Ethics in International Environments Essay Example | Topics and Well Written Essays - 1500 words

Ethics in International Environments - Essay Example â€Å"Ethics has†, the Columbia University Press views, â€Å"developed as people have reflected on the intentions and consequences of their acts. From this reflection on the nature of human behavior, theories of conscience have developed, giving direction too much ethical thinking†. (Retrieved from cup.edu.com)   Case Background: In the article under study, the writers, Chen & Fletcher (2007) point out how cultural differences force international firms and corporations make immediate alterations in their strategies in order to combat with the prevailing cultural and regional divergences observed by the individuals belonging to one specific society or region. The case under study focuses upon the problems faced by a well-established and renowned Australia-based sheep exporting and meat processing company under the title â€Å"Samex†, which has been involved into a business transaction with the Middle East businessmen and corporations for the last few decades. The Australian company launched its business on the foundations of international rules and values but had to undergo ethical dilemma in the Arab countries due to the prevailing contradictory values. Consequently, it had to revise its business scheme while conducting the business in that region.   Cultural differences can be estimated on the basis of Hofstede’s index of cultural divergence, which describes variation in the cultural patterns of different societies. For example, people living in advanced countries give priority to individual achievements, while in developing countries people are bound in the tie of â€Å"we† feelings and collectivism.   The Middle East refuses to accept any product that carries even the slightest sign of deformity, low quantity or defect.

Main aim of education to promote individual differences education essay

Main aim of education to promote individual differences education essay This essay endeavours to analyse the statement that the main aim of education is to encourage individual differences. It puts forth the ethical claim that our education systems should not standardise students but help them develop as individuals in their own right. In order to present a balanced view to the reader, this literary piece draws upon the works of philosophers and educators from as far back as 360 BC. It is concluded that given the challenges faced by man in the 21st century, it only makes sense that education should support individuality. Introduction In the discourse of this paper, I aspire to investigate the aim of education as a facilitator for encouraging individual difference. The paper has been divided into four parts. I first discuss the significance of the nature of the student-teacher relationship and then explore the theoretical and practical realms of the two main educational systems of the 21st century. In the third segment of the essay, I compare the two educational structures on the basis of their support for promoting individuality. The paper is drawn to a close with a conclusion that authenticates the claims of this essay. Importance of the Student-Teacher Relationship In the opening chapter of their book, The Study of Education (2009), Bates and Lewis present an autobiographical account on education written by Wendy, an early years educator. While exploring the early years of her childhood, Wendy puts forth her feeling of disconnect with education due to the ineffective teaching practices that built up a foundation of fear around the very term. She describes her head teacher as being a strict authoritarian whose teaching philosophy was modelled on Lockes empirical pedagogical approach that described the childs mind as a blank sheet of paper that needed instruction from an exterior source in order to form ideas and opinions ( Locke, 1924). Wendy says, I loathed her for her remoteness and retreated into myself whenever she taught a lesson in our class (Bates and Lewis, 2009, p. 10). This diminished Wendys confidence and interest in learning and made her question her intelligence quotient. However, when she shifted to a slightly progressive learning environment where the teacher was not a scary figure, she not only became an A student but thoroughly enjoyed the learning process. Her fear of education disappeared and there was a sheer boost in self confidence (Bates and Lewis, 2009). Bates and Lewis (2009) use this example to put across the criticality of the relationship between the learner and educator. The online pocket Oxford dictionary (2006) defines the term relationship as the way in which two or more concepts, objects, or people are connected. Thus, it goes to say that the nature of the connection between two human beings is the most important feature in a relationship. This principle can be applied to student-teacher relationships as well. Studies have proven that a close and positive relationship between teachers and students has a direct impact on the academic achievement, behaviour and adult life of the student (Jones, 1981). For instance, as Jacqueline Zeller (n.d.), lecturer at the Harvard Graduate School of Education, points out, when children are provided