Political campaigns Essay Example for Free

Political crusades Essay Political crusades additionally give a lot to consider and think. They are additionally inconceivably engaging especially as the gloves come out and restricting gatherings begin to put it all out on the table. Battle promotions are an incredible asset to cast yourself with a particular goal in mind, as reliable, fair, and prepared to complete things. Anyway they can likewise be utilized to make your adversary look stupid, bumbling and so on. An elegantly composed and created include can be exceptionally full of feeling regardless of the substance yet a few advertisements simply go well beyond. My preferred political include from 2006 was the Western for Bill Richardson for Governor. This advertisement is a specific most loved not for who was running yet for the innovativeness of the promotion. What is more American than a western? The business is quintessentially American. Sheriffs are normally depicted as being straightforward, dependable, bold, prepared to right wrongs, prepared to battle. Just by depicting Bill Richardson as the sheriff these excellencies are inferred without night notice them. It is an incredible equal that some of Richardson’s achievements work with customary sheriff obligations, for example, imprisoning of fierce hoodlums. Not exclusively is the western customary and representative yet the silliness that is shown toward the end just adds to the battle. It shows that Richardson isn't reluctant to have a ton of fun and snicker at himself a piece. After all what sheriff would stroll into a cantina and request milk. In the past times that would be the start of a battle at that moment. This business was especially very much done. It recounted to a fascinating story especially in pictures and it played to Richardson’s qualities. It is a customary battle move to assault your adversaries and show them in a negative like however I acknowledge how Richardson maintains the attention on himself. All things considered on the off chance that you are attempting to advance yourself the most ideal path is to show your qualities. Somebody will show the opposition’s shortcoming; it generally occurs so why do whatever it takes not to have some good times. This political include seemed as though a great deal of fun and I am certain Richardson had a ton of fun creation it.

Satirical Elements In A Modest Proposal English Literature Essay

Ironical Elements In A Modest Proposal English Literature Essay In A Modest Proposal, parody is one of the primary components Jonathan Swift uses to clarify how Protestants mishandled Irish Catholics during the 1700s. A parody is an artistic work that impacts or pushes fun at debasement or any extra blunder or blemish. Parody may make the peruser express diversion at, or experience contempt for, the individual or item caricaturized. The significant capacity of a parody to incite perusers to fix the issue under discussion. The significant weapon of a comedian is verbal incongruity, a hyperbole where language is utilized to slight an individual or item by passing on a ramifications that is the opposite of what the words state. In A Modest Proposal, Jonathan Swift uses components of parody to evaluate Protestant savagery of Irish Catholics. Parody in writing, otherwise called Juvenalian parody, is utilized by those whose point is joke. It is more just known than characterized. From exceptionally bygone eras comedians have shared a recognizable objective: to render silliness in the entirety of its masks and to bring about change through such contact. It was a custom in English Literature through the seventeenth and mid eighteenth hundreds of years that scholars and writers would much of the time utilize the act of parody either for political purposes or simply to stress the  peculiarities of the general public. In such manner numerous main English artistic scholars utilized parody in their work, yet while various them utilized it to design a diverting circumstance, others would give it a very unsympathetic tone, which brought about some grave issues with the individuals who were focused in their work. There are three fundamental sorts of parody; Juvenalian, Horatian, and Menippean. Horatian parody is named after the Roman humorist Horatian. It looks to object to instead of ambush bad habit or indiscretion. A few techniques for parody incorporate incongruity, cleverness, or frivolity. By and large, Horatian parody is gentler, better humored and thoughtful, fairly receptive of human imprudence. It will in general counterfeit human silliness by and large or by type as opposed to pounce upon specific people. Hence it will in general make a critical grin. Juvenalian is named after the Roman comedian Juvenal. It is more