumer culture – their character/personalization is determined by their choice of technology. The modern god is television and its viewing content is being satirized heavily by Dawe. This poem thoroughly ridicules the dominance of television media in our lives. Reality is defined by media constructs – relationships and human conversation comes second. Through Dawe’s indictment of consumer culture, he raises the issue that modern society lacks identity, individuality and purpose and that contemporary Australians are typically co-dependent on television for basic human interaction, †a faulty tube led to their meeting†. The romantic cliche’s juxtaposed with references to television suggest that the relationship of the couple would not have occurred without TV. The demise of the relationship is foreshadowed through the juxtaposition of ‘ever-faithful’ with an alliterative metaphoric reference to ‘’World at War’ in the final lines of the poem. Dawe suggests that relationships built on shared consumerism are ultimately shallow and unstable. The Not So Good Earth, like Tele Vistas, is centered on the commonplace activity of watching television. Dawe expresses his concern that individuals have become desensitized to human suffering because it is presented as entertainment. Vivid imagery of human suffering is juxtaposed with the upbeat tone to describe the satisfaction achieved by a good quality picture. This is made evident through the phrase, â€Å"using the contrast knob to bring them up dark, all those screaming faces†. Life footage is depicted as a product like a movie to be judged on its value to the consumer through, â€Å"on the quieter parts where they’re just starving away†. It is a very satirical poem that creates black humor. Through the characters’ complete insensitivity and absence of either empathy or sympathy, Dawe expresses amazement at the complacency of people in our society. A metaphoric and satirical reference is made by the poet commenting on the destruction of less privileged communities â€Å"We never did find out how it finished up†¦ Dad at this stage tripped over the main lead in the dark, hauling the whole set down smack on its inscrutable face, 600 million Chinese without a trace†¦Ã¢â‚¬ . The light tone that focuses on the loss of the TV trivializes the loss of life referred to in these lines. By adopting the voice of a consumer Dawe parodies consumer culture and exposes the insensitivity that accompanies  shallow materialistic values. Enter Without So Much As Knocking (1962)outlines how consumer culture has eroded the individuality of people. This is also evident in Tele Vistas (1977) as Dawe portrays that life can only be seen through a television screen, not through common encounters. The Not So Good Earth (1966)is a very satirical poem that creates black humor through the idea that society has become desensitized to human suffering due to consumerism.

Bernini

The Baroque period is emphasized by drama and theatricality. The sculptor Bernie exemplifies this in his works. How does the Coronary chapel exemplify drama and theatricality? Bernie designed every aspect down to the last detail. What do you think of this style? Panoramic view (make it full screen): http:// www. Phantasmagoria. Com/502/Rome/Santa_Maria_Della_Aviators Some details: http:// www. Removable. It/Capped. HTML I really like Bering's style and I appreciate his attention to detail. The Coronary Chapel is very bright on the inside from the virtual tour I took. I like that and I think this is on repose.He wanted an open themed chapel that allows light in because the light signals that this is an open place and that you are welcome to come in. The floor to me is also beautiful and I appreciate the designs he displayed. The focal point is right in the middle and the patterns on the floor are concentric and move out from this point. Also every wall you look at has some sort of pat tern or color. It is a bit clustered but I like it. It is complex and works very well for him. You can spend all day looking at something new and that is the detail I like. Not many places built today have this same detail.Once again with the bright colors it is very welcoming. He draws your attention and wants you to come in and explore. The walls look to be stone and this gives it an earthy feel as well as an elegant flow. It looks to be rich and expensive and the artist did not cut any corners when they made this chapel. I like this and once again the attention for detail is amazing to me. The ceiling is even covered to display their creativity and skill. People come in Just to see the beautiful stone walls and they know that this building was built with the very best materials of this time as well as for today.