Difference is Beautiful

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Difference is Beautiful Gerard Manley Hopkins' "Pied Beauty"

Gerard Hopkins poem "Pied Beauty" is said to be typical of many of his works, especially in his treatment of God and nature. The poem exclaims that many of the creatures created by God are not the same color, shape, size, or countenance; but they are still beautiful. The poem also explains that God should be praised for his creative differences regardless of how strange his creatures look or act. Along with the aforementioned exclamations the poem also exclaims that God's creation of different creatures shows his acceptance of diversity. While Gerald Hopkins "Pied Beauty" seems to persuade us to thank God for his differential beauty in nature throughout the poem, the final five lines suggests that we praise God for his acceptance of mankind and follow his example.

In many facets of our society today, individuality is looked upon with a frown, and at times the individual is mocked. However, in "Pied Beauty" the speaker ask that we give praise for the different beauties of nature. Nature in this poem represents mankind and the differences that we possess. Take for example, "Glory to God for dappled (spotted) things / For skies of couple-color as a brinded (streaked) cow" (1-). Another example to consider is "Fresh-firecoal chestnuts-falls, finches wings" (4). Hopkins uses birds and spotted cows to refer to the different hair colors, eye color, and skin colors of mankind. The speaker is saying to praise and accept each other for our different skin colors, our different hair, and eye color. God did not intend for us to look the same and we should embrace our differences as well as each other. If we all looked the same, our lives would be boring indeed.

With regard to body shape society would have everyone be tall and slender with equal proportions; however, we all know that is not the case. In the speaker's opinion we should give praise for these differences as well. His great use of imagery evokes an immediate appreciation for the difference in our shapes "Landscape plotted and pieced-folded, fallow, and plow" (5). The speaker compares the human body to a landscape that God has plowed, folded and pieced together in the fashion that he wanted. He believes that we should praise God for how we look, whether we are fat, skinny, deformed, or spotted. Whatever it may be that we think is wrong with our bodies, God assumed differently because he made us that way.

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Another differential beauty that the speaker could be referring to is the social status that we have in society. Most often people treat others differently when they do not come from the same background. They tend to either pity or avoid the person. The speaker is saying that we should praise God for our different social arenas. Use for example lines six "And all trades, their gear and tackle and trim" (6). Everyone is not going to have the same job, or the same money. If we all had the same job nothing would ever be accomplished. None of our goods would be delivered because truck drivers probably would not exist. No electricity, the wheel, or television would exist. Each one of these inventions took a different person with a different trade to make them possible. Therefore, regardless of what we do for a living, we should appreciate this and accept each person for the special skills that God has given.

The final difference that the speaker refers to is our personalities. Some people are funny and some are not. Some people are serious and really sure about themselves, whereas others are playful and unsure. The speaker feels that we should thank God for this. "Whatever is fickle, freckled (who knows how?)" (8). In this line the speaker is saying that regardless of how unsure or different a person maybe we should praise God for them. Whether they have the same opinion all the time, or if they change their minds, they should be accepted. No one is going to have the same opinion all the time, and God made us to have a will of our own thus insuring that differences exist.

In conclusion, the speaker exclaims that we as people should accept each other just the way that God has made us. He feels that we should look at what is in our hearts and look past the ever changing outside. For the same person, God, fathered all of us. If he can love us, why can we not do the same? I will leave you with his words "He fathers-forth whose beauty is past change / Praise him" (10-11). This line says it all praise him no matter how we look or act.

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ENGLISH ESSAY"HOW DOES THE FILM, "WHAT'S EATING GILBERT GRAPE?" ANSWER THAT QUESTION?

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The film 'What's Eating Gilbert Grape' encompasses many issues that answer that question. There are countless issues that bother Gilbert in the film which are hassling him and are hindering him from living a 'normal' life. Issues such as the amount of responsibility he has, the fact that he can't leave Endora, his relationships with Becky and his affair with Mrs Carver are all frustrating and obstructing him from moving on.

Gilbert has the responsibility of looking after Arnie, as he is mentally handicapped. He looks after Arnie because he is his brother ad also he feels that he is responsible for what happens to his family members. Arnies dependence on Gilbert and his frustrating behaviour really gets to Gilbert at times and Gilbert is forced to care for him as his mother is unfit for parenting.

This is also another issue for Gilbert. He is embarrassed by his mother, Bonnie, because of her size. This is evident throughout the film. Because of her obesity she is house bound and Gilbert is forced to act the father figure, which adds to his responsibility. He is the only one who has a job and has to provide an income to support his whole family, which doesn't leave much for him. He is seen throughout the film as the parental figure where all of the family members depend on him and he also has to act as the man of the house by organising the repair of the house and things like that.

Gilbert can't leave Endora because he has too much to look after, like his family and his house. He is not stopped physically from leaving Endora but he feels he has too much responsibility and just can't leave it all behind.