with a sense of safety and security afforded by close relationships with teachers, they not only enjoy the process of education but also develop into well-rounded adults. However, when children are yelled at by the teacher, they feel rejected and frightened and tend to shun education (Zeller, n.d.). When students choose to drop out of high school, it is usually not a spontaneous decision but one that has been reached over a period of time mainly due to the presence of feelings of academic frustration and defeat or socio-cultural issues (Alliance for excellent education, 2009). A paper written by Rouse (2005) for the symposium on the Social Costs of Inadequate Education, New York, points out that these high school dropouts earn, on average, $260,000 less than a high school graduate. Thus, the ineffective flow of communication between the teacher and student has more consequences than we manage to comprehend. This brings up the question that if a positive student-teacher relationship is so important, why do we still see such varying student-teacher dynamics in the current day classroom scenario? The best way to understand this would be by exploring the two main teaching methodologies which define our academic world today: the traditionalist and progressive education system. Traditionalist education system A traditional teaching environment is a teacher-centric setup, where the role of the teacher is directive and rooted in authority (Novak, 1998). This teaching methodology arises from the realist philosophy of education that promotes the integration of the mind and body. Therefore, here theoretical learning is on the same footing as experiential education. This approach is mostly based on John Lockes educational philosophy (Locke, 1693). Locke, the 17th century British philosopher, believed in the immanent perspective of the child (James et all, 1998). He was of the opinion that the childs mind is a blank slate and knows nothing. It is up to extrinsic factors to provide information in order to instigate thoughts and opinions (Locke, 1813). Thus, while the student is important in this educational system, the main role is played by the teacher, who is more knowledgeable and experienced in matters of the world. Textbooks and workbooks are used as the primary teaching aids that help the t eacher fill up these knowledge holes in the minds of the students (Novak, 1998). In this educational setup, students are assessed via written and oral examinations (Novak, 1998). Since this a standardised testing system, the results are variable within the classroom, depending on each childs cognitive ability (McNally, 1974). However, there is a demand for a more balanced academic result with an exceptionally high class average, which affects the reputation of the school (Novak, 1998). Thus, teachers tend to spend most of their time perfecting students via repetition and rote learning. Traditionalists usually tend to adhere to a fixed curriculum; therefore, it is usually not possible to learn the content in context (Johnson and Johnson, 1991). Also, since there is more emphasis on the realist ideology of individualized learning rather than on group activities (Novak, 1998), the teachers prefer a linear classroom layout. Thus, desks and chairs are generally arranged in rows. It is interesting to note that though this education system has its roots in the realistic realm, the lack of implementation of the established education policies and rules makes learning more abstract. For instance, Locke laid emphasis on the soundness of the body and mind (Locke, 1693). He also believed that character-building and morality did not have to be formed by forcing children in a particular direction. He was of the opinion that once the knowledge was imparted to children and they were shown the path, they would be capable of integrating theory with practice. However, the present day scenario in traditionalist schools suggest otherwise. The teacher has to grill the students over and over again in order to attain a half decent result (Novak, 1998). Also, Locke was not very keen on the idea of punishment. In his essay, Some Thoughts Concerning Education (1693) he states that punishment does more harm than good to the child. However, what we see in traditionalist schools is a belief in the Kantian notion of the original sin (Kant, 1900). The system practices the concepts of sin and virtue, where a sin is met with punishment and a virtue with a reward. Thus, force is generally used by educators to discipline students and make them obedient (Novak, 2008). Another example is that of the nature of education. Contradictory to Lockes belief, traditionalists look upon education as a duty and obligation that students must fulfil. The Kantian view that education is not a matter of desire but a call of duty holds much weight here (Kant, 1900). This idea can be understood through an elaborate example presented by Plato, an idealist Greek philosopher whose work has affected generations in philosophical thought. In his book The Republic (360 BC), Plato puts forth the allegory of the cave, which mainly focuses on the process of attaining enlightenment. This is a brilliant allegory since it covers the metaphysical, epistemological and ethical aspects