The Wind in Willows Book Review

'The Wind in Willows' Book Review The Wind in the Willows is a childrens story that lives in the hearts and minds of its readers well into adulthood. With its subtle blend of anthropomorphism and very-British humor, the book is a classic tale of river life and friendship. The Wind in the Willows is surprisingly dark and thrilling in placesparticularly in the later chapters and the battle of Toad Hall. The book provides something that few novels of its time can claim: all-round entertainment for all ages. The story confirms the power of close friends and courage to make a difference in the lives of others. Overview: The Wind in the Willows The novel begins with Mole, a peace-loving little animal, doing some spring cleaning. He soon meets another of the people who live by the river, Ratty, who enjoys nothing more than messing about in boats. After a number of pleasant afternoons having picnics and spending time on the river, Mole and Ratty decide to visit one of Rattys friends, Toad whowhen they arriveexplains to them his latest obsession, a horse, and cart. They go for a ride with Toad, but whilst on the road, they are tipped over by a speeding motorcar (which completely breaks Toads little cart). Far from being upset by the loss of his favorite toy, Toads first thought is that he, too, wants one of those incredible automobiles. This obsession leads him to trouble, however. Much to Mole, Ratty and their old and wise friend Badgers sadness, Toad is soon arrested and sent to prison for stealing a motor car. However, within the gaol, one of the guards daughters soon feels sorry for the poor Toad (who certainly wasnt made for prison life), and gives him some old washerwoman’s clothes and helps him to escape. Toad returns to the river and is welcomed by his friends, who tell him that his home, Toad Hallonce his pride and joyhas been overtaken by the cruel woodlanders: the stoats and the weasels. Some hope does seem to be in sight. Badger tells Toad that there is a secret tunnel leading back into the very heart of Toad Hall and the four friends follow it, leading them right into the lair of their enemies. An enormous battle ensues and Badger, Mole, Ratty and Toad manage to rid the hall of stoats and weasels, placing Toad back where he belongs. The rest of the book suggests that the four friends will continue in their easy-going lifestyle, occasionally taking trips on the river and eating picnics. Toad manages to curb his obsessive behavior, somewhat, but cannot completely cure himself. Englishness in The Wind in the Willows The true joy of The Wind in the Willows is the image of English life: a very Georgian, upper-middle-class take on the world in which the countryside is covered by an incessant summer time and which days can be spent idling by the riverside and watching the world go by. Because of the success of The Wind in the Willows, Kenneth Grahame was able to leave his unhappy job in a bank and live very much the life he represented in the pages of the booka life full of cake at tea time, and the soothing sound of the river running past. The novel is also very much loved for its characters: the slightly pompous and ridiculous toad (who is completely carried away by his latest obsession), and the wise old badger (who is crotchety, but who has very high regard for his friends). They are characters who embody the English values of fortitude and good humor. But, these creatures are also incredibly honorable and willing to fight (even to the death) for their little piece of England. There is something ineffably comforting about Grahames little storyfamiliar and also very powerful. The animal characters are completely humanized, but their personalities and characteristics are still linked to their animals characters. The Wind in the Willows is wryly humorous and tremendously fun. This book is one of the greatest childrens books of all time.