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This leads me to Becky. Throughout the film her character tries to beckon him beyond of Endora and he falls in love with her, which in the end helps him to move on. He feels like he doesn't want to get her involved with his family because he is embarrassed of them and he doesn't want her to think that he is a freak.

All these issues are tied back to the title of the film in the sense that all these obstacles that he has to face are eating him inside and he feels that he needs to break free from all of his responsibilities and live a normal life. All these issues answer the title of the film.

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Live music

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Live Music Events

The Narrows conducts advance ticket sales through Ticket Web. As tickets for an event go on sale a link will appear. We also sell advance tickets at 16 Anawan St. whenever were open. Call in advance or see Calendar for event dates and gallery openings.

Saturday, October 11 Donna the Buffalo

Funky and danceable with a message of tribal philosophy and celebration, Donna the Buffalos music is a unique blend of reggae, rock, country, zydeco, cajun, and folk traditions. Donna the Buffalos unique musical style involves a symbiotic relationship with the bands fans. The interchange of energy and emotion between the band and the fans turns each concert into an experience that actualize the ideas of community, responsibility, and celebration heard in the bands lyrics. Try their website www.donnathebuffalo.com

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Doors 70 Show 80 Admission $15

Sunday, October 1 Tom Pacheco

Hes become a Narrows fave, due to his outstanding performance on our stage earlier this year. But before we knew and loved him, Richie Havens, Levon Helm, Rick Danko, John Sebastian, Pete Seeger, the Jefferson Starship and many others did. He lives in Woodstock these days, but originally hails from New Bedford. If you missed him earlier this year, be sure to get to this show. Dont know him? Then learn more at www.tompacheco.com.

Opening Act Michael Troy

Doors 700 Show 800 Admission $1

Thursday, October 16 Clumsy Lovers

Their sound has been described as raging bluegrass Celtic rock. Thats about right, specially the raging part. Talk about high energy! They almost broke the stage in two at the Narrows last year! A high impact collison of bluegrass and Celtic, wrote L.A. Weekly. Learn more www.clumsylovers.com.

Opening Act Steve Hurl

Doors 70 Show 80 Admission $10

Saturday, October 18 The Mammals

A trio that plays old-time string band music the way Jack Kerouac wrote novels--with an abandon born of a deep understanding of structure and form. Their sound is wild, mirthful and masterful, wrote the Boston Globe. For all you folk music history buffs, one of The Mammals is Pete Seegers grandson. Figure out which one by visiting their website at www.themammals.net.

Opening Act The Barley Stompers

Doors 700 Show 800 Admission $10

Friday, October 4 Tim OBrien

Tim OBrien--yes, he was in the legendary Hot Rize, one of Americas most innovative bluegrass bands; yes, Kathy Mattea had a hit with his song Walk the Way the Wind Blows; yes, hes performed duets with his sister, Mollie; yes, Tims one of the worlds most incredible multi-instrumentalists; yes, Garth Brooks covered a song he co-wrote; and, yes, Tim packed the Narrows about a year and a half ago. But what we really like about Tim is that he seems to be having a heck of a great time during his shows--which makes his performances a special treat. Visit his website www.timobrien.net.

Opening Act Greg Trooper

Doors 700 Show 800 Admission $0

Saturday, October 5 Bill Mallonee

Bill comes from the Athens, Georgia scene which spawned the B5s and R.E.M. If you follow alt.country, you may know Bill from the legendary Vigilantes of Love. After ten years and a bunch of albums, hes doing his own thing, and bringing it to the Narrows. Meet Bill at www.billmalonee.net.

Doors 70 Show 80 Admission $10

Sunday, October 6 Toe Jam Puppet Band

Halloween Extravaganza

The Toe Jam Puppet Band offers a special brand of interactive childrens entertainment that grown-ups can really enjoy. Their performances are designed for playtime and bonding between parents and family members of infant, pre-school and nursery school-aged children. Young and old alike cant resist singing and dancing along. The Halloween Extravaganza is a special performance designed so children learn to enjoy the yearly ritual which is Halloween. Families are encouraged to dress in costume and to come together to witness firsthand the playful magic that is Toe Jam!

Doors 10 Show -4pm Admission $1 per family

Saturday, November 1 Paul Rishell and Annie Raines

You may have heard them on Garrison Keillors Prarie Home Companion or the Mountain Stage radio program. Maybe you saw them backing up John Sebastian on Late Night with Conan OBrien or backing him up at the Narrows earlier this year. Theyre winners of the W.C. Handy Award for Best Acoustic Blues Album. Learn more about Paul and Annie at their website, which is, coincidentally www.paulandannie.com.

Doors 700 Show 800 Admission $1

Sunday, November Kate Campbell & Sloan Wainwright

You may have heard Kate Campbell on NPRs Morning Edition, All Things Considered, or Live from Mountain Stage. If you enjoyed what you heard, you have joined a fan club that includes Emmylou Harris and Guy Clark. Learn more about this woman from Mississippi by clicking on www.katecampbell.com.