of the idealist education philosophy and also sheds some light on human nature (Plato, 360 BC). The allegory is written in the form of dialogues between Socrates, Platos teacher, and Glaucon, Platos older brother. Socrates asks Glaucon to imagine an underground cave with its mouth opening toward the light (Plato, 360 BC). A group of people have lived here since birth, their legs and heads are chained so that they cannot move and they sit facing a blank wall (Plato, 360 BC).There is a fire blazing at a distance behind them and between the fire and the prisoners there is a raised walkway with a wall in front of it. The prisoners watch the shadows projected by people carrying all shapes and sizes of objects and stuffed animals while walking down the raised path. Socrates describes these shadows as the closest versions of reality available to the prisoners (Plato, 360 BC). When these prisoners are liberated they move around the cave and find it hard to adjust to their new realities. The bright light from the fire hurts their eyes causing them to flinch with pain. It is not a welcoming change (Plato, 360 BC). What Plato is trying to convey here is that the prisoners have suddenly moved from a position of relative ignorance to a position of relative knowledge and the entity responsible for liberating them is the teacher. Thus, Plato makes a blatant point that education is not a pleasurable process but a painful procedure that needs to be forced upon people. Socrates then describes the prisoners journey to the higher world where they have the sun. The sun is used as a non-religious metaphor for attaining enlightenment. He states that the prisoners had to be forced to reach the mouth of the cave, implying the requirement of a compulsory authoritarian approach adopted by the teacher (Plato, 360 BC). Socrates then illustrates to Glaucon how the enlightened prisoner journeyed back into the cave to share his newfound knowledge with the others (Plato, 360 BC). Naturally, his ideas were refuted by the prisoners; for them the images on the wall still defined the ultimate truth of their realities. However, out of a sense of moral Platonic responsibility, which here is to pity the unenlightened minds, Socrates put forth the idea of using compulsion to educate the prisoners; after all the current teacher also had to be forced to go out into the light (Plato, 360 BC). This allegory echoes a resonating theme in the traditionalist education system. Progressive teaching methodology A progressive education system follows a student-centric teaching approach. Here the role of the teacher is that of a facilitator of education rather than an authoritarian instructor (University of Vermont, n.d.). Today we can find a number of different styles of progressive educators. However, the common thread running through them all is that they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives (University of Vermont, n.d.) This approach has its roots in John Deweys model of education. Dewey was an American philosopher and educator who played an important role in defining the meaning of education during the late 19th and early 20th century. He founded the philosophical school of pragmatism with Charles Sanders Pierce and William James (Weber, 1960).Unlike ancient philosophical movements, such as idealism and realism, that trace their origins to Europe, the pragmatic system of thought first emerged in the United States of America. For the pragmatists, democracy is a deep concept rather than a political decision-making plan. It is the idea through which people form their social theories and beliefs about the nature of their world (Dewey, 2004). Dewey applies this concept of democracy to education in his book Democracy and Education (Dewey, 2004). He describes education as that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience (Dewey, 2004, p. 83). Thus he considers education a social process and believes that students learn best when indulging in real-life group activities. It is interesting to note that unlike the ancient idealist dualism of the mind and body or the realist collaboration of theory and practice, pragmatism majorly advocates experiential learning. It harbours a general mistrust in theoretical abstraction or ideal speculation of any kind (Weber, 1960). It is a grounded ideology that believes in the functionality and practicality of the real world. It can be said that pragmatism is a derivative of realism. However, stark differences can be found between the two ideologies in terms of their metaphysical, epistemological and ethical principles (Ulich, 1961). Dewey did not believe in formulating fixed aims of education, since he opposed the segregation of the means from the end. In his opinion, the means, or journey, could result in more pleasure than the desired end (Dewey, 2004). Conquering the world, as Alexander the Great learned, is less desirable than having more worlds to conquer (Weber, 1960, p.265). Similarly, in a progressive classroom the main aim is to insure that the children are comfortable, since this is where their actual learning takes place. Here, children are not educated to be prepared for life; instead, education is considered life itself (Dewey,2004). The education system supports an