Summarize the IRIS Training Module (2) Coursework

Summarize the IRIS Training Module (2) - Coursework Example This paper will discuss the cultural differences existing regarding the involvement of family in Maria’s case and evaluate how cultural influences affect her development. Cultural influences are evident in how students understand verbal messages, body gestures, physical touch and eye contact because different cultures have different expectations of these modes of communication. For example, Maria is a Mexican student in the US and English is not her first language. Further, apart from learning it in the US, she also needs to have enough command over it to use it to learn academic content in school. According to the U.S. Department of Education (2007), the US is known for its historical emphasis on education, which also explains why majority of American parents have always been concerned and involved in their children’s academic affairs. Further, the present-day American education system does not discriminate against gender, as is traditionally seen among some minority cultures that prioritize the education of the boy child. On the contrary, Maria’s parents have not shown interest in what goes on in her school life apart from the fact th at they enrolled her in school. For instance, they have not been returning her teacher’s calls and have also failed to respond to the notes that have been sent to them for a whole week. This acts as a warning sign to the teacher and generates the initial thoughts that the parents are not supportive of their child’s academic endeavor. From the case study, Maria is also shown to be the typical example of English language learners. This is because although she has the conversational skills to chat with friends during break, she lacks the central academic language and vocabulary to succeed in school. A key cultural influence on Maria’s education is what is typically known of Latin American cultures in which children show

Tiresias the blind prophet Research Paper Example | Topics and Well Written Essays - 750 words

Tiresias the blind prophet - Research Paper Example There are different versions of how Tiresias became blind. One version says that he was blinded by the goddess, ‘Athena’ because he saw her nakedness when she was taking her bath (Watling 17); another story says that he was blinded by the goddess wife of Zeus, Hera as he angered her by saying that women had nine times more pleasure than men when making love and another one says that he was blinded by the gods for disclosing their secrets (Hyginus, Fabulae 75). Zeus compensated Tiresias by granting him long life and a gift of foresight after his wife, Hera had blinded him. Another legend has it that, the gift of prophecy of Tiresias was bestowed on him by Athena in compensation of his lost sight after his mother Chariclo pleaded to Athena to restore his sight (Watling). When Tiresias was transformed to a woman, he married and had children and one of them, ‘Manto’ was also endowed with the gift of prophecy (Sophocles). Tiresias was a mysterious being in the sense that at a point in his life, he was a man and at another point, he was transformed into a woman. Due to the fact that Tiresias made his mark as a great prophet, his name was â€Å"a common title for soothsayers throughout Greek legendary history.†(Graves 105). Tiresias played a great role in Sophocles’ Oedipus the King and he was of great importance as his relevance in the play was without doubt. When Oedipus the king needed help, it was Tiresias that he could call, as Oedipus needed him to reveal the person that killed his father, Laius, a man that Oedipus never knew was his father at that point. Tiresias started his revelation by stating that â€Å"I tell you this: the man youve searched for all along with threats and fanfares for the murder of King Laius- that man, I say, is here.† (Sophocles 41). It was Tiresias that eventually told Oedipus that he was the one that killed his father unknowingly and this represented a twist in the play as the