Okay lets get it out of the way-Sloan Wainwright is the little sister of Louden Dead Skunk in the Middle of the Road Wainwright III. But shes been living a rich and full musical life outside the shadow of her big brother. Shes shared the stage with the likes of Greg Brown, Shawn Colvin, Martin Sexton, and Richard Shindell. Her songs, like her voice, cast a lasting spell, at times drawing the listener into a world of unquestionably heartfelt emotion, wrote the Washington Post. Learn more at www.sloanwainwright.com.

Doors 700 Show 800 Admission $1

Friday, November 7 Po girl

Po girl co-conspirators Trish Klein (of the Be Good Tanyas), Allison Russell and Diona Davies deliver soulful roots, jazz, country grooves and occasional murder ballads. Po girl revives all the grit and spirit of the old-time sound through their beguiling original songs and distinctive adaptations of traditionals. Their contrasting vocals and strong musicianship create a compelling variety of textures, moods, and emotions. Po girls sound is timeless and timely, these girls are urban minstrels for the twenty-first century. Check out their website www.pogirl.net.

Opening Act Ryan Fitzsimmons

Doors 700 Show 800 Admission $10

Saturday, November 8 Jonathan Edwards

Weve been talking about the possibility of bringing Jonathan Edwards to the Narrows for a long time. We are pleased to announce that hes coming! Get your tickets early! You may have gotten to know Jonathan Edwards from his snappy, bouncy tune Sunshine, which was a big hit single and a gold record. Or maybe you lifted a cool drink to his song about hangin round the shanty. Visit www.jonathanedwards.net to find out what hes been up to.

Opening Act Barry Brown

Doors 700 Show 800 Admission $0

Friday, November 14 Tarbox Ramblers

The Ramblers return to the Narrows! As those who went to the show last winter know, between the fiddle, string bass, drums and slide guitar, you wont know what hit you. So wrote the New Yorker. Boston-based, with musical roots firmly planted in the Mississippi Delta, the Tarbox Ramblers are already raising eyebrows in their short career. Its hard to imagine a sweeter blend of blues, string band music and old-school hillbilly... wrote Billboard magazine. As the Washington Post put it This is a band that demands to be seen again. See www.tarboxramblers.com.

Doors 800 Show 00 Admission $10

Saturday, November 15 The Gibson Brothers

Bluegrass fans!! Its too cold around here in November for a bluegrass festival, but were going to have one anyway indoors with the Gibson Brothers! The Gibson Brothers have been

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Educational philosophy and the role of the Teacher

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Introduction

It was agreed that Trinity's educational philosophy must be grounded in the humanist

tradition of learning, be inclusive and embrace the European dimension that

emphasizes social cohesion and social inclusion. This educational philosophy is

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based on a common set of fundamental values. These values encompass a shared

understanding of the nature of the individual and society. Within the university, the

individual is accepted as being intrinsically well-motivated and willing to embrace the

group-interest, as opposed to being driven by the more selfish-interest of competitive

individualism. In the university setting, this involves a commitment to disinterested

inquiry, as opposed to the interested inquiry of the market model 'corporate

university.'

Every student tends to be provided with the same learning experiences focused around an white Anglo-Saxon curriculum. This cookie-cutter approach to learning works for a few students, but many do not learn, or learn only partially. Our classes are already too large to provide individualized learning. Domination of Lecture and Textbook The major learning modes in schools and universities are the lecture and textbook. Lectures date at least since classical Greece, ,500 years ago; textbooks come from a more recent technological development, the printing press