severe than Horatian parody. It regularly flares and shows dissatisfaction for individuals, and looks to handle some malice in the public eye through scorn and criticism. While delight and joke are still weapons of Horatian parody, the Juvenalian humorist isnt alarmed to utilize castigation to build a point. A Modest Proposal is a case of a Juvenalian parody. Menippean parody, then again, is the most established type of parody. It was named after Menippus. It is a multifaceted, confused, and frequently ill defined type of parody. It will in general denounce the topic. It is a parody that reprimands everything in a disconnected way. Conversation is imperative to this sort of parody. It sees human silliness and injustice as a common ailment. A Modest Proposal is everything that a sarcastic content ought to be. It incorporates skepticism and joke as Jonathan Swift takes and gives us how the denied are dealt with wretchedly. The apparently harmless starting leads the crowd to assume that Swift will build up proposals that diminish the enduring of lamentable kids in eighteenth century Ireland, a second in time of congestion and land strain (suite101.) He appears to be certified and thinks it is a setback how wherever they walk around the roads of Dublin they see awful residents arguing others for hand outs. Quick tells the crowd how the offspring of poor families are inconvenience and how as opposed to requiring toll and articles of clothing the remainder of their lives, they will flexibly to the taking care of and attire of various measures of individuals. Any wise individual would think he plans to put them in industrial facilities or ranches to work and not be on the avenues imploring for food. He at that point tells any way that a youthful fit youngster at a year old is a generally scrumptious, supporting and healthy food (Swift.) Swift at that point proceeds as though he said something completely balanced and sound. As per his recommendation, twenty thousand youngsters might be saved for multiplication which is more than they agree to for sheep, dairy cattle, and pig. This is the point at which the farce begins to open up and that is at what time he drops the bomb on the crowd. The pay of his proposition is obvious. Every one of his proposition are comical, some even loathsome. The more unfortunate occupants will have something prized of their own, which they may sell, to help pay the proprietors charge. Not exclusively will they distribute their kids to the proprietors however on the off chance that they don't pay out their rent, the landowners can hold onto their children. The children are being utilized as an article of exchange and not in any case considered an individual. This recommendation is unexpected in itself since Swifts proposition to sell and eat overabundance youngsters isn't humble at all nor is it a reasonable answer for Irelands issues. Quick states kids these days either grow up to be hoodlums or to battle for the Pretender (Swift), and accuses the populace as a full. A dull, harsh piece ofâ literature, Juvenalian parody utilizes shadowy diversion among other ironical procedures to introduce horrible reactions of pay off or uncouthness. Jonathan Swift, who is notable for his ironical composition, utilizes all parts of Juvenalian parody in his essay A Modest Proposal to ambush the methods Ireland all in all was run during his time. The focal hyperbole in A Modest Proposal is verbal incongruity, in which a creator or storyteller says the opposite of what he implies. Swifts excellent usage of this gadget makes his key contention that the Irish are deserving of more beneficial treatment from the English-telling and horrendously engaging. The ironical goal of A Modest Proposal was misconstrued by loads of Swifts partners, and he was unsympathetically condemned for composing a paper with such amazingly awful taste. He verged on losing his help in light of this paper. The confusion of the expectation of the ironical assault occurred generally as a result of the distinction between the humorous goal of the savage proposition and the earnest tone of the account voice. In A Modest Proposal, Jonathan Swift uses components of parody to survey Protestant remorselessness of Irish Catholics. The significant weapon of a comedian is verbal incongruity, an interesting expression where language is utilized to affront an individual or article by passing on a ramifications that is the opposite of what the words state. A parody is an abstract work that impacts or pushes fun at defilement or any extra mistake or flaw. The significant capacity of a parody to provoke perusers to fix the issue under discussion. Parody may make the peruser express delight at, or experience contempt for, the individual or item mocked.