It is Difficult to Forgive

It is Difficult to Forgive Sometimes forgiveness can be difficult. It is not always easy to forgive someone for doing something wrong. There may be times where the transgression is so severe that it causes a person to think differently about someone, never being able to forget what they did to them. The Sunflower is a book about the possibilities and limits of forgiveness. Simon Wiesenthal, a Jewish prisoner, is called to the bedside of a dying Nazi soldier and is faced with the dilemma of being asked for forgiveness for the soldiers horrible atrocities he had committed during the war. The Jewish boy is unsure of what he should do or say. As he sits by the dying man listening to his story and comforting him for his last few minutes on Earth, he cannot bring himself to respond in any way. The boy sits in silence and does not grant nor deny the dying Nazis request for forgiveness. There are many terms for being forgiven. One cannot simply go through life doing whatever they please to anyone and expecting an apology will suffice afterwards. One cannot, and should not, go around happily killing and torturing and then, when the moment has come, simply ask, and receive, forgiveness, says Herbert Mercuse (Mercuse 208). A person may offend someone and feel guilty about it and then seek forgiveness from the person so that they may be on good terms with each other again after. Usually, after a transgression has occurred, the person who has been wronged may be upset or angry. They may not be able to offer forgiveness right away. The perpetrator must respect their need for time and understand that what they have done offended them. The recognition, if nothing else, is an important first step, says Sven Alkalaj (Alkalaj 103). Forgiveness cannot just be requested from anyone. In order for someone to give forgiveness they need to be involved in the actions committed by the individual. If someone greatly offends you and then asks another person for forgiveness and they say yes does that really mean they are forgiven for their actions? Simon was not able to forgive this man on behalf of the victims who were so maliciously murdered. Alan L. Berger says, I may forgive one who has sinned against me. I may not forgive one who has taken the life of another, (Berger 118). Does Simon really think that if he could contact the dead victims that they would want to offer this man forgiveness? Absolutely not. The Holocaust itself was a massive massacre. Literally millions of innocent people were brutally murdered just for not meeting the requirements of the perfect race. Anyone and everyone involved besides the victims do not deserve any forgiveness for such a horrible event. Even Franklin H. Littell says that, The probl em of the dying perpetrator was the fact that the only human persons who could have forgiven him were dead (Littell 197). Families and children were murdered in front of one another for no reason. How can a monster be given forgiveness for these actions even on his death bed? A misconception about forgiveness comes when it is confused with condoning or pardoning the offensive behavior. Forgiveness is not the same thing as forgetting, condoning, or pardoning. In todays modern times it seems that the typical behavior is to forgive and forget. Just because we forgive does not mean that we do not seek justice, speak out against the offender, or seek restitution. These things are all distinct from the act of forgiveness. The dying soldier may have truly been sorry for the things he had done. He may have actually deserved the chance to be forgiven, but even then the things he did would not just disappear. The crimes committed by this dying soldier and all the other soldiers are not simply something that can go away upon forgiveness. The solider seeking forgiveness was lucky to be dying before facing any real consequences of his actions. What these men were doing was extremely illegal and morally wrong. There is no way to replace a little boys murdered parents and siblings. After the Holocaust, trials were held to condemn the men responsible for these atrocities. Most of the men who were convicted were sentenced to death. The law offers no forgiveness. Another common misconception about forgiveness is that it makes the offended seem weak by accepting an apology and simply forgiving. It is never easy to forgive someone who has wronged you in some way. It is especially hard to forgive someone if what they have done has extremely hurt you emotionally and even physically in this case. There are many other people who actually think that the soldier could have deserved forgiveness (Wells). He could have been truly sorry for his actions. Some of the Holocaust survivors choose to forgive the soldiers that did these things because otherwise they would be angry and vengeful. They realize they were put through horrible unnecessary torture, but they need to move on with their lives in order to achieve a healthy life. Just as a victim of any other type of attack needs to often go to therapy sessions to try and overcome that obstacle in their life. It is all about allowing time to heal the wounds since the event. It is normal to be upset for more than a day for some things. Eva Fleischner talks about how the dying Nazi soldier is actually still at fault with his attempt at seeking forgiveness. The dying man simply wants any Jew to come to his bedside to listen to his plea. Yet, the man is oblivious to the ongoing pain and suffering of the Jews even after this mans passing. Viewing Simon as a representative of his people, he seeks to absolve himself and ease his insistent conscience through confessing and expressing his regret to him. He begs for a response, for confirmation that his remorse is accepted. He desperately awaits the comforting words that might provide him a peaceful death. Simon, torn and confused, himself still captive in a living hell manned by this mans comrades, holds his silence. That silence will forever trouble him, tugging at his conscience till his last day. This dying man represents each and every one of the murdering Nazi soldiers. Even after he is dead there will continue to be more deaths of Jews. Fleischner considers the possi bility that if maybe the dying man would have summoned another Nazi guard, that he could have given a more genuine apology (Fleischner 143). Another thing that is sometimes thought about forgiveness that is not true is the idea that refusing to forgive is a fitting way to punish the offender. In the story the dying soldier made a deathbed wish; to confess his crimes to a Jew and to have that person forgive him. Some people believe that forgiving him would have given him exactly what he wanted. And withholding that forgiveness would have punished him, quite justly, for his heinous acts. I do not think that this was Simons intentions at all. He did not have any thought of trying to punish the soldier more than the anguish he was already in. More often than not, it is the one who refuses to forgive who suffers more. In this case that is true. Because of Simons own silence he is devastated of whether or not he made the right choice. The act of forgiving is something that we carry with us throughout our entire lives. The fact that we do not truly forget what has happened once we forgive means that there will always be the thought of that event in the back of our minds. If a sibling hurts you, but then apologizes, each time you see them there will be that memory and you will silently forgive them again for their regretful actions. This happens with everything that you offer forgiveness for. It would not make sense to forgive someone and then when you think of the event you get upset. In that case, that would mean that your forgiveness was not truly meant and you still resented them for doing what they did. Simon is still haunted by this experience years after it occurred. He ponders whether or not he made the right decision. He truly felt that this dying mans apology was sincere, and that he may have been truly resentful for his sins. Still Simon remained silent and offered no reconciliation to this man. He held his hand through the whole story and even swatted away flies that bothered the dying soldier. It was simply not his position to be able to offer forgiveness for this mans sins. Since the victims are dead, God is the only one who can offer him any peace of mind. Simon cannot offer a response that might not be what the victims would want. I am sure the victims would much rather have been alive then cruelly murdered. Forgiveness is not for the weak or timid. It is not the same as condoning a behavior. Withholding forgiveness leads to more suffering for us than the offender, and the practice of forgiveness is not a one-shot deal; it is a life-long discipline.