Students need to be able to learn how to become effective problem solvers. They should be able to identify problems, evaluate those problems and then decipher a way to transfer their learning to those problems in a way that will bring about a solution. If a student is able to perform in a problem solving situation a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structured. This is the theory behind Constructivism. By creating a personal interpretation of external ideas and experiances, constructivism allows students the ability to understand how ideas can relate to each other and preexisting knowledge. A teacher must then recognize the importance of the cognative and social approaches for learning and teaching so that she may aid the students development in constructivist learning. Both approaches are valuable because one will emphasize the role of cognative processes and the other will emphasize culture and social interaction in the role of meaningful learning. One, however, may wonder how to go about enforcing these approaches. One method is through scaffolding, providing a student with sufficient information to be able to complete a task on his own or, to present a gradual decrease in the amount of help availible allowing the student the capacity to work independantly. Situated learning will present the student with a set of learning tasks placed in realistic contexts. This will include the abilities to use knowledge in a functioning learning approach and acquiring inert knowledge based on the learning of isolated facts in limited conditions. Lastly, students should, through the use of multiple perspectives, be able to view problems and ideas. These ideas presented will then be able to shed light on the nature of problem solving. There are three most common types of problems, the first being well-structured problems. Well-structured problems are ones clearly stated with known solution procedures and evaluation standards; an example being a mathamatical process. Another type of problem are those that are ill-structured; they are stated vaguely, have unclear solution procedures, and vague standards of evalalution. The third type, issue problems, are ill-structured problems that will arrouse srtong feelings in the students. The first step in helping students become adaquate problems solvers is assuring they realize that a problem does exist. Once a problem is identifiedm students should be expected to understand the nature of the problem. The next logical step would then be for those students to compile all relevant information to their problem allowing them to formulate and carry out a solution. Lastly, the students would then be required to evaluate their solutions working out the imperfections, clarifying the results. Problem solving is a very necessary abilty for a student which will, in a way, garuntee his future abilty to transfer knowledge. The student needs a firm base understanding of the problem solving concepts to induce a positive transfer of his later ideas. He should be able to recognize the need for different problem solving techniques and how to relate and separate theories in his knowledge. The teacher should be able to present the starting grounds to enable her students a method of producing the solutions to their problems. Bibliography Snowman, J., & Biehler, R. (000). Psychology Applied to Teaching (th edition) Boston, MA Houghton Miflin Company. Word Count 51

Philosophy of Education The term philosophy can be defined in many ways. I like to define philosophy to mean "truth." When evaluating my philosophy of education, my views are clear and concise. Education should be provided to everyone, free of charge, and free of discriminations. Education today is provided to everyone publicly at no expense. Although free, it does not come without distractions. For instance, public schooling has turned into more of a daycare type setting for teachers and students. With emphasis based on violence, and rightfully so, I feel the learning environment has deteriorated to an extreme extent. Administrators focus more on dress codes and violence prevention, than they do on test scores and how we compare to other countries. According to A Nation at Risk, the American education system has declined due to a rising tide of mediocrity in our schools. States such as New York have responded to the findings and recommendations of the report by implementing such strategies as the Regents Action Plan and the New Compact for Learning. In the early 180s, President Regan ordered a national commission to study our education system. The findings of this commission were that, compared with other industrialized nations, our education system is grossly inadequate in meeting the standards of education that many other countries have developed. At one time, America was the world leader in technology, service, and industry, but overconfidence based on a historical belief in our superiority has caused our nation to fall behind the rapidly growing competitive market in the world with regard to education. The report in some respects is an unfair comparison of our education system, which does not have a national standard for goals, curriculum, or regulations, with other countries that do, but the findings nevertheless reflect the need for change. Our education system at this time is regulated by states which implement their own curriculum, set their own goals and have their own requirements for teacher preparation. Combined with this is the fact that we have lowered our expectations in these areas, thus we are not providing an equal or quality education to all students across the country. The commission findings generated recommendations to improve the content of education and raise the standards of student achievement, particularly in testing, increase the time spent on education and provide incentives to encourage more individuals to enter the field of education as well as improving teacher preparation. NY State responded to these recommendations by first implementing the Regents Action Plan; an eight year plan designed to raise the standards of education. This plan changed the requirements for graduation by raising the number of credits needed for graduation, raising the number of required core curriculum classes such as social studies, and introduced technology and computer science. The plan also introduced the Regents Minimum Competency Tests, which requires a student to pass tests in five major categories; math, science, reading, writing, and two areas of social studies. Although the plan achieved many of its goals in raising standards of education in NY State, the general consensus is that we need to continue to improve our education system rather than being satisfied with the achievements we have made thus far. Therefore, NY adopted The New Compact for Learning. This plan is based on the principles that all children can learn. The focus of education should be on results and teachers should aim for mastery, not minimum competency. Education should be provided for all children and authority with accountability should be given to educators and success should be rewarded with necessary changes being made to reduce failures. This plan calls for curriculum to be devised in order to meet the needs of students so that they will be fully functional in society upon graduation, rather than just being able to graduate. Districts within the state have been given the authority to devise their own curriculum, but are held accountable by the state so that each district meets the state goals that have been established. Teachers are encouraged to challenge students to reach their full potential, rather than minimum competency. In this regard, tracking of students is being eliminated so that all students will be challenged, rather than just those who are gifted. Similarly, success should be rewarded with recognition and incentives to further encourage progress for districts, teachers and students while others who are not as accomplished are provided remedial training or resources in order to help them achieve success. I feel that school is a place where students should learn and interact with other students at no expense. If a student ventures outside the boundaries by proving themselves a distraction or obstacle so other students can not do this, they should not be allowed to return. Harsh punishments need to be put in order for students who choose not to take advantage of their ideal situation. Rather than expelling these students, they should be sent to a mandatory alternative situation, such as military or boarding school, with stricter rules and regulations. Students should learn to interact socially with each other. Environments should be provided so that a student can be a productive member of society when they leave their educational setting. If students learn how to be socially productive, I feel our violence rates would dramatically decrease. I feel some students do not receive the accurate interaction opportunities in school, which causes a negative reaction. Learning is a complex process acquired through a variety of experiences. Cooperation between a teacher and student facilitates the greatest growth in each student's intellectual, social, emotional, and physical development. Curriculum must be relevant to the needs of individuals while enhancing both respect and communication within a multicultural society. A supportive environment allows student's to develop a positive attitude towards learning for life. Students do not get bored or lose concentration if they are actively participating. If lesson plans permit, students will participate actively in unison or one after another. The Socratic method allows students to learn for them. As the educator, you produce questions to the class that allow them to think and work together which also allows them to learn together. For instance, without lecturing to the class, a lesson could be taught in a health education by asking questions about their reading assignment. "What are the benefits of not smoking?" In response, the class works in unison to piece together the answers. This improves social skills, which stated before, will improve violence and behavior issues. The chief benefits of this method are that it excites students curiosity and arouses their thinking, rather than stifling it. It also makes teaching more interesting, because most of the time, you learn more from the students -- or by what they make you think of -- than what you knew going into the class. Each group of students is just enough different, that it makes it stimulating. It is a very efficient teaching method, because the first time through tends to cover the topic very thoroughly, in terms of their understanding it. It is more efficient for their learning then lecturing to them is, though, of course, a teacher can lecture in less time. Finally, two of the interesting, perhaps side, benefits of using the Socratic method are that it gives the students a chance to experience the attendant joy and excitement of discovering (often complex) ideas on their own. And it gives teachers a chance to learn how much more inventive and bright a great many more students are than usually appear to be when they are primarily passive. When considering my philosophy of education, many "truths" unfold. If we work on remedying these "truths" our educational environment should dramatically improve. Word Count 180