Lesson Plan Step #8 Assessment and Follow-Up

Lesson Plan Step #8 Assessment and Follow-Up In this series about lesson plans, were breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. The final step in a successful lesson plan for  teachers is Learning Goals, which coming  after defining the following steps:   ObjectiveAnticipatory SetDirect InstructionGuided Practice  ClosureIndependent PracticeRequired Materials and Equipment An  8-step lesson plan is not complete without the final step of Assessment. This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved. This is also your chance to adjust the overall lesson plan to overcome any unexpected challenges that may have arisen, preparing you for the next time you teach this lesson. Its also important to make note of the most successful aspects of your lesson plan, to ensure that you continue to capitalize on strengths and continue to push forward in those areas.   How to Assess Learning Goals Learning goals can be assessed in a variety of ways, including through quizzes, tests, independently performed worksheets, cooperative learning activities, hands-on experiments, oral discussion, question-and-answer sessions, writing assignments, presentations, or other concrete means. However, its important to remember that you may have students who better display their mastery of a topic or skill through non-traditional assessment methods, so try to think about creative ways you can assist those students in demonstrating mastery. Most importantly, teachers need to ensure that the Assessment activity is directly and explicitly tied to the stated learning objectives  you developed in step one of the lesson plan. In the learning objective section, you specified what students would accomplish and how well they would have to be able to perform a task in order to consider the lesson satisfactorily accomplished. The goals also had to fit within your district or state educational standards for the grade level. Follow-Up: Using the Results of the Assessment Once the students have completed the given assessment activity, you must take some time to reflect on the results. If the learning objectives were not adequately achieved, you will need to revisit the lesson in a different manner, revising the approach to learning. Either you will need to teach the lesson again or youll need to clear up areas that confused several of the students. Whether or not most students showed understanding of the material, based on the assessment, you should note how well students learned different parts of the lesson. This will allow you to modify the lesson plan in the future, clarifying or spending more time on areas where the assessments showed the students were weakest. Student performance on one lesson tends to inform performance on future lessons, giving you insight into where you should take your students next. If the assessment showed the students fully grasped the topic, you may want to proceed immediately to more advanced lessons. If understanding was moderate, you may want to take it slower and reinforce the takeaways. This may require teaching the entire lesson again, or, just portions of the lesson. Assessing different aspects of the lesson in greater detail can guide this decision.   Examples of Types of Assessments Quiz: a short series of questions with right and wrong answers that may not count towards a grade.Test: a longer or more in-depth series of questions that probes for more understanding of the topic and may count towards a grade.Class discussion: rather than a quiz or test that is scored, a discussion helps identify understanding. Its important to make sure all students are able to demonstrate mastery here, so that no one is lost in the shuffle.  Hands-on experiment: Where the subject matter is appropriate, the students apply the lesson to an experiment and record the outcomes.Worksheet: Students fill out a worksheet, especially for math or vocabulary lessons, but it also could be developed for many topics.Cooperative Learning activities: Students work in a group to solve a problem or have a structured discussion.Illustrations or Graphic Organizers: These can include Venn diagrams, K-W-L (Know, Want to Know, Learned) charts, flow charts, pie charts, concept maps, character traits, c ause/effect diagrams, spider web, cloud chart,T-chart, Y-chart, semantic feature analysis,fact/opinion chart, star chart, cycle chart, and other appropriate graphic  organizers. Often the subject will determine which works best as an assessment tool. Edited by Stacy Jagodowski

How does Hobgood's arguments about dismantling race, class and gender Essay

How does Hobgood's arguments about dismantling race, class and gender privilege challenge your prior knowledge Which of her i - Essay Example What Hobgood eventually reveals is that some of the victimised and some of those that dish out victimisation may not recognise that they are involved in it. Class, race and gender systems construct different identities through unjust power arrangements. These systems are patterns of relations that elites reproduce through their ownership and/or control of the major institutions in the society (Hobgood 1). Every race seems to be wired to think of itself as superior to others. Many people even believe that if a person comes from any other race apart from theirs, such a person does not deserve to get any attention from them. This superiority complex has been attributed as the reason colonialism thrived in the manner it did. Colonialism succeeded because the whites – the colonisers – were of the opinion that their race was superior to every other race in the world. They went around to parts of the world that were yet to be explored with the intention of being lord and maste r over those people. In many of the places they went, the culture of the locals was rubbished. The colonisers were often involved in the act of saying that they discovered things the locals had been using for a very long time, even before the birth of the colonisers themselves. It was so bad that the coloniser had to share the colonies amongst themselves without consulting the people whose daily lives were affected by the sharing. This is only a tip of the iceberg of what the segregation as a result of race has caused. Obviously, as in her book, the opinion of Hobgood is the same with this. So, in this regard, what she succeeds in doing is to deepen many of my long-held opinions. It is important to mention that at many points in history, race, class and gender have adversely affected the growth and development of humanity. There have been periods in human history when women were not recognised in anything. During this period, they were completely inconsequential (Purvis 40). During that period, it was really a man’s world in which a woman was only supposed to be who the man says she is. Religious institutions did not even help the plight of women (Blevins 21). Women got little or no education. They could not even vote or be voted for at some point. It is very certain that during that period of time, many women who had potentials for greatness were denied a chance to bring their endowments to reality. Of course, as repercussion, not only those women will suffer from it, even the society would suffer from the consequences. This also is very much in line what Hobgood expresses. Assumptions about human behaviour that members of market societies believe to be universal, that humans are naturally competitive and acquisitive, and that social stratification is natural... (Gowdy 291) In many societies of the world, there is social stratification. In such societies, certain unseen borders are automatically created when people are divided into classes based on the ir social means or capability. In such societies, the wealthy is the master and the poor is the servant (Barnard 379). The wealthy are the elite of the society