Slavery in the United States Essay example -- Slavery Essays

Slavery in the United States In the history of the United States nothing has brought more shame to the face of America than the cold, premeditated method of keeping black people in captivity. People from England who migrated to America used many different methods to enslave black people and passed them down through the children. These methods were quite effective, so effective that these â€Å"slaves† were kept in captivity for over two hundred years in this country. It was the rain of terror that kept black people in fear of their lives for so long. The invention of the gun back in the fifth-teenth century was the main reason that these people were able to go to another continent and enslave so many people. These people from Africa were mistreated very badly right from the start both mentally and physically. They were packed very tightly on ships for months at a time chained to each other with no place to go to the bathroom, little water to drink, and hardly anything to eat. As the population constantly increased in the colonies during the 1600’s, so did the demand for slavery especially in the southern colonies where the big plantations were. These plantations were very lucrative since the owners had free manual labor and they could keep all the profit from the crops for themselves. They also had to justify what they were doing to themselves so what they did was tell themselves that these slaves were barbaric and not smart enough to be civilized. These slave owners also owned huge houses in the middle of their plantations and thought of themselves as noblemen. In acuality, it was the slaves who were living nobly while the Europeans were living barbaricly. The Europeans who owned slaves also thought that the sl... ...un power is what created slavery. Keeping the fear in the eyes of the slaves is what kept them working under such poor conditions everyday, while their friends and family could be sold away at any time or place. Learning English and being able to read and write is what educated these men and women. Once they were educated enough, they could secretly plan escape routes to the north and finally get some sympathy for their people which would eventually lead to the Civil War. This war was about right and wrong. There is a moral way to make money and then there is an immoral way to make a living. Slavery is the number one event in our country’s history that has disgraced and put shame to our culture. Even though not everyone owned slaves, one bad apple spoils the bunch. Hopefully people will learn from history, and immoral actions or events like slavery will not take place again.