Today in such a changing society it would be impossible to have a national curriculum not reflecting such change. Living in a changing environment effects and changes what each individual in the state is expected to know. This is very much enlightened when living in a fast changing world where what was true yesterday turns to be false tomorrow. Who would ever have taught that the word Internet would have been mentioned in the National Minimum Curriculum in the late 80s and early 0s when it was still just a network with the aim of linking data between major Universities and in no ones vocabulary? Such change in education may be one aspect that has contributed to the philosophy adopted for the change in the national curriculum and this change has been designed with a clear vision in mindctor of Education, NMC, 1 There are in fact a lot more references to the new NMC that could be listed over here as proof that the learner is at the center of the vision. If we had to look at the two main ideas on which modern education may be argued we would boil down to Platos liberal education and Rousseaus progressive and radical orientations. The vision mentioned above for the NMC clearly complies with the progressive orientation where the learner is put at the center. Such revolution, started by Rousseau, is quite important for us, as the new NMC is all about this putting the learner at the center. People think only to preserving their childs life; this is not enough, he must be taught to preserve his own life when he is a man to bear the buffets of fortune, to brave wealth and poverty, to live at need among the snows of Iceland or on the scorching rocks of Malta. - Rousseau, Emile This has been quite a change. If we had to look at the old national minimum curriculum, the question was What should we teach? and thus putting the knowledge at the center. On the other hand, there are other aspects that link the NMC to the other main theorist (mainly Plato and Dewey). An interesting point to mention would be the idea of justice which links our curriculum in the year 000 to what the first curriculum, written by Plato, had mentioned 400 years B.C. In fact, the national curriculum starts with Justice and there is an assumption that we want the society to be socially just. These ideas show that after observing the various theories of curriculum that emerged throughout the history of philosophy, we cannot identify one in particular with which todays curriculum was designed. On the contrary, the result of the various theories is a rich outpouring of ideas about curriculum, ideas that continue to influence both reformers and traditionalists (Soltis J. F. & Walker D. F.). In fact, another contributor to this vision is Dewey who wanted to define education as growth. As mentioned at the beginning of this write-up, today the big challenge of education is change. The shadow minister has also pointed this out when I recently interviewed him on the new curriculum. Such rapid change is happening because of technology and science. Information and skills that an individual may learn or possess become outdated quickly and the person becomes obsolete as discussed during the recent lectures. The new NMC has included such change as part of its vision to the Maltese society. Besides clearly stating such awareness at the introduction, it has been discussed in a section on its own under the topic of An educational answer for the cultural, social and economic challenges Today the keyword is lifelong learning. Living in the 1st century, being described as The Learning Age, means that knowledge and learning today are a very temporarily thing. This makes the traditional knowledge of education invalid. The principle function of schooling is not in producing pre-existing relation of production any more. We have the possibility for education as itself a potential force for change in society and culture. Such ideas are changing and need to change the way the learners learn. Teaching computer or I.T. could be a typical example where the rate in which subject content changes is extremely high due to the technological improvement. It would be useless to teach a particular computer program say Microsoft Word in itself if by the time the pupils leave school the program learned (and examined) will be changed, outdated and scraped out from the market. The aim instead is to learn how to learn, as by the time the pupils are out of school, they should be able to cope with the new changing technology. While teachers should put students in situations where they can practice their skills, they need to teach various skills such as how to think. The idea of University where one would acquire a packet of knowledge and use it for the rest of life is today outdated and invalid. Till some years ago it was enough to have fathers teach their skills to their son and mothers to their daughters; they again would repeat the process with their children and so on. Even still, it is not the case of having the child learning something different from the parent. Today its the case that what the child learns is different throughout all stages in life. This takes us to lifelong learning. As discussed during the lectures today this is a fact of life. If you dont learn, you dont survive, economically, socially and all the rest. Such vision is shown throughout the curriculum especially when it is clearly stated that. Today we need to give skills to our pupils amongst which the skill of learning, that is, knowing how to learn. Such vision will require teaching how to access information and where to find it rather than giving out information in itself. We need to teach how to use the Internet that is the biggest resource in computer (also mentioned by the curriculum various times). More areas that such curriculum vision would require within the Maltese society would be teaching how to use libraries, having social skills, interact and share. The teachers should help in social management skills. This NMC does not encourage traditional teaching, as it isnt concerned about teaching skills but teaching facts. Such approach would require a change in the methods the teachers use. As said by John Bencini, president of MUT. This has been said in the NMC and certainly applies for our case. If we are having examinations designed in Malta for the Maltese society, we need to have the teaching resources that also reflect our curriculums vision. On the other hand, we should not only focus on the inside view of the Maltese Society but should also follow the effect our education may have from its political environment and social-economic aspects as well mentioned at the objectives of the NMC. Our aims for partnership with the European Union should be reflected by the education. The learners in our society, should be knowledgeable about what effects EU may have on Malta, to mention just one. Such education may be well influenced by politics as power (from whoever may be in power). Power would be one of the two dimensions to the curriculum and power as domination is bad and removes justice. In such discussion we may remind that this curriculum was done in three versions with considerable change between the first and the last version. The vision of schools that should remove streaming and education should be inclusive and comprehensive has been masked in the last version due to political reasons. To conclude, in this new curriculum it is not the case of having the objectives listed at the beginning and then simply a description of how each should be achieved but it is clearly seen that the vision & philosophy of the curriculum are consistent throughout. This shows that great planning has been involved in the design of this document. Dewey J., The Child and the Curriculum, 166. Ministry of Education, Creating the future together, 1 Plato, The Simile of the Cave, The Republic. Rousseau, J.J., Emile. Skilbeck, M., School-based Curriculum Development, 184, London, Harper and Row. Soltis J.F. & Walker, D.F., Curriculum and Aims, 186, London Teachers