Assignment 6 Essay Example | Topics and Well Written Essays - 750 words - 2

Assignment 6 - Essay Example The all serve purpose of advertising with difference in approaches and content of the messages. This is the initial stage where consumer is made aware of the product and forms a vague idea of the product/service. The marketer needs to ascertain the level of awareness the customer has and act fit towards clearer understanding of the product/service (P.J., 2010). Explanation and use of sample displays at this point will drive the point home increasing the chances of making a sell. At this point, the consumer is well aware of the product or service but probably misses the actual benefits or offers the product or service will accord him. By learning what the target market have an understanding and the depth of the knowledge, the best foot forward here is increasing the spread of the detailed knowledge of the product/ service. A stage is reached when the customer has started relating with the product and develops special connections to it. This is the liking stage and the marketer is to understand the feeling of the consumer about his product /services. When the marketers get a hint of the feeling, they take an appropriate action towards putting campaigns or communication into design. In cases where the market has different other products, the market will seek to unearth the preference of the customer. Getting a glimpse of the priority listing the customer has, the marketer tries a concerted effort to improve preference and bringing it up the priority list. At this stage, the marketer has come along way to give up. The consumer should be given the strongest reason possible to strengthen his belief in the product/ service being offered. The marketer at this point needs to choose the right words that will strongly recommend the product to the consumer to drive conviction of the good or service. The above stages make no sense if it does not culminate at the purchase level. This stage succeeds the conviction stage where

Economics Research Paper Example | Topics and Well Written Essays - 500 words - 1

Economics - Research Paper Example When corn was used as an alternative enery source then it is apparent that soy beans will be demanded because it was used in a different manner other than food consumption. The supply of soy beans will decrease because farmers tend to use their farmlands for production of corn due primarily to two supply determinants. The first one is factor prices, since the cost for production is the same. Instead of soy beans they will prefer to farm corn in their lands. The other is expectations for the future because of anticipation that they will be able to easily sell their harvest due to the demand in corn as a raw material in a type of alternative energy. To note, corn was used as a component in alternative enrgy production with no substitute or complement indicated while soy beans was a substitute and not a complement which yields that it is affected in supply and demand parallel to corn. The determinants of demand which includes income, tastes, preferences, prices of substitutes or complements, expectations of the future and population (Carleton University, 2008). Given the scenario, the price of corn oil is likely to increase because the raw material for it which is corn was used in a different manner. Corn oil is a preferred ingredient by people in their daily kitchen use so this lets it fall under taste and preference. Concurrently, Total Revenue will increase based on the assessment that it is inelastic (Internet Center for Management and Business Administration, Inc., 2007). Increase in prices is greater than the increase in the quantity demanded which translate to an agmented total revenue for corn oil producers considering all