Presentation software Essay

Save a copy of this document, either onto your computer or a disk Work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Please note that this Assessment document has 8 pages and is made up of 3 Parts. Learning outcomes Throughout this Assessment, you will meet a number of different learning outcomes and assessment criteria. Take a look at the information below to see which criteria you will meet in which Parts of the Assessment. Learning outcomes & Assessment criteria met Part 1: 1.1 Identify what types of information are required for the presentation 1.2 Enter text and other information using layouts appropriate to type of information 1.3 Insert charts and tables into presentation slides 1.4 Insert images, video or sound to enhance the presentation 1.6 Organise and combine information of different forms or from different sources for presentations 1.7 Store and retrieve presentation files effectively, in line with local guidelines and conventions where available 2.1 Identify what slide structure and themes to use 2.2 Select, change and use appropriate templates for slides 2.4 Select and use appropriate techniques to format slides and presentations 2.5 Identify what presentation effects to use to enhance the presentation 2.6 Select and use animation and transition effects appropriately to enhance slide sequences 3.2 Prepare slideshow for presentation Part 2: 1.7 Store and retrieve presentation files effectively, in line with local guidelines and conventions where available 2.2 Select, change and use appropriate templates for slides 2.3 Select and use appropriate techniques to edit slides and presentations to meet needs 2.4 Select and use appropriate techniques to format slides and presentations 3.2 Prepare slideshow for presentation Part 3: 1.5 Identify any constraints which may affect the presentation 3.1 Describe how to present slides to meet needs and communicate effectively 3.2 Prepare slideshow for presentation 3.3 Check presentation meets needs, using IT tools and making corrections as necessary 3.4 Identify and respond to any problems with presentations to ensure that presentations meet needs Assessment Scenario You work for the Sales department of The Fruit and Veggie People Ltd, a company that sells organic, ethically sourced fruit and vegetable boxes. You are responsible for putting together a presentation that advertises their key products. You have been given an initial draft of the presentation content to edit and prepare before it is used in sales meetings to show clients the different products that are available. You have been asked to edit and prepare the presentation, taking it from 1st draft to final draft ready for use in sales meetings. Part 1: Creating your presentation (1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2) In this Part of the Assessment, you will need to apply the knowledge you have acquired in Session 1 – 5 of your PS2 Unit. Please note: You will have downloaded the resource files presentation_content, fruit_image and veg_image from the Unit Assessment Page to complete this part of the Assessment. 1. Begin by saving this assessment document as PS2 Assessment in an appropriate location. Take a screenprint of the file saved in this location and paste it in the space below: 2. In this Part of the Assessment, you need to produce a slide show presentation for The Fruit and Veggie People’s sales team so that they can show off the organisation’s best products to potential customers. Use the box below to identify the different types of information you could be required to include in your presentation. To make the presentation look professional and attractive, I would be using as many different types of information as possible, such as pictures, charts, sound, videos, tables and of course text and numbers. 3. Now create your presentation using a suitable template in PowerPoint. The presentation must be structured appropriately and must contain: At least 6 slides A theme At least 4 examples of inserting objects (this must include the two image files fruit_image and veg_image, a chart, a table and a Clip Art sound clip.) A slide containing references for the image files you have used At least 1 animation effect At least 1 slide transition At least 3 different kinds of text formatting (e.g. using bold, italics, colour, alignment or underlining) Content for the presentation can be found in the presentation_content resource file. Please note that in the presentation_content file, the person who has drafted the presentation has left you some instructions in red. When you are happy with your work, save your work as PS2_presentation. Remember to also save any work you’ve done on this PS2 Assessment. Part 2: Making changes to your presentation (1.7, 2.2, 2.3, 2.4, 3.2) In this Part of the Assessment, you will need to apply the knowledge you have acquired in Session 1 – 6 of your PS2 Unit. 1. Re-open the presentation PS2_presentation that you saved in Part 1 of this Assessment. 2. Use the Slide Master view in PowerPoint to change the master styles on Slide 1 of your presentation template. Use the box below to describe the changes you have made. On my first slide, I’ve used obviously the Title Slide layout. I have made the following modifications to it: – Changed the background gradient mode and its colours – Changed the position of the slide number which is part of the header 3. Change the order of slides in your presentation by switching Slide 3 and Slide 4 around. 4. In Part 1, you added a series of objects to your presentation (such as tables, charts, images etc.) Edit your presentation by changing the size and position of one of these objects. Use the box below to give details of the changes you have made: There is a green box picture (the one with the recycling sign on it) on my fifth slide, which I’ve made a bit smaller at this point and also repositioned it from the upright region to the right bottom one. 5. Finally, add a simple shape, such as an arrow or a star, to an appropriate point in your presentation. Use the box below to give details of the shape you have added and where it can be found in your presentation. I’ve placed a few arrows to my sixth slider on the top of the line graph to make even more obvious, that the business is doing better every year. I’ve changed the colour and size of all the arrows and finally added them to the same animation that has been used on the line graph itself. When you are happy with your work, save your amended presentation as PS2_presentation_edited. Remember to also save the work you’ve done on this PS2 Assessment document. Part 3: Finalising your presentation (1.5, 3.1, 3.2, 3.3, 3.4) In this Part of the Assessment, you will need to apply knowledge you have acquired in Session 6 of your PS2 Unit. 1. List at least two constraints that may affect your presentation. This should include one legal constraint, and one constraint provided by your organisation (or one that you are familiar with.) By creating a presentation, there’s a number of constraints has to be considered either by law (equal opportunities, acknowledging sources) or in order to maintain the consistency within the company or organisation (house style, time, local guidelines), that will be using it. 2. Explain how your presentation meets the needs of the sales team at The Fruit and Veggie People Headquarters. My presentation takes less than 2 minutes to show and doesn’t require mouse click to move on except for at the final references slide. This presentation will be published on business meetings, so every second counts. It has a small file size, therefore it is easily downloadable, can be forwarded via email or streamed online without even downloading it in the future. It is short enough to keep the attention awaken, colourful, contains sound effect, animations and transitions, therefore it encourages people watching it carefully, which is the company’s goal. 3. List at least five things you should check in your presentation to ensure that it is suitable for viewing. Before publishing any presentation I need to check its quality, design, content and the constraints, that needs to be taken into account. First I should do a spell check, and an overall content check (accuracy and clarity) to make sure it contains all the information in the right order it has to, therefore it is easily understandable for the viewers). Second I need to check the design has been used including the text formatting, the position and size of the pictures and other contents, as well as the timing, animations and transitions. Finally needs to be checked, that the presentation follows the local guidelines of the company, contains the list of sources and references. 4. Now use your list from question 3 above to check your presentation. Make changes as necessary in response to any problems you identify in your presentation. Use the box below to list any problems you have identified and the changes you have made to ensure your presentation meets requirements. I’ve added the word â€Å"Romanesco† to the spellcheck dictionary, so in the future it will not be marked as a spelling error. I’ve changed the colour and the gradient of the main title on the first slide, so it better matches the colours of the modified master slide. Save your finished presentation as PS2_presentation_complete. Remember to also save the work you’ve done on your PS2 Assessment. Sending work Once you have completed all parts of this Assessment, you will need to send your work to your tutor so that they can see the progress you have made. Please make sure you send all of the following files: 1. This document, your PS2 Assessment 2. The presentation that you created at the end of Part 1 saved as PS2_presentation 3. The presentation that you created at the end of Part 2 saved as PS2_presentation_edited 4. The final version of the presentation that you created at the end of Part 3 saved as PS2_presentation_complete. Once you have checked to make sure you have these four files, go to www.vision2learn.com and send your files to your tutor via your My Study area.