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White Squall Essay

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During the Trust Phase in Project Adventure, our goals were to practice trust falls, learn to spot for each other, and create a safe and comfortable environment. The purpose of these activities was to gain trust in your partner and in the group. Throughout the Trust Phase, we learned to use correct positions, the commands, and safety issues to perform successful trust falls. We did different types of falls. At the beginning, we did one-man trust falls, where you slightly fell backwards and your partner caught you and brought you forward. We also did pendulum-like falls, where you had two spotters spotting you, one in the front and one in the back. This type of fall is not so different from the previous trust falls. You just fell back and forth. As the days went by, the intensity of the falls gradually increased. At the very end of the Trust Phase, we had to fall off a certain number of mats and a group of people caught you. Trust falls allowed us to cooperate and communicate with each other. We learned to care about everyone's feeling and level of comfort. We gained trust in each other.

White Squall is a true story about a group of American teenage boys who joined a school sailing ship to gain experience and discipline. They began an adventure on the sea that would change their lives forever. They followed a thorough course of studies, while the spent a period of time at sea as the crew of the Albatross with a stern captain. During the journey, the boys were pushed away from adolescence as they explored the Caribbean and South Pacific. Their captains severe ways formed them into young men. The boys bonded with each other as they overcame various obstacles. Nevertheless, as the Albatross drew near to the end of her trip shes stricken by an extreme weather condition known as a white squall. It was their biggest obstacle. The storms results are tragic and the young men that remain along with their captain learn to endure together.

The captain of the "Albatross" said, "It takes discipline out here, there are no special cases." This quote is very significant to the story of the White Squall. Without the discipline, respect and cooperation of the crew of the "Albatross," they would not be able to conquer their biggest obstacles. When the captain said, "… there are no special cases," he meant that everyone on his ship would go by his rules, no exceptions. As the days went by the boys learned to be a group. They became friends and helped each other when there is trouble. For instance, they worked together to study for the S.A.T. It took a lot of discipline for them to work with each other. At first, they were hostile and did not care about each other. Eventually, they learned how to work together.

