Research - Phase 1 - Background and Literature Review Paper

- Phase 1 - Background and Literature Review - Research Paper Example The m-payment services provide the scope of maintaining a mobile wallet for using mobile money and mobile transfers. The aspect of non-coin based transaction has a long historical background. After the use of plastic money in financial transactions through the use of debit cards, credit cards, etc., the technological applications have been used to develop the m-payment services. The launch of mobile phones has been rapidly accepted by the customers all over the world. The mobile phones and accessories have huge market shares in the developed as well as the developing economies (HUMPHREY, MOSHE and BENT, 2001, p.225). However, the developing countries have quickly adopted the m-payment services in comparison to developed countries like Australia in order to take opportunities of the worldwide business in the age of globalization. However, the m-payment services have now started to develop in the advanced economies like Australia with a difference from the models used in the developing countries. The reason for undertaking this research is to reveal the various factors that have led to the adoption of the m-payment services in Australia. The divergence of the m-payment model adopted in Australia explains the appropriateness of the various types of m-payment services in Australia that have appealed the customers to use the electronic payment services. The research work is important as the previous research studies on m-payment services have not addressed the areas of divergence in the m-payment model used in Australian markets. The research contributes to provide useful insights to the business entities for promoting the m-payment services to the customers in order to be in the same line with the changes in the Australian markets. The findings of the research also provide recommendation to the customers on the