Reflection In Personal And Professional Development Nursing Essay

Reflection In Personal And Professional Development Nursing Essay Continuing education is perceived here as a process that helps to improve the lives of individuals, to clarify their thoughts and personal reflection on what they are doing and act as engaged citizens in a process of social transformation. In this research, the content of continuing education is mainly based on the experiences of the actors in education and this education must take place in the school where teachers work (Ghaye, Lillyman, 2010). It has been emphasized Cordingley (2003): that knowledge is multiple for teachers as part of a research it has been identified in three types: the knowledge of teacher educators (those who teach), the knowledge of a teachers students (those who are taught) and knowledge built by members of both groups when interacting during class. The research adds that each individual constructs his knowledge through experiences and teachers construct their professional knowledge so through their daily practice and experiences which they are subjected. Two main perspectives emerge writings on the concept of professional development (Cordingley, 2003): Developmental Perspective Professional development is associated with progression in the teaching profession. Particularly, Fessler and Christensen (1992) identify the following stages of progression: initial training, entry into the profession, strengthening skills, enthusiasm, frustration, stability, withdrawal and leaving the profession. Professionalizing Perspective Professional development is associated with learning, generally perceived as both process and product. According to Day Antoniou and Kyriakides (2011) professional development is achieved through learning experiences natural conscious and planned. The authors noted a conceptual shift in several writings between the concept of professional development and the training continues. According to them, the training means more interventions can promote the development of teaching and learning. Professional Development and Learning The professional learning begins from the beginning of the initial training and continues until the end of the professional career. This learning is a process of professional development. Among health care professional development is linked to successful treatment outcomes and the patients experience of care (Frankel, et al, 2011). In education improving teaching skills and developing professionally, the teacher contributes to learning and student success entrusted. Professional development is linked to innovation: Professional development can bring about changes in the school environment and fosters a culture of innovation among teachers. Currently, changes to concern mainly student learning and ways to promote it. To better adapt their practices to the needs of students, teachers must be innovative and take into account the results of research in teaching (Stanovich, 2000) Training offered in academia is often too fragmented and training does not adequately consider the social complexity. In the statistics of a globalized world, is qualifying Often Understood (quantitatively) as efficacy, or efficiency of the educational worker, Malthus is disregarding the professional teacher as a human being who is situated in a local school culture. Consequently, the programs and activities from the materialized Which policies (Such as continuing education) end up Being vertical actions (discontinuous), with little consideration of the real needs of teachers and interest) (Stanovich, 2000). Criticism by teachers on training received to date indicates that: The course received were too short and no continuity between them (isolated activities); The course proved sometimes too theoretical and had little to do with daily practice; The course does not take into account the needs and interests of teachers (topics chosen by the researchers and academic staff); The course does not take into account the cultural and political progress; The course does not allow forming a critical opinion (ideas imposed); The courses were sometimes offered in locations far from the school where teachers work (hard to get there, means having a lot of time and spending money). The course does not take into account the reality of the school and the various contexts that can meet: The relationship between universities and teachers is fragile (critical universities that do not prepare enough teachers for the reality of school and critical schools that are not prepared enough students for graduate studies). Some administrative practices rely on quantity rather than quality regarding training. Indeed, in recent years, offering continuing education has increased in various institutions such as universities and professional associations, but it is not always a guarantee of quality. Role of Reflection in Quality Care Reflective practice is about care professionals and their work. Reflective practice is about learning from experience. The role of reflection is highly important for the quality of care, without knowledge of different aspects care professionals cannot claim to be capable enough to perform their task to perfection or precision. It is about signifying what care professionals do and why they do it. The series makes an important statement about the kinds of knowledge which care professionals generate through reflection. Reflective practice does not disconnect theory and practice rather it bridges the gaps between values and actions while regarding and operating with evidence. Briefly, reflection is knowledge which is about and for the improvement of self, the team and the context of healthcare (Mamede, et al., 2012).following factor are highlighting the importance of reflection in quality of care (Mamede, et al., 2012): Reflection is with no apologetic attitude though not exclusively practical in kind. Reflection is intrinsically domestic and closely associated to the real clinical work framework of the practitioner. Reflection is created and owned by practitioners themselves. Reflection is frequently prepared overtly and collaboratively, not confidentially and just individually. To inquire existing practice reflection can be used hence, to assist the development of a critical posture towards healthcare. Reflection is useful or good enough to enable health care professionals to make more sense of their opinion and actions. To the development of an enquiring posture reflection play a vital role which is a significant constituent in being able to assert that health care professionals are enduring learners. Thus Reflection above all, is appreciative. Reflective practitioners expand their work systematically and rigorously (Mamede, et al., 2012). Model of Reflection Miss June, 32 yrs old was admitted in A E with car accident causing her to lose blood. She was accompanied by her friend and was conscious during her arrival. However, her health deteriorates and doctor suggested giving her unit of blood. Miss June refused to receive a blood transfusion by saying it is against her religion. The mentor tried to convince Miss June to receive a bag of blood, since her health was deteriorating with time. But Miss June refused it. To deal with this ethical dilemma and save her life nursing management should get all the facts of patient besides the above case scenario, these facts include a record of heart rate, her respiratory rate and her blood pressure (BP) (Hupston, Fleur, 2008). In the precise cases of the nursing professions, it is advised that the professional to recognize, respect and perform actions that will protect the persons right to make a decision about their health, cure, and well-being, turning them excused from any kind of unfairness (Gardiner, 2003). It also compels them to execute or contribute to health care without the approval of the patient or their legal envoy, apart from in cases of looming risk of death (Volbrecht, 2002). Hence, any diagnostic, preventive, or therapeutic intervention is required to be voted on the bioethics principles of malfeasance, non-malfeasance, beneficence, and autonomy and it can only be conducted with the permission of involving person, based on sufficient information (American Nurses Association, 2001). Evaluate Alternative Actions The need for blood transfusions in this case certainly has created an ethical dilemma for the healthcare team, because this procedure involves the collision of two fundamental rights: the basic right of life and the right of denial due to faith and religious values. Decision and Test The nursing management decides to tackle the situation in three steps. In first step with the help of evidence they begin to convince Miss June that blood transfusion for health care purpose particularly in life threatening condition is altogether different from eating blood. Nursing management should make Miss June realize that her original belief about abstaining from the blood intake is right however, its not applicable in this scenario. (Migden, Braen, 1998). However, even if the patient is still not convinced it cannot be forced on her to change her belief otherwise. Her care giver quickly moves to the second line of action and propose to her that she can have a transfusion by means of alternative hemotherapies (Hupston, Fleur, 2008). However, if Miss June even refuse to have an infusion of blood transfusion, isolated figurative elements (red blood Cells, leukocytes or platelets) there is an apparent clash between the fundamental right of life and the fundamental right to freedo m of belief and conscience. This situation requires health care giver professional to make a decision in favour of the pervasiveness of the Miss Junes dignity as the boundary and bottom for her other rights. Act and Reflect On the Outcome When blood transfusion is essential but there is no consensual decision between patient and physician the apparent outcomes are the need of altering the law that forced the health care provider to take a decision that is not in the interest of a patients health. Another important outcome reflection is that the critical scenarios like this dilemma in the case of Miss June should be taught in nursing curriculum so that they can prepare themselves for the situations like this. Hospital library should make the evidences prepared to tackle the situation like this which requires some religious knowledge and information to convince the patients and their family.