Just like with the Trust Phase, us students needed discipline. We needed it for many reasons, for safety, respect and the relationships we had with each other. We need this in order to achieve a successful unit. Like in the "Albatross," discipline is needed for a successful journey. The captain of the "Albatross" could be compared to our teacher. Both of them tried hard to discipline their students for a safety and fun environment. Without discipline the Trust Phase would be chaotic. With the trust falls we needed focus and discipline to create that safe and comfortable environment. We couldn't fool around because someone might get hurt. There were also no special cases for discipline. Everyone had to listen, cooperate and focus. It really did take discipline for us to make the Trust Phase successful. Even though discipline is not the only factor that affected the success of the trust falls, it was definitely a huge part of it.

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To be able to conquer and succeed in any given event it takes respect, safety, responsibility and discipline to achieve your goals. I learned that taking risks could be very hard but once you try to participate and cooperate, it would help you a lot in succeeding. Interacting with new people and doing new stuff can prepare you for the future. When people created a safe and comfortable environment it helped decrease the level of the risk taking. You get a feeling of relief knowing that you're safe and comfortable with everyone. The Trust Phase made me realize that the students in my class were very responsible, respectful and supportive. For the future experiences in the Ropes Courses I have no worries working with such a strong group. I hope that our group stays supportive, respectful and responsible. I only fear hurting myself, but I'll do my best to work hard and stay positive.

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Music and Tragedy

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MUSIC AND TRAGEDY

Myth and music are the principal roots of drama. Myths always played an important role in human societies. They created a process of communication between people, in which some individuals shared with others their understanding of the world. That was achieved by offering a representation of the world and by giving it a plot, so that it would be interesting and familiar to the audience and not just a dry lesson. Music could play a similar role, communicating situations and emotions by sounds and harmony. In the western tradition, the first tragedies were myths which were danced and sung by a chorus at festivals in honour of Dionysus (God of Wine), in ancient Greece. The earliest presentations probably consisted of a chorus of men dancing in a ring, reciting or chanting some Greek myth while individual performers would stand on a rough wooden platform or cart. Spectators were seated on a hillside to view these early plays. In the open-air, day-lit Greek theatre, the chorus was a practical necessity. It made the transitions between scenes, giving actors the chance to enter and leave the playing area, and even announced what characters those actors portrayed. But the function of the chorus goes beyond this. The choral odes, accompanied by dancing and music, were part of the entertainment itself. The chorus both commented on the events and participated in them, so that it was both involved in the action and detached from it. The instruments heard were the same ones that were used for all other kinds of musical activities, the aulos, a wind instrument with two pipes, percussion and string instruments as the lyre which also coloured musically the poems of epic poets like Homer.

It was in 54 B.C. that perhaps the most important stage in the creation of drama was reached with Thespis, who invented an actor who conversed with the leader of the chorus, and by his reports of events occurring off the stage could provide the chorus with materials for fresh songs in new scenes. Through the addition of a second actor (by Aeschylus) and a third (by Sophocles), the representation was made possible of a drama which could show and develop a human situation in all its aspects. Now it should be made clear that from this point on we are talking about the evolution of tragedy and tragic theatre in Athens, and that this evolution was connected and depended on the evolution of democracy in that city. This new political independence meant that any free male citizen of Athens could achieve being one of the rulers of the city and having the fate of his community in his hands. The need to understand and to be taught how to deal with power was obvious for the men of the city, and it was in this climate that Greek tragedy emerged.

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'Julius Caesar' by William Shakespeare

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'Julius Caesar' By William Shakespeare

Shakespeare's 'Julius Caesar' is not really about Caesar at all. It is about the contrast between two of the main characters, Brutus and Cassius. The play is called 'Julius Caesar' because he is the pivot. The play is about the events leading up to and following his assassination.

There are three main characters Marcus Brutus, Caius Cassius and Mark Antony.

Brutus is the main focus of the play. He was Caesar's friend but was dragged into the plot to kill him because of his love of Rome. He believed that Caesar would become too powerful and that he had to kill him for the good of Rome. He was said to be the 'noblest Roman of them all' as he did not kill Caesar out of jealousy.

Brutus 'sits high in all people's hearts' and is very loyal and honest. Some people may say that Brutus was too honest and I think that I would agree with this. When Brutus allows Antony to speak at Caesar's funeral, Antony twisted everything Brutus had just said which turned the townspeople against him and, because of this, among other things, Brutus believed that there was no way out. After the battle at Philippi, he killed himself. Brutus has been said to be naïve because of this.

Brutus is a poor judge of character. This is shown when he stops the murder of Caesar becoming a massacre of his supporters, which proved fatal. Cassius wanted to kill Antony as well as Caesar but Brutus did not approve of this.

Brutus was Caesar's friend. Caesar trusted Brutus. We can see this when Brutus stabs Caesar. Caesar says 'Et tu Brute?' meaning 'even you Brutus?' This shows that he was surprised that Brutus would kill him.