Benefits of a Paper Planner

Benefits of a Paper Planner Hi guys! I’m sorry I’ve been so MIA lately…Midterms are something new for me since I’m a freshman so I’ve been dedicating a lot of my time toward studying. This post will be shorter than normal, but I hope it’s still a helpful read. Today, I’m going to be talking about my all-time favorite school supply: my planner! I’m just going to start by saying that my planner is probably the one thing that I have nearby at all times. It basically holds my life together in one cute little book… Now, I know what you might be thinking: Why would I want to carry around a paper planner if I can just use my phone’s note section/calendar app? Here are some reasons why I think having a paper planner is much more beneficial than using an electronic version: Reason #1: Togetherness Everything you need to know is right at your fingertips in a cohesive unit. It’s easy to color code things with different colored pens, highlighters, etc. Reason #2: Physical Writing According to psychologists, writing things down is much better for retention. Plus, if you’re super creative (like me), writing things in your planner might even turn out to be a little fun. I usually doodle in my planner and write things in different colors so it makes my tasks seem less stressful. Reason #3: Crossing Out Crossing things off of a to-do list or crossing off entire days can be extremely relieving during stressful times (like midterm season). Reason #4: Long Term View What am I doing on October 2? Do I have finals? Any assignments due? Let me check my planner!” Professors and instructors will hand out a syllabus with most of the important dates on there. Writing these important dates down ahead of time will not only help you prepare, it’ll make sure there are no conflicting exams or meetings, etc. Reason #5: Adulting Being so organized really makes you appear like an actual, functioning adult…(even if you may not feel like one all the time). Nisha Class of 2022 The first time I visited Illinois, I knew that it was the school for me! I am on the pre-med track, majoring in Psychology in the College of Liberal Arts and Sciences.

Chinese Character for Left

Knowing the Chinese word for left can be very helpful when it comes to giving directions or pointing something out. Easily remember how to say and write  left  in Chinese with these few explanations. Breaking Down the Character The Chinese character for left is Ã¥ · ¦ (zuÇ’). The character is composed of two elements: the radical Ã¥ · ¥ (gÃ… ng) and a stylized version of the character 手 (shÇ’u). The character Ã¥ · ¥ means worker or work. Pictographically, the word represents a carpenters square. The character 手 means hand. Therefore, one can interpret Ã¥ · ¦ as a left hand holding a square.   Compare this with Ã¥  ³ (yà ²u), which means right. Both of these characters contain a stylized symbol of the word for hand. But in the case of Ã¥  ³, the characters second element is the word for mouth,  Ã¥  £ (kÇ’u). Because it is common to eat with the right hand, the inclusion of  Ã¥  £ (kÇ’u)  reminds us that the definition of Ã¥  ³Ã‚  is right. Mandarin Vocabulary With ZuÇ’ Get a taste of how you can put the Chinese word for  left  to use with this chart of characters and phrases. Traditional Characters Simplified Characters Pinyin English zu bin left (side) zu ln shu qing revolver zu yu about; approximately; left and right; around zu min left side of something zu yu gu qun the old one-two; a left and a right hook xingzu facing left zhngzu center-left xingzu to be at right angles

Physical Education for Homeschool Kids

Government backed initiatives to promote female participation in STEM Free Essays

Introduction This essay aims to explore the UK based initiatives designed to promote female participation within Science, Technology, Engineering and Mathematical (STEM) disciplines focusing predominately on Physics. The essay will consider the different teaching techniques and styles that have been researched and implemented in order to appeal specifically to a female audience and their relative success in terms of encouraging females to pursue both higher education in STEM based disciplines and careers. It has been well documented that women in STEM based subjects are under-represented which has lead to an absence of females actively employed within STEM careers. We will write a custom essay sample on Government backed initiatives to promote female participation in STEM or any similar topic only for you Order Now Women were only 12.3 per cent of the workforce in all STEM occupations including health and skilled trades in 2008. This is, however, an increase of 2.0 percentage points since 2003 (Kirkup, et al., 2010. Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC) showing that there has been some successful work towards encouraging females towards STEM careers. This under-representation is no more apparent than within the science discipline of Physics, which displays the persistent problem of a lack of girls continuing to study physics after the age of 16 (physics is a compulsory part of the GCSE curriculum). A substantial number of girls do well at Key Stage 4 but do not choose to study physics post-16. In 2005, only 14% of girls who were awarded an A* or A for GCSE Double Award Science or physics progressed to A level physics (Hollins et al., 2006). Whilst there has been a small year-on-year increase in the number of A level physics cand idates between 2006 and 2008 (Institute of Physics, 2008), there has been little change in the proportion of girls that have taken the subject post-16. In 2008, only 22% of the entries for A-level Physics were female (Institute of Physics, 2008). These statistics can be seen clearly in the appendix where the number of female entries in 2008 actually illustrates a decrease in female uptake in comparison to 2007 of -0.3%. In addition, recruitment to biology has remained relatively stable with more females than males being entered for A-level examinations. Chemistry entries for both male and females are relatively equal and mathematics still sees a top-heavy male count, although less dramatically than physics. There has been an extensive amount of research into the potential reasons behind the consistently low numbers of females within Physics. The development of institutionalised education in England was based on principles of class and gender differentiation (Purvis, 1981) and many scholars attribute existing gender culture today to their historical roots where middle-class girls were to be educated to take up roles as wives and mothers of elite men. Consequently, physics, with its high mathematical content and often abstract ideas, was a subject thought suitable only to males with girls focusing on the religious and moral aspects of science and the possibilities it provided for enhancing domestic accomplishments. Many still believe connotations of this attitude exist today and while it is important to recognise that although ‘educational policy may change, what students, their parents and their teachers have come to understand as appropriate ways for girls and boys to be, to know and to behave, will continue to reflect the historical roots of the culture’ (Murphy,P.,Whitelegg,E .,2006). In addition, research by Alison Kelly (1987) identifies three factors that appear to account for a lack of interest by women in science, namely women see it as likely to be difficult, masculine, and impersonal. A number of modern day initiatives and specific teaching techniques have been coined to address these misconceptions and will be explored, with their relative success critiqued, in the remaining body of the essay. Many initiatives to encourage female participation in science try to address the causes of the phenomena known in academia as the ‘leaky pipeline’. The phrase has been devised to illustrate what statistics clearly show, much like a ‘leaky pipeline’, women steadily drop out of the science educational system, which carries students from secondary school through university and on to a job in STEM. Figure 1 illustrates the risks that may be experienced by women already in the science pipeline upon commencement of a STEM based career. Source: International federation of university women [image online] Available at: http://www.ifuw.org/imgs/blog/blog_leaky_pipeline.jpg [Accessed 16 April 2011]. Pell (1996) acknowledges that much of the selection between men and women has taken place even before academia is entered arguing that critical phases in the selection towards an academic career include early childhood, adolescence, school years and the job entry period. Pell gives development of self-esteem in early life-course, student-teacher interaction in classrooms leading to lower aspirations amongst girls, fewer female role models, and conflicts with family responsibilities, as some of the reasons for the ‘leak’ in the pipeline. Blickenstaff. J (2005) argues alternatively that ‘no one in a position of power along the pipeline has consciously decided to filter women out of the STEM stream, but the cumulative effect of many separate but related factors results in the sex imbalance in STEM that is observed today’. Many believe the ‘leakage’ from the pipeline requires a multi-faceted solution, and time is needed to allow innovations in teach ing and learning to take effect, only then will this be evident within the statistics often used to prove such initiatives have failed. It can be questioned whether the merit of such initiatives can so quickly be analysed and concluded as failures if they have not had sufficient time to evolve. For example, the increase of girls choosing to study physics may only see an increase in numbers once teaching practices, academic relevance of the syllabus and functional support networks are truly aligned together and are sustainable. This issue has been further addressed by Cronin and Roger (1999) who point out that initiatives to bring women and science together focus on one of three areas: attracting women to science, supporting women already in science, or changing science to be more inclusive of women, however, some initiatives emphasise one or two of these possibilities and ignored the other(s). A.Phipps (2008) reasons that the important initiatives designed to address the problem are under-researched allowing little opportunity for educational practitioners, activists, policy-makers and scholars to analyse and learn from the practices and policies that were developed over the past decade. Outside