interdisciplinary curriculum, which is more focused on the needs of the students rather than pre-defined tasks and subjects set out by the management or the teacher. By doing so, the students are not only given the power to participate in the decision-making process but are also given the freedom to learn by constructing their own knowledge (Dewey, 1956). In his book Democracy and Education (2004), Dewey talks about the humanistic nature of living beings. He describes the student as the biological child, the psychosocial child and the social child. Thus, when the learner comes to school he brings with him all the connotations, principles and experiences associated with his persona, which are appreciated and nurtured. Since progressive educators consider education to be a social phenomenon, more emphasis is laid upon group work rather than on individual learning (University of Vermont). Most of the classroom activities are tailored according to the group dynamics in the class, while keeping in mind the democratic theme of the education philosophy. However, with freedom comes responsibility (University of Vermont).It then becomes the duty of the teacher to instil the correct value system in the students. Keeping such points in mind, there has been a debate on the ultra child centric approach adopted by this school of thought. To summarise, it can be said that in a progressive teaching environment, the process of education is considered one that makes learning enjoyable (Novak, 1998). Here, learning is usually carried out as a collaborative or a co-operative process and seldom an independent task. Education then is not limited to the individual but to the community as a whole. Due to this approach, the students not only develop a social work ethic but also learn to engage in the exchange of ideas and opinions (Novak, 1998). Comparison between the two methodologies: promotion of individual differences On average, a child spends five to seven hours a day for approximately ten months a year at school (Labaree, 1999). Since students spend most of their childhood and youth at their place of education, it is necessary for the institution to have a calm and happy environment. However, not many children can call their school a fun and pleasurable place (Labaree, 1999). Teachers across the world are aware of the differences in cognitive ability of children in the same class (Perdew, 1953). However, usually only children studying in a progressive learning environment benefit from this awareness. The main reason behind this is the inflexibility and lack of time in the traditionalist curriculum (Novak, 1998). The traditionalists consider children as socially constructed beings who live in a world structured by adults, where the code of conduct, rituals and language belong to the dominant group. It is, therefore, the moral responsibility of the adults to prepare the child for his or her entrance into the real world (James et al, 1998). The child is looked upon as an object that lacks the characteristics of functioning as an independent entity (Toren, 2006). Thus the attention of the teacher is mostly focused on the childs aim of becoming instead of the concept of being. The student is not given much space to learn by exploration and experiment. He is se en as a future adult rather than as a young human being in his or her own right (Uprichard, 2008). Therefore, the majority of a childs school years in a traditionalist setup can be looked upon as: a becoming; tabular rasa; laying down the foundations; shaping the individual; taking on; growing up; preparation; inadequacy; inexperience; immaturity (Jenks, 2005) With such ideas in place, where is the time for the teacher to work on the individuality of the students, promote their differences and appreciate them for who they are? This gives rise to the infamous thought process through which students get accustomed to extrinsic motivators and attend school for attaining a certificate or a degree rather than knowledge (Labaree, 1999). Therefore learning becomes a grade-oriented process. In his book The Farther Reaches of Human Nature, Maslow (1993) states that students in a traditionalist system respond to grades and scores like chimps do to poker chips. Socio-cultural differences like class, creed, gender, physic, language, ethnicity and differences in economic backgrounds usually tend to be a major cause of concern for teachers. However, given the restraints of the traditionalist setup, the teachers are often forced to believe that the number of differences among the children in a classroom is less than the number of similarities among them. Thus, they should focus more on the positive, the similarities (Perdew, 1953). On the other hand, in a progressive classroom, instant care would be provided to make sure that the students feel welcomed and at ease in their learning environment. It must be noted that when the traditionalist education system was developed it was the ideal education structure, considering the composition and requirements of the society in the pre-modern era(Weber, 1960). The child not only attended school but also took part in activities such as farming, weaving, animal husbandry and milling. This helped with his/her over all development (Weber, 