Sample and population Essay Example for Free

Sample and population Essay Three samples were used for this study. Sample one consisted of two schools serving grades K-2; each school was from a different district. Sample two consisted of two schools which served K-3 and were from two separate districts. Finally, the third sample consisted of four K-5 schools, from two different districts. Overall, seven districts and eight schools of different sizes in the state of Mississippi were compared. The study specifically seeks to identify variables in low performing schools that could hinder them from improving performance. In order to provide an accurate study, the researcher took samples from different sized schools with different student demographics. Implementation Research was conducted by recording data for each school for a side-by-side comparison of different factors (see Appendix). All factors were found through greatschools. com, which summarizes each school’s characteristics for easy research. All school samples were then analyzed for the reading achievement average. Based on the average, the researcher then examined the achievement factors; determining whether there was a trend between any of the achievement factors and the MCT results of the chosen school samples. Factors compared during analysis were; socioeconomic status (SES), student-per-teacher ratios (FTE), and the percentage of nonwhite students. The MCT scores for 2005 were used as an indicator of overall reading proficiency of the chosen school. In order to determine whether a variable was a consistent influence on the MCT scores, three consecutive years of MCT scores from 2003-2005 were analyzed. The overall study aimed to discover a consistent pattern between a variable, such as SES or FTE, and the level of reading proficiency. Data Analysis Two of the three samples were consistent with the researcher’s hypothesis that SES is a strong influence on reading proficiency. Sample 1 however was uncharacteristic of the other two. In Sample 1, both schools demonstrated above the state average in MCT reading scores, however, the school with the highest SES percentage actually did better. This is uncharacteristic since Sample 2 and Sample 3 demonstrated a trend in high SES and low MCT scores for three consecutive years. As discussed in chapter two, the literature review, the influence of class size on student achievement has been an on going debate among researchers. For this reason, the researcher included student-per-teacher ratios as a sample variable. The researcher had expected to see some evidence of FTE influence reflected in the MCT scores; however, that was not the case. According to the data collected, the FTE of all three samples ranged between fifteen and seventeen, with the state average being fifteen. The results demonstrated no reoccurring trend between FTE and MCT scores. Sample 1 schools demonstrated varying above average MCT scores and the same FTE of seventeen. In Sample 2, School 1A demonstrated a below average MCT score with a FTE of fifteen; however, 2B had higher test scores and a higher FTE. In Sample 3, all but one of the schools had a FTE of Seventeen, 3B demonstrated a FTE of fifteen and a below average MCT score. School 4B had below average MCT scores but a FTE of seventeen, like the remaining two schools with higher MCT scores. Between all three samples, there was no reoccurring trend between MCT scores and FTE. The researcher had expected student ethnicity to play a large role in student achievement levels, however based on this studies samples, there was little proof that such a trend existed. As demonstrated in Appendix A through C, schools demonstrating low achievement scores varied in the percentage of nonwhite students. The same variations were found in schools with high achievement scores. Overall, the only achievement factor that demonstrated a trend was the socioeconomic status factor. SES as a factor of achievement was present in Samples 2 and 3, but seemed irrelevant in Sample 1. Based on the results and the uncharacteristic trends found in Sample 1, the researcher feels that the quality of the curriculum and teaching strategies had an influence of the high achievement levels found in Sample 1. The researcher feels strongly that SES is an influential factor on the reading achievement of elementary students in Mississippi. It must be noted however, the influence of SES can be minimized with the proper curriculum and learning strategies. MCT scores give educators insight into the overall achievement levels of students, and should be used as an indicator of what type of teaching strategy should be used. There are numerous ways to improve student achievement. Educators and school administrators must be aware of the learning abilities and potentials of students and gear curriculum and teaching strategies towards the needs of the students. References Achieve (2001). Standards: How high is enough? Achieve Policy Brief, 3. Washington, DC: Author. Allen, J. (2001).Eliminating a â€Å"Yes, But† Curriculum. Principal Leadership, 2, 2, 10-15. Balfanz, R. Legters, N. (2001, January). How Severe is the Problem? What do we know about intervention and prevention? Report presented at Dropouts in America, Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Balfanz, R. , McPartland, J. , Shaw, A. (2002, April). Re-conceptualizing extra help for high school students in a high standards era. Preparing America’s Future: High School Symposium, Washington, DC. Campbell, J. R. , Hombo, C. M., Mazzeo, J. (2000). NAEP 1999 Trends in academic progress: Three decades of student performance (NCES2000-469). U. S. Department of Education, Office of Educational Research and Improvement. Cronnell, B. (1984). Black-English Influences in the Writing of Third- and Sixth-Grade Black Students. Journal of Educational Research, 77(4), 233-236. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=od=95818457 Chubb, J. E. , Moe, T. M. (1990). Politics, Markets and America’s schools. The Brookings Institution. Washington D. C: Codding, J. (2001). An Up Ramp for Struggling Readers. Principal Leadership, 2, 2. 22-25. Committee for Economic Development (2000). Measuring what matters: Using assessment and accountability to improve student learning. New York: Author. Coleman, J. S. , Campbell, E. Q. , et al,.. (1966). Equality of educational opportunity. : U. S. Department of Health, Education, and Welfare. Washington D. C Commonwealth of Australia, (2005). Executive Summary. Retrieved December 1, 2006 from: http://www. dest. gov. au/nitl/documents/executive_summary. pdf. Deutsch, F. M. (2003). How small schools benefit high school students. NASSP Bulletin, 87. 35-44. Education Digest. (2002). Still Stumped Over School Size. pp. 31-3. Everson, H. T. , Dunham, M. D. (1996). Signs of success: Equity 2000—Preliminary evidence of effectiveness. The College Board. ERIC Document Reproduction Service, No. ED 455, 109. Fields, C. F. (1997). An equation for equity: Maryland’s Prince George’s County puts Equity 2000 to the test. Black Issues in Higher Education 13, 26. 24-27, 28-29, 30. Finn, J. , Achilles, C M. (1999). Tennessee’s class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, 97-109. Fischer, C. (1999). An Effective (and Affordable) Intervention Model for At-risk High School Readers. Journal of Adolescent Adult Literacy, 43, 326-35. Folger, J. , Breda, C. , Beach, S. A. , Badarak, G. (1989). Evidence from Project Star About Class Size and Student Achievement. PJE. Peabody Journal of Education, 67(1), 17-74. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=od=95763060.