of the classroom, many initiatives and organizations have been set up to encourage, support and engage women within STEM careers. One of the most prominent and long running initiatives, Women In Science and Engineering (WISE) was founded in 1984 with the aim of encouraging understanding of science among young girls and women and to promote choosing it as a career. WISE provide a range of different services and initiatives in order to achieve this aim, and engage with other organisations that provide such services. This includes resources for girls, teachers and parents. More can be found on their website . There is only limited work evaluating the impact of WISE policies since the organization began. Phipps (2008) suggests that although school visits by WISE did have a positive effect on girls’ opinions of science this was not translated into long term change in their career ambitions. Alternatively, WISE claim that the campaign has helped to double the percentage of f emale engineering graduates from 7% in 1984 to 15% today. They claim the success of the WISE programmes can only be measured using the proportions of engineering students and engineers who are female (WISE, 2010). To date, however, there has been no onward tracking of participants from the WISE outlook programme. This leads others to be more critical with Henwood (1996) claiming WISE have ‘inadvertently limited the ways in which girls and women could discuss the challenges they faced’ and with no detailed research evaluating whether various actions and policies by WISE have produced the impact, it can be hard to attribute the growth to WISE without questioning whether other factors were at play. Phipps (2008) echoes this uncertainty stating ‘it is difficult to definitely conclude that WISE policies have been the decisive or contributory factor in encouraging female participation in scientific careers’. The UK government made a firm commitment to remedy the current situation assisting with the launch, in 2004, of the UK Resource Centre (UKRC) for Women in SET (science, engineering and technology). This organisation aims to provide practical support and help in order to encourage more women to take up a career in STEM (UKRC, 2007; Wynarczyk, 2006, 2007a). However, the activities of the UKRC are predominantly focused on the participation of women in STEM careers and its responsibility does not include education. With the greater focus on evaluative data, the UKRC holds and actively records the numbers of women with whom it has engaged in its work, and also collects statistics on the outcomes for returners in its programmes (UKRC, 2010). Many have criticized the large number of non-governmental organisations and initiatives involved in the STEM sector stating that the process is fragmented and uncoordinated to the extent that policy and initiatives may be unable to reach their full potential. The STEM Cross-Cutting Programme also concluded that ‘at the current time there are far too many schemes, each of which has its own overheads’.(DfES, 2006a: p.3). Despite this, the Government has substantially increased its STEM education budget and activities in an attempt to reverse the current STEM trends including cash initiatives to encourage more physics trained teachers, (Jha,A,. Guardian online 2005 ‘New incentives for maths and physics teachers’ [Available online] ). Within the current UK educational system, educators have been working for many years to encourage more girls to participate in school science through programs like Girls Into Science and Technology (GIST) and Computer Clubs for Girls (CC4G). The later is a not-for profit employer led organisation licensed by the government with the Department for Children Schools and Families (DCSF) currently funding it. Furthermore, the UK Government is providing support for schools to encourage more girls to study physics and to help them to become more confident and assertive in the subject. Approaches to teaching physics with an emphasis on physics as a ‘socially relevant and applied subject has led to higher attainment for both males and females’ (Murphy and Whitelegg, 2006). Previous research has also indicated that girls are motivated to study physics when they can see it as part of a ‘pathway to desirable careers’ (Murphy and Whitelegg, 2006). Successful approaches t o making physics more relevant to girls included, as presented in ‘Girls into physics-Action research’: Integrating physic-related careers in class (e.g. through direct references, set assignments, posters and displays in the classroom). Creating opportunities in lessons for students to explore the social relevance of physics (including the roles of physicists). Real life experiences with work experience and role models were also effective in ‘bringing physics to life’. Source: Daly.A et al 2009, Girls into physics- Action Research, Research brief. Page 2. [Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf However, several challenges are related to these approaches. Some students, especially those of a younger age group, struggle to articulate their careers aspirations and there may also be a lack of knowledge about career options among teachers. This could add pressure onto the teacher as they feel the need to research