1960). Thus, it successfully met the need of the hour. However, since times have changed, societies have advanced, economies have undergone a sea change and people have become more conscientious of their needs and desires, the ideals of such an education system have become rather obsolete (Weber, 1960). Let us take the example of the Maple Bear teaching methodology. Maple Bear is a Canadian early childhood and elementary education system. Its progressive education charter concentrates on learning through experience and exploration (Maple Bear, n.d.). Our Mission is to provide a high quality Canadian  style early childhood and elementary education in a safe, secure and stimulating environment that will provide students with a foundation for lifelong learning (Maple Bear, n.d.). Today, there are Maple Bear schools in countries such as Korea, India, Bangladesh, Turkey and Morocco. Each of these schools attracts students from diverse cultural and economic background with varying levels of cognitive ability. It is noteworthy that the demand for Maple Bear schools is increasing by the day, which speaks volumes about their education philosophy. Currently, India is leading the tally with twenty-four Maple Bear institutions (Maple Bear, n.d.). This is especially interesting because the country already has a well-established education system in place (The World Bank, n.d.). Since the early years are the most formative for a childs development, could the increase in the number of Maple Bear schools possibly be due to a lack in the present, mainly traditionalist Indian education system? Are people beginning to realise the importance of promoting individual differences? Conclusion In todays world, where economic paradigms are changing at the drop of a hat, where education systems are modelled on the interests of industrialisation, where there is no guarantee that a degree will provide a job, why are we still slotting students into water-tight compartments? (Robinson, 2010) Why are we alienating children on the basis of their cognitive and socio-cultural differences? Why are we killing their individuality and in turn costing them their creativity? The majority of schools today adopt a production line mentality wherein little emphasis is laid on divergent thinking and the child is mostly taught to indulge in linear and convergent thought processes (Robinson, 2010).With the progress in educational research, teachers can now easily use tactics such as the aptitude-by-treatment-interactions which is a research methodology used to explore alternative aptitudes, attributes or traits and alternative instructional methods (Jonnasen and Grabowski, 1993, p. 10). The German Philosopher, Friedrich Wilhelm Nietzsche, (Brainy Quote) had said, You have your way. I have my way. As for the right way, the correct way, and the only way, it does not exist. This statement can be interpreted to support the belief that it is only natural to have differences among individuals. Thomas Jefferson, third president of the United States, stated that All men are created equal (Jeudwine, 1919). This statement is a traditionalist claim that has caused much unrest in the present society. If all men were created equal, why are there differences among us? This statement should be altered to the democratic idea that all men should be treated as equals (Dahl, 2003). It is only then that people can learn to maximize their potential. Throughout human history, people have been shunned by society due to their differences. However, many of these societal rejects did great things and helped the human race move forward. Thomas Edison, Galileo Galilei, Jean-Jacques Rousseau are only a few examples. It is difficult to envision a world without their contributions. They succeeded in spite of the system. Imagine what could happen if the system itself promoted and rallied for encouraging individual differences among people? In the cutthroat competition of the 21st century, where everyone is exploring their niche to get ahead in the rat race (Robinson, 2010), it seems only fair that differences in individuals should be supported from a very early age. Therefore, schools should employ teachers who have the right motivation for teaching, increase the student- child ratio and invest in teachers training programs which are extensive and rigorous in nature. What the teacher really needs to learn is how to put pedagogical theory i nto practice rather than the details of fifth grade mathematics. Difference is the course of invention and adoption of new idea and new behaviour patterns. It is the challenge to the old, to the formal, to the status quo, and to reaction. it instigates the dynamism of change. The success of individual differences in the area of technology suggests to us the potentiality of a similar expression in social invention. Our culture suffers from a dearth of new ideas and new approaches to life. Our need is to encourage difference and evaluate it, selecting among new proposals whose which seem to suggest the most fruitful outcome (Perdew, 1953) Thus, for us to move forward by promoting a sense of social justice and facing the economic and cultural challenges of the 21st century, the main aim of education should be to encourage individual differences.