Brutus' wife, Portia, clearly loves her husband. She wounds herself in the thigh, which shows that she can easily allow passion to overrule reason. Her lack of reasoning is also shown in her desperate suicide when she believes that Antony has been victorious and Brutus is dead.

Brutus loves Portia. He does not tell her about the conspiracy because of this. We can clearly see that he thinks a lot of her. His feelings for Portia are shown by his reaction to her death. Brutus spoke of Portia as being as dear to him 'as are the ruddy drops that visit my sad heart.'

Brutus plays the most important part in the play. We see more of Brutus' personal life and thoughts and feelings than of any other character.

He has to make the choice between murdering his friend and allowing him to become too powerful. He had to decide which he loved more, Caesar or Rome.

Cassius is the next main character. He is a contrast to Brutus. Cassius is sly, devious and self-centred. He was said by Caesar to have 'a lean and hungry look.'

Cassius killed Caesar because he was jealous of him. He arranged the conspiracy and decided to involve Brutus because he 'sits high in all people's hearts.'

Cassius is a much better judge of character than Brutus. He wanted to kill Mark Antony as well as Caesar.

At the start of the play, Cassius is quite a mean man. We can see this because he is willing to murder Caesar out of jealousy. This is shown because he doesn't like the fact that he 'was born free as Caesar,' he has 'fed as well' and he can 'endure the winter's cold as well as he' but Caesar is being offered the crown of Rome. There is, however, a point at which Cassius could be said to be fitter than Caesar as he tells Brutus of a time when swimming across the River Tiber. Caesar cried, 'Help me, Cassius, or I sink!' Cassius had to rescue Caesar, as he could not endure the river's rapid flow. Cassius also mentioned a time when Caesar got a fever while in Spain and was described as 'a sick girl.'

Cassius changes towards the end. He seems to be more helpful and caring. He consoles Brutus at Philippi over Portia's death and contributes to their relationship developing into a friendship.

Brutus and Cassius are merely acquaintances at the beginning of the play. They don't have a good relationship to begin with. Cassius used Brutus in hope of getting more support of their conspiracy from the townspeople. Brutus was suspicious of Cassius. He asks Cassius, 'Into what dangers would you lead me?'

Cassius does not like Caesar. This is shown in Act I, Scene II, Line 10 'For who so firm that cannot be seduced? Caesar doth bear me hard but he loves Brutus.'

Cassius does not like to have someone in a higher position than himself. That is why he killed Caesar.

Caesar does not like Cassius. In Act I, Scene II, Line 14, he says, 'Yon Cassius has a lean and hungry look; he thinks too much. Such men are dangerous.'

Antony was Caesar's right-hand-man which was noticed by other characters in the play 'Antony is but a limb of Caesar.' He was also Caesar's friend. He was very sneaky and persuasive.

He can be very calculating which is shown at Caesar's funeral. He obviously planned to turn the crowd against the conspirators, 'Cry havoc and let slip he dogs of war.' He does this in a very tactful way by mentioning Caesar's will and tempting the townspeople.

Antony is very emotional and, like Brutus, will not let anything stand in the way of whatever he believes is right. We can see this at Caesar's funeral. He knows exactly what he wants to say and he manipulates the people to get this. Unlike Brutus, he has a cruel streak which is shown particularly in his use of irony in the speech at Caesar's funeral, 'for they are all, all honourable men.' This cruel streak ensures that he avenges Caesar's murder.

One of the main themes of 'Julius Caesar' is the way that power affects the individual. The main characters all deal with the effects of power at various stages in the play.

At the beginning of the play, Caesar is the most powerful man in all of Rome. We can see that Caesar has begun to be affected by his power by the way he speaks of himself. He refers to himself as the third person, as 'Caesar', rather than the first person, 'I'. This suggests that he has become 'big-headed'.

Some other characters, such as Mark Antony, believed that the commands of Caesar were law. Antony comments, 'When Caesar says "Do this," it is perform'd.'

Brutus behaves oppositely to this. He says that he is not interested in power for himself. He killed Caesar because he believed that he would have too much power.

Brutus is considered to be the senior member of the conspiracy. He has the most power but does not use it wisely. He overrules Cassius on three occasions about killing Mark Antony. Each time has disastrous results. This shows that, although Brutus has power, he has neither the wisdom nor the ruthlessness to use it properly.

Antony's power over the people is similar to that of Caesar's. The people will believe whatever he says. Once he realised the amount of power that he had, he used it ruthlessly to crush his enemies.

I have always thought that honest people would be good, smart people but it turns out that I was naïve to think that as Brutus was so honest that he lost everything. He was also naïve.

I suppose myself, being an honest person, would know where to draw the line with honesty but, if asked on the spot, wouldn't think that you could be too honest. I have learned that there is such a thing as too much honesty.

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