and bring these elements into their lesson planning and schemes of work (SoW). It is already well documented about the time constraints many teachers experience with regards to sufficient planning and marking time. It could be suggested that with the low number of trained physics teachers available within the educational system at this time and their high demand (Institue of Physics, Physics and: teacher numbers, 2010), that additional content beyond that of the curriculum could put viable trainees off this career and potentially push them into other subject areas where there is less additional material to deal with. Availability of school resources could also be a prob lem. The ‘Girls into physics action research’ commissioned by the Institue of physics and undertaken by Daly.A., et al (2009) aims to address five key assumptions that girls have about physics identfied in prior research by Murphy,P and Whitelegg,E (2006). This essential practice (figure 2) is deemed to support female participation within physics and it is hoped that it will be adopted as part of the classroom management. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A., et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. 1Encourage collaboration in learning through more group discussion and activities. 2Present the big picture whenever possible rather than just concentrating on individual ideas. 3Give students the privacy and confidence to take risks in their thinking and responses by careful use of formative questions and the use of individual whiteboards for example. 4Vary the grouping in class for practical and other activities to avoid some students dominating and others (often girls) becoming passive. 5Don’t ‘talk equations’; develop ideas before using technical language and then use it in context. 6Use a variety of illustrations based on male and female students’ interests. 7Use a variety of analogies that help the student and accept, for discussion, any they suggest. 8Have an explicit rationale for teaching, which includes social relevance. Table 1: B.Ponchard’s top tips to engage female students in physics Source: Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Antonia Rowlinson from St Anthony’s RC girls’ school implemented the ‘top tips’ without the need to alter the curriculum. Physics was contextualised or illustrated in the areas of interest revealed by Ponchaud’s investigation. For example, within the forces module, questions on friction were set in the context of the then current Strictly Come Dancing television programme. The follow-up survey showed that ‘whilst this new teaching technique had not substantially shifted the students’ perceptions about physics there were improvements. More girls saw physics as relevant to their career aspirations’ (Ponchaud 2008). In conclusion, evidence clearly shows that an under-representation of females is a cause for concern. Girls perceive themselves to be less capable and less interested, than boys, in science and these attitudes can be attributed to historical views of women that are proving hard to dismiss. Many believe that science educators have a responsibility to change those factors under their control. Over time, individual actions by teachers will help girls to break down the filter in the STEM pipeline and result in equal participation, benefiting society. Teachers should pay attention to the way they address and present physics, watching out for language and terminology, which has a vast psychological effect for females who may suffer from stereotype threat and believe they are not capable. I have also explored the idea that girls respond to physics when it is taught in an accessible and socially relevant way but countered this with the argument of teaching time constraints and available school resources. Work that examines the overall successful impact of initiatives and policies aimed at promoting the cause of women in science has provided a mixed verdict and can be open to critique. It seems apparent that although these initiatives specifically target the thoroughly researched reasons why females may disengage from physics and science as whole, they cannot systematically prove that the apparent incremental growth in participation figures are down to the programmes and measures they have put in place. Only recently, has initiatives such as UKRC began to collect evaluative data on the amount of women that have been effected by their work. Some texts have assumed a positive impact for various policies, citing increases in the proportions of women pursuing certain courses as evidence for different policies’ success (e.g. WISE, 2010). I have explored such critique on this view including Phipps (2008) who recognises the limited successes and impact of initiatives in general, but t empers this with statements acknowledging the wide range of challenges facing these initiatives. I believe that when more organisations begin to record and monitor engagement rates as a direct result of exposure to a particular initiative, successful programmes will become more apparent. However, I also realize that many of these organisations have limited funding and capabilities disabling them from doing this as they focus budgets on areas addressing there inherit strategy. Until this