Depression and suicide attempt

Depression and suicide attempt Suicide is the most destructive behavior of human. There are many risk factors that make people commit suicide. Some are biological that genetic and neurotransmitters may play a role in risk for suicide. Some are clinical that mental disorders, particularly mood disorders, schizophrenia, anxiety disorders and certain personality disorders contribute to suicidal behaviors. Some are psychosocial that lack of social support and sense of isolation also increase the risk of suicide (Suicide Prevention Resource Center, n.d.). These factors are important to understand why people have suicidal behaviors. For example, the suicides in Hong Kong can be explained by clinical and psychosocial factors which range from psychiatric illness and a history of past suicide attempt to unemployment and the absence of social support (Shuiyuan et al., 2006). Among different risk factors, major depression is a significant one that it is both the strongest risk factors for attempted suicide in adults and yout hs. People suffered from depression are at a greater potential to attempt suicide. Lets define depression for the purposes of subsequent discussion. It is the most common mental disorder. Clinical depression is generally acknowledged to be more serious than just sadness or normal depressed feelings. It is characterized by a severely depressed mood that persists at least two weeks, with at least five defining features (Robert, James Susan, 1996). For example, people with depression may experience a lack of interest and pleasure in daily activities, significant weight loss or gain, insomnia or excessive sleeping, lack of energy, etc. The depressed mood often leads to constant negative thinking and sometimes substance abuse. Extreme depression can culminate in its sufferers attempting or recurrent thoughts of death and committing suicide. The increased risk of suicide by depression is caused by its association with suicidal ideation. This depression-suicidal ideation link has been documented in research studies conducted with Asian adolescents. In a study of Korean high school students (Rebecca Vivien, 2006), depression was found to be the strongest and most consistent predictor of suicidal behaviors. Students who had high scores on depression were 5.31 times more likely to report suicidal ideas and 3.19 times more likely to attempt suicide, as compared to those with low scores. It shows that depressed people have a higher chance to think about suicide whether or not they intend to act on these thoughts. The risky people to commit suicide, however, are not those who are severely depressed because they often do not have the energy to harm themselves. It is when their depression lifts and they gain increased energy that they may be more likely to attempt suicide. Nevertheless, the link between depression and suicide attempt is not solely a direct causal relationship, but in fact, it is a complication of depressive illness in combination with other risk factors to trigger the suicide attempt. To begin with, stressful life events combined with depression may lead to suicide. Those stressful events often precede a suicide attempt. They may include death of a relative, breakup, loss of a job, etc. They are rarely a sufficient cause of suicide, but they often act as precipitating factors in young people (PreventionLane, .n.d.). On the other hand, sociodemographic factors are often associated with depression. The combination of them brings about suicide attempt. For example, females are strongly associated with depression that they are more predisposed to depression compared to males. Females are also strongly related to suicide attempt that they are more likely to attempt suicide than males that there are three female attempts for each male attempt (Chris, 2010). Intriguingly, it shows that gender, as a sociodemographic factor, has influences on depression and suicide attempt as well. In other words, it is the antecedent that triggers the happening of depression and suicide attempt. The effect of gender on depression and suicide attempt may stem from gender stereotypes and identity roles (Christina, 2004). There are different social expectations for males and females that females are encouraged to express their feelings while males are not, hence increase the chances of depression being triggered by social factors, such as loss of friends. So females are more likely to suffer from depression, which in turn, lead to subsequent suicide attempt. Besides gender, age also has a significant relationship with depression and suicide attempt. People in two age groups are more vulnerable to depression and suicide attempt which are adolescent and elderly respectively. Their risks of suicide are very high, especially the adolescent. Suicide of adolescent has become a global issue that they are now the group at highest risk in a third of countries, in both developed and developing countries (World Health Organization, n.d.). While in Hong Kong, the trend of adolescent suicide is on the rise in recent years with an average annual growth of 10%, while the first 8 months in 2010, youth suicide figures have been comparable with the 2009 full year figures. So far this year, there were 26 young people under 25 years old committed suicide cases and 30 cases of suicide attempt were rescued (The Samaritan Befrienders Hong Kong, 2010). For the suicide attempt of adolescents, depression is the major risk factor. There are a couple of reasons why adolescents develop depression. It can be family problem because they dont have a good relationship with the parents. It may be a reaction to a disturbing event, such as a breakup with a boyfriend or girlfriend or failure at school. There is also a personality predisposition to depression. Adolescents who have low self-esteem and feel little sense of control over negative events are particularly at risk to become depressed when they experience stressful events. There are some more sociodemographic characteristics that are potential risk factors for depression and suicidal attempt, such as marital status, sexual orientation and employment status. Divorced people, homosexuals and unemployed people are both found to be strongly linked to depression and suicide. These factors, combined with gender and age are crucial to understand the problem of suicide deeply and find out the kind of people who are vulnerable to suicide attempt From another perspective, comorbid disorders in depression are also associated with suicide attempt. In one study investigating comorbid disorder in depression (James et al., 2010), specific comorbid anxiety, personality, and substance use disorders are found to be strongly associated with suicide attempt. For anxiety disorder, it is panic disorder comorbidity in depression to have a threefold increase of suicide attempt when compared to depression without panic disorder. Posttraumatic stress disorder is another comorbidity that associated with suicide attempt. Moreover, personality disorder comorbidity in depression also highlights the risk of suicide attempt. Borderline avoidant, paranoid, and schizoid personality disorders comorbid with depression are all associated with higher rates of suicide attempt. Especially borderline personality disorder, it increased the odds of suicide attempt by seven times. Among the comorbid disorders in depression, substance use disorders are worthy for further discussion because it is the most common comorbidity in depression. People turn to drugs to help them feel better when they feel depressed and overwhelmed with life. It is a way of self-medicating which can lead to substance abuse. The chemical balance in the brain of the people will be affected by substance abuse, intensifying feelings of depression and sadness (Suicide Awareness Voices of Education. n.d.). It will wind up as a vicious circle that substance abuse leads to increasingly severe depression. The depressed mood contributes to suicidal thoughts and suicidal attempt. Therefore, substance abuse disorder comorbidity in depression is indeed a high risk factor for suicide attempt. After depressed people resort to substance abuse, their odds of suicide attempt will increase over time because they will become more depressed. Last but not the least, a history of past suicidal ideation and previous suicide attempts are also strong risk factors for suicide attempts. They are one of the most consistently identified risk factors for future suicide attempts in depression (Sokero et al., 2005). A male attempted suicide in the past is more than thirty times more likely to complete suicide, while a female with a past attempt has about three times the risk (PreventionLane, .n.d.). The combination of depression and other risk factors contribute to suicide attempt. Some sociodemographic factors such as gender and age is significant in the development of depression, which in turn, prompt the onset of suicide attempt. Comorbid disorders in depression also increases the risk of suicide attempt. These factors will be helpful to identify the people who are at risk of suicide attempt and more importantly, provide an insight of specific measures of suicide prevention and intervention for the depressed people in the long term.