Comparing and Contrasting

Compare and contrast the way the poets present a rustic activity? The two poems ‘Photograph of Haymaker 1890’ by Molly Holden and ‘Hay-making’ by Gillian Clarke portray rustic activity in a similar way. The poem ‘Photograph of Haymaker 1890’ consists of two stanzas and this could be linked to the fact that it is a reminiscing photo of a man who cuts hay. This shows the rustic activity due to the fact it is the poet possibly describing a relative of hers working. Whereas, the poem ‘Hay-making’ has three very short stanzas. We can link the short, fast flowing stanzas with the fact that the title seems synonymous with love making.The poet Molly Holden cleverly uses the imagery of life and death throughout her poem ‘Photograph of Haymaker’. An example being ‘to whet his scythe’ this conveys the message of death and an image of a grim reaper. Holden cleverly juxtaposes this with the phrase ‘white shirt lit by another summer’s sun’. Gillian Clarke also uses an intriguing juxtaposition, ‘these hot nights’. This juxtaposition shows a sultry image of natural passion. You could also link this to rustic activity if you imagine a worker possibly working in the night time. The tones of the two poems seem completely different from each other.Holden’s poem, ‘Photograph of Haymaker’ has a nostalgic tone ‘he pausing from his work†¦ trousers tied below the knee’. The phrases used give the connotation of the poet bringing back good memories. This is what photographs tend to do. Clarke uses enjambment as she does not use punctuations to break up the flow of her poem and this adds to the dreary tone. Towards the end of the poem we see more evidence of rustic activity. The poet Molly Holden uses enjambment throughout the last stanza, ‘sweet hay and gone some seventy years ago and yet they stand before me in the sun’.This en jambment gives the image of hay possibly falling down. We can link this to rustic activity if we create an image in our head of hay falling down in a country farm. Gillian Clarke’s poem has an interesting caesura before the word ‘Breathe’, this can be seen as a command possibly suggesting how the ritual of harvesting is metaphorically inspirational. Another important phrase which is strongly linked to rustic activity is, ‘in the scratch of the hay’. The ‘scratch’ of the hay creates a physical link between rural nature of a farm for instance and the act of human love making. We can also say that this is onomatopoeia.