is addressed with additional funding, I fear the exact effects of many of these initiatives will never be known and it will remain a subject for academic discussion. References Blickenstaff, J C (2005). Women and science careers: leaky pipeline or gender filterGender and Education Vol. 17, No. 4, October 2005, pp. 369–386 Cronin, C. Roger, A. (1999) Theorizing progress: women in science, engineering, and technology in higher education, Journal of Research in Science Teaching, 36(6), 639–661. Computer Club for Girls. Accessed on 16/04/2011 http://www.cc4g.net/ Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH, Research brief. [Available online] Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH,[Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf DfES, (2006a), ‘The Science, Technology, Engineering and Mathematics (STEM) Programme Report’, HMSO, ISBN: 978-184478-827-9 Henwood, F. (1996), ‘WISE ChoicesUnderstanding occupational decision-making in a climate of equal opportunities for women in science and technology’, Genderand Education, 8 (2), 119-214. Hollins, M., Murphy, P., Ponchaud, B. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Teachers’ Guide for Action. London, Institute of Physics Institute of Physics (2010) Physics and: teacher numbers, An Institute of Physics briefing note: Institute of Physics (2008) Year on year increase of physics A-level entrants. Available from: Kelly, A. 1987,Science for girlsPhiladelphia, PA: Open University Press Kirkup, G., Zalevski, A., Maruyama, T. and Batool, I. (2010). Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC. Murphy, P. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics. London, Institute of Physics Murphy., P and Whitelegg., E (2006) ‘Girls and physics: continuing barriers to ‘belonging†, Curriculum Journal, 17: 3, 281 — 305 Pell AN (1996). Fixing the leaky pipeline: women scientists in academia. Journal of animal science, 74 (11), Phipps, A. (2008). Women in Science, Engineering, and Technology: three decades of UK initiatives. Stoke on Trent: Trentham Books Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Purvis, J. (1981) The double burden of class and gender in the schooling of working-class girls in nineteenth-century England 1800–1870, in: L. Barton S. Walker (Eds) Schools, teachers and teaching (Barcombe, Falmer Press). Women in Science and Engineering (WISE). Accessed on 16/04/2011 Women in Science and Engineering Research Project. A publication by The Scottish Government. Accessed on 16/04/2011 Wynarczyk, P. (2006), â€Å"An International Investigation into Gender Inequality in Science, Technology, Engineering and Mathematics (STEM)†, Guest Editor, Journal of Equal Opportunities International, Special Issue, Volume 25, issue 8, December. Wynarczyk, P., (2007a), ‘Addressing the â€Å"Gender Gap† in the Managerial Labour Market: The Case of Scientific Small and Medium-sized Enterprises (SMEs) in the North East of England’, Management Research News: Communication of Emergent International Management Research, v.30:11, 12 Wynarczyk, P and Hale 2009, Take up of Science and Technology Subjects in Schools and Colleges: A Synthesis Review. Commissioned by: Economic and Social Research Council (ESRC), and the Department for Children, Schools and Families (DCSF) How to cite Government backed initiatives to promote female participation in STEM, Essay examples

Life is Beautiful Essay Example

Life is Beautiful Essay Life Is Beautiful, explores the power of laughter to lift the human spirit even in the face of extreme tragedy.Director, Roberto Benigni is able to do this buy taking a fairy tale approach that is both funny and moving but with an unusual shift in tone midway through the film.Benigni who plays Guido in the film using humor to deflect criticism and confuse his enemies and watching his adventures, we are reminded of Charlie Chaplin (Ebert, 1).Now lets take a deeper look in to Benignis fairy tale approach in Life is Beautiful. Set in Italy in 1939, amid a climate of growing anti-Semitism and fascism in the town of Arezzo, a city south of Florence, Tuscany, in 1939 (M. Aste, 11).Guido is an enchanting Jewish waiter with a fantastic imagination.Guido instantly falls for Dora(Nicoletta Braschi), a beautiful schoolteacher from a prominent family whos inconveniently engaged to a powerful fascist town clerk.Guido becomes undeclared rival with Doras fianc.Also at the beginning of this film Gu ido makes friends with a German doctor (Horst Buchholz) who is a regular guest at the hotel and shares his love of riddles. In thisfirst half of the film, magic gives Guido a chance to win Doras.In town, Guido survives by quick improvisation.Guido by the fantastic manipulation of carefully planned coincidences, he makes it appear that he is fated to replace the dour Fascist in Doras life.Mistaken for a school inspector, Guido invests a quick lecture on Italian superiority, demonstrating the excellence of his big ears and superb navel to impress Dora. All of this early material, thefirst act of the film, is comedy- much of it silent comedy involving the fate of a much traveled hat (Ebert, 1).Only well into the film do we even learn the crucial information that Guido is Jewish which I think is done to show people that love can exist no matter w