Uniformity and Deformity in Harrison Bergeron Essay -- Harrison Berger

Uniformity and Deformity in Harrison Bergeron In this essay, I will attempt to explore what Kurt Vonnegut illustrated in his short story "Harrison Bergeron"--the fact that uniformity (of any kind) leads to the loss of individuality, and therefore to absolute deformity of humanness. "The year was 2081, and everybody was finally equal," the story begins. "They weren't only equal before God and the law. They were equal in every which way." (Vonnegut 1968:7) In this haunting story, Vonnegut probably wanted to warn our society of similar kind of equality, equality that can be fatal for human race. The theme of absolute equality has already appeared two years before "Harrison Bergeron" was published for the first time in Fantasy and Science-Fiction Magazine (1961). It was Vonnegut's novel The Sirens of Titan. However, in this work the theme is only a minor feature and is not really developed (see Vonnegut 1975:158). The idea probably intrigued Kurt Vonnegut and forced him to develop it into a short story. Those who are familiar with Kurt Vonnegut's writing will certainly recognize some other themes of this story. For example the fear of de-humanization of human beings, being stuck in amber (Harrisons inability to overthrow the system) and so forth. In "Harrison Bergeron", Kurt Vonnegut presented a scary view of a future society, where everyone was equal. "Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else." (Vonnegut 1988:7). It was the job of the agents of the United States Handicapper General to keep it this way. Beautiful people had to wear u... ...g speciesism, we can end up like in the short story by Kilgore Trout "Hail to the Chief", where a chimpanzee became the President of the United States. "The chimpanzee wore a little blue blazer with brass buttons, and with the seal of the President of the United States sewed to the breast pocket. Everywhere he went, bands would play 'Hail to the Chief.' The chimpanzee loved it. He would bounce up and down." (Vonnegut 1992:88) References: Sturgeon, Theodore Godbody New York: Vonnegut, Kurt Jr. Breakfast of Champions London: 1992; Cox & Wyman Ltd. Vonnegut, Kurt Jr. God Bless You, Mr. Rosewater New York: 1978; Dell Publishing Vonnegut, Kurt Jr.The Sirens of Titan London: 1975; Coronet Books Vonnegut, Kurt Jr.Welcome to the Monkey House New York: 1988; Bantam Doubleday, Dell Publishing