Tragic Triumph :: essays research papers

It hardly takes a discerning eye to realize that life does not consist of fairy tale endings. That fact is all too apparent in Arthur Miller's The Crucible, a work which has been labeled a tragedy by many critics. Robert Heilman defines a tragedy as a work of literature in which a character divided within the self makes choices, bears the consequences of those choices, gains a new awareness, and suffers victory in defeat. As you will see, John Proctor is a perfect protagonist.   Ã‚  Ã‚  Ã‚  Ã‚  The main choice which Proctor must make is simple enough to recognize: lie about his participation in witchcraft or proclaim his innocence and be hanged; however, the actual process of making this decision is not as easy. Proctor vacillates between dishonesty and the upholding of society's and his own morals. In Act IV, anxiety permeates the air as Proctor puts his name on the confession; but somewhere between the quill and the quintessence of the tragedy, Proctor has a change of heart. I believe that the precise point at which he realizes the exigency of the situation is when he emits the soul-wrenching cry, 'You will not use me!'; (142). And so, with these words, the first provision of a tragedy is furnished.   Ã‚  Ã‚  Ã‚  Ã‚  Miller spares us the full repercussions of Proctor's decision by ending the play before the hangings. Still, it is evident what the consequence of Proctor's insistent grip on integrity will be: death. I find it much more fitting that Miller excludes the most disparaging part of the play and instead instills in our minds the positive side. Elizabeth plants the seed of this thought when she proclaims of John, 'He have his goodness now'; (143). This statement creates perfect balance in the conclusion of the play, allowing the reader to experience the full psychological weight of the Salem Witch Trials while permitting the presentation of the optimist's viewpoint.   Ã‚  Ã‚  Ã‚  Ã‚  Before his untimely death, Proctor gains an awareness of life possible only to those who hold it in insufficient hands and observe it sifting through their fingers like the Sands of Time. His epiphany occurs just after the destruction of the confession, when all havoc breaks loose. In many prior instances throughout the play Proctor's integrity had been alluded to, although the taint of lechery prevented any confirmation of our suspicions. Proctor finally admits it both to us and to himself in saying, 'I do think I see some shred of goodness in John Proctor'; (144). Although it is uncertain whether characters such as Hale ever reached this same point of Tragic Triumph :: essays research papers It hardly takes a discerning eye to realize that life does not consist of fairy tale endings. That fact is all too apparent in Arthur Miller's The Crucible, a work which has been labeled a tragedy by many critics. Robert Heilman defines a tragedy as a work of literature in which a character divided within the self makes choices, bears the consequences of those choices, gains a new awareness, and suffers victory in defeat. As you will see, John Proctor is a perfect protagonist.   Ã‚  Ã‚  Ã‚  Ã‚  The main choice which Proctor must make is simple enough to recognize: lie about his participation in witchcraft or proclaim his innocence and be hanged; however, the actual process of making this decision is not as easy. Proctor vacillates between dishonesty and the upholding of society's and his own morals. In Act IV, anxiety permeates the air as Proctor puts his name on the confession; but somewhere between the quill and the quintessence of the tragedy, Proctor has a change of heart. I believe that the precise point at which he realizes the exigency of the situation is when he emits the soul-wrenching cry, 'You will not use me!'; (142). And so, with these words, the first provision of a tragedy is furnished.   Ã‚  Ã‚  Ã‚  Ã‚  Miller spares us the full repercussions of Proctor's decision by ending the play before the hangings. Still, it is evident what the consequence of Proctor's insistent grip on integrity will be: death. I find it much more fitting that Miller excludes the most disparaging part of the play and instead instills in our minds the positive side. Elizabeth plants the seed of this thought when she proclaims of John, 'He have his goodness now'; (143). This statement creates perfect balance in the conclusion of the play, allowing the reader to experience the full psychological weight of the Salem Witch Trials while permitting the presentation of the optimist's viewpoint.   Ã‚  Ã‚  Ã‚  Ã‚  Before his untimely death, Proctor gains an awareness of life possible only to those who hold it in insufficient hands and observe it sifting through their fingers like the Sands of Time. His epiphany occurs just after the destruction of the confession, when all havoc breaks loose. In many prior instances throughout the play Proctor's integrity had been alluded to, although the taint of lechery prevented any confirmation of our suspicions. Proctor finally admits it both to us and to himself in saying, 'I do think I see some shred of goodness in John Proctor'; (144). Although it is uncertain whether characters such as Hale ever reached this same point of

Alice B. Gomme and “The Traditional Games of England, Scotland, and Ireland”

It is always valuable to explore the life and works of a pioneer in the literary field. This is for the reason that aside from his or her distinct and colorful existence, it is the originality and significance of a trademark literary work that imparted or provided the public with important principle and practices. This reality was what renowned British folklorist Alice Bertha Gomme or simply Lady Gomme exemplified to her readers and the public of the late nineteenth to early twentieth centuries.A study of her life revealed her remarkable contribution in the genre of folklore which, in turn, created an important influence on the lives of the children. Particularly for her work â€Å"The Traditional Games of England, Scotland, and Ireland,† Gomme exuded the authority and gained the respect of her readers. It is therefore worthy to state that a research and presentation on Alice B. Gomme and her most famous work, relevant life realities particularly concerning children are convey ed. Through Children’s Games and SongsA presentation about British folklorist Alice B. Gomme showed how she was fond of children and their activities. This is the reason why children influenced and became the center of her materials in Gomme’s literary works. The focused was evident through her most acclaimed folklore â€Å"The Traditional Games of England, Scotland and Ireland. † Beyond the nature and circumstances of children in Gomme’s folklores, her literary works best signified the kind of personality that she shared with her readers. That is, the works of Alice B.Gomme, although traditional and controlled, clearly showed how she has lived and worked in a focused way (â€Å"A Proper Limitation,† 2001). As per the Musical Traditions Web Services’ (2001) description of Gomme’s life and analysis of her works, â€Å"her sweetly pretty children’s games and quaint old stories she was a proper Victorian lade in all senses of the word† (â€Å"A Proper Limitation,† 2001). Through a helpful scholarship, the supposed stereotyping concerning Gomme herself and the seemingly labeling of her folklores were removed.In doing so, the range and intensity of her materials proved how she was worthy of her gotten and apparently striking achievements (â€Å"A Proper Limitation,† 2001). As the founder or pioneer and staunch advocate of the â€Å"Folk-Lore Society† and the â€Å"English Folk Cookery Association,† Gomme was obviously inventive in many disciplines of folklore. As such, it turned out that through children’s games and songs, Gomme showed her potential and created understandable famous books but did not compromise their academic aspect and essence.In short, Gomme took into consideration that youthful life quality of children through the effective creation of children’s games and songs. The effort ultimately paved the way for the creation of meaningful and useful ch ildren-related materials that best suited the early stages of life of people (â€Å"A Proper Limitation,† 2001). The Traditional Games of England, Scotland and Ireland The material that best described the caliber of Gomme was the two-volume â€Å"The Traditional Games of England, Scotland and Ireland† which was provided to the public on 1894 and 1898.These alphabetically-arranged lists of British games were the famous materials, specifically the games children normally play and even continue to play nowadays on Holidays and special events (Gomme, 1894 & Gomme, 1898). It became apparent that mostly on the list signified singing, vocalization, hands clapping as well as music-related content that evidently contributed as the foundation of a number of British conventional tunes and songs.Beyond these facts however, Gomme’s â€Å"Traditional Games of England, Scotland and Ireland† became notable because although it was made more than a century ago, many of the games created by Gomme and included in the said work remained to influence today’s setting concerning how children play and carry songs (Gomme, 1894 & Gomme, 1898). Each volume of the Gomme masterpiece contained 500 pages entries of songs and games such as the â€Å"Accroshay† up to â€Å"Nuts in May† as well as the â€Å"Oats and Beans† up to â€Å"Would You Know† (Gomme, 1894 & Gomme, 1898).The said folklore manifested the standard kinds of games and songs in the British Isles. As such, these included the natures, categories and features of English games and songs with their rules or guidelines which were arranged in a dictionary-like form based on the most oftentimes used songs and played games complete with all the activities concerned (Dorson, 1982). Additionally, the famous and very enjoyable folklore showed different characteristics and notes documents as well as varied rules that varied according to the quality of the songs and games, resp ectively.Now, after more than 100 years of existence, Gomme’s â€Å"The Traditional Games in England, Scotland and Ireland† definitely survived and that the significance of the games and songs and most importantly, their implications to children and even those young at hearts are the things that happened and stood through time (Dorson, 1982). It was likewise notable that through the melodies, singing-rhymes and processes of carrying-out the games; the collected songs and plays turned out to be of real importance not only to the author but most especially to her public.This is because the folklore aimed and eventually succeeded in presenting what relevant proof is to be obtained from separate research of the â€Å"Traditional Games of England† (Gomme, 1894 & Gomme, 1898). Gomme as the famous Song-catcher The conventionality of Gomme’s â€Å"The Traditional Games of England, Scotland and Ireland† did not hinder it from emerging as one of the best mat erial of within its period. I fact, the attributes of the said traditional literary created a field of education and the entire subject matter for such discipline in general.Relatively, the folklore and folk life in Gomme’s work became the basis in studying and relating the material in today’s contemporary setting. These very obvious features made Gomme as an undeniable song catcher. As the term itself indicates, the song-maker and game-founder in Gomme allowed her to efficiently grab the attention, interest and conduct of people particularly children. â€Å"The Traditional Games of England, Scotland and Ireland† is an existing evidence of the power of folklore in the lives of people.Specifically for children, the Gomme material became their guide and inspiration in satisfying their childhood necessities and inclinations. Hence, this condition proved how Gomme and her folklore, with all its songs and plays, captured the hearts and imaginations of children. Concl usion It is undisputedly worthy to study and be inspired by Gomme and her â€Å"The Traditional Games of England, Scotland and Ireland. † The fact that the author and her pioneering work were able to seize the likes of children is a concrete proof of how the power of such literary genre successfully influenced her readers in their youthfulness.Ultimately, Gomme and her materials of songs and games grabbed the world of the children and this was a considerable factor in regarding the innovative folklorist worthy of her stature. References Dorson, R. M. (1982). Folklore and Folk life: An Introduction. Chicago: The University of Chicago Press. Gomme, A. B. (1894 & 1898). The Traditional Games of England, Scotland and Ireland (Vols. 1 & 2). London: Nutt. Musical Traditions Web Services. (2001). A Proper Limitation: Stereotypes of Alice Gomme. Retrieved June 16, 2009, from http://www. mustrad. org. uk/articles/gomme. htm

A Small Place

Jamaica Kincaid's A Small Place focuses on her cynical views toward politics, poverty and tourism in Antigua. Kincaid begins by telling the readers about the island's natural beauty: the sunny sky and warm weather, and the picturesque nature.  Ã‚   She then, encourages the reader to look beneath the island's beauty to discover and get to know the real state of the people and their culture.The reader is addressed as you all throughout the book.   Kincaid would like the reader to understand the people's poverty and their culture, which is highly influenced by the English colonizers, and the political system riddled with corruption.   She challenges the reader to look beyond the natural beauty of the island to discover and acknowledge its ugly side.   All throughout the book, the author's opinions, views, criticisms and comments regarding these three issues are apparent.The author's narrative is laced with bitterness and sarcasm, particularly when relating about the island's col onial pasta and the present's dependence on tourism as a source of income.   Kincaid's tone changes when she recalls memories that are precious to her as a child.   But predominantly, she writes with indignation.This paper will discuss Kincaid's narrative and criticism against tourism, poverty, and politics through the book's content, setting, theme, major characters, and symbolism.ContentA Small Place is not strictly divided into titled sections.   Instead, there are four untitled sections that tackle different aspects.   In the first section, the narration was about being a hypothetical tourist in Antigua, the author's birthplace.   Antigua is then described as an island of great, natural beauty.As a tourist, you only see the beautiful sights and the positive aspects of the people and the island.   You don't program your mind to think of the natives other than the usual warm and welcoming hosts, and as the people to serve your needs.The narrative in this section is lac ed with insider knowledge, often about the harsh reality that a tourist doesn't see.   These include the poverty of the people, the corruption and unlawful activities of some of the islands mansion owners who Kincaid claims are drug lords, and references to why most of the cars in the island are Japanese made.   This section ends at the hotel and the author's opinion about a tourist's moral ugliness.In the next chapter, the author brings back memories of the â€Å"old† island, which she described as a colony of Great Britain.   The author highlights the racism in the island and how the locals loved the English culture.   One of this section's main points is the author's derision against the fuss the people made over Princess Margaret's visit when Kincaid was just a child.The colonial mentality of the Antiguans was criticized.   For the Antiguans, the author says, bad behavior is not bad so long as it was an Englishman who committed it.   At the end of the section, the author relates colonialism to the present impoverished state of Antigua.It was in the second section that Kincaid asked â€Å"why people like her can't forget the past†?   She calls the reader's attention to the British colonial system, and condemns the human trading in the past.   Her ancestors, she said, were dragged to Antigua as chained slaves.   According to Kincaid, slavery will never be forgotten because institutional reminders remained in the island.   The Barclays bank is an example of trading firm that made its fortunes from bartering humans like they were goods.After amassing wealth through the sale of slaves, the Barclays went into banking and continues to be prosperous up until the present.   What's more ironic to Kincaid is the fact that Barclays is a major financial institution in Antigua that provides loans and fundings to the descendants of the slaves they traded years ago.   While the slaves made them rich, it is their descendants who are ma king Barclays continue to be rich.