Hamlets Immaturity in Shakespeares Hamlet :: essays research papers

Hamlet, the Prince of Denmark, is an immature child who craves attention. Throughout the play â€Å"Hamlet† by William Shakespeare, Hamlet creates difficulty for himself because of his inability to handle the situations life throws at him. There are many aspects of life that become easier with maturity. Hamlet’s lack of maturity makes his entire life that much more difficult and, in the end, his immaturity kills him. Hamlet is given reason to believe that his Father was murdered. A ghost bearing the â€Å"†¦same figure like the king that’s dead.† (Bernardo 1:1) informed him that the old King’s death was â€Å"Murder most foul†¦Ã¢â‚¬  (Ghost 1:5). When Hamlet eagerly inquires as to the meaning of the Ghost’s words he is told that â€Å"The serpent that did sting thy father’s life/ Now wears his crown.† Upon hearing this Hamlet immediately knows that his Uncle Claudius, the new king and his new step-father, is the guilty party. A mature person upon hearing news like this would, most likely, also have gone slightly insane with anger. How ever a mature person, upon regaining some control of his or her faculties, would have taken steps to punish the murderer in a just fashion. These steps would have included informing to populace and the Queen of the New King’s treachery against the old. Hamlet does not do this, instead he schemes and plots ways to kill his Uncle as opposed to giving him the opportunity to exculpate himself. Had Hamlet acted with maturity and expressed his concerns about his uncle the lives of many people would have been spared. A second example of Hamlet’s immaturity, which stems from his plotting against Claudius, can be seen in his treatment of Ophelia, the daughter of a court advisor. Hamlet himself gives cause for belief that he is in love with Ophelia. He writes to her informing her that she is his â€Å"†¦soul’s idol†¦Ã¢â‚¬  (Polonius 2:2). How ever when Hamlet affects insanity he treats Ophelia in a very ribald manner. After a litany of insults directed at Ophelia because of Hamlet’s belief that she is in league with Polonius in trying to trap him he goes so far as to proclaim â€Å"I loved you not.† (Hamlet 3:1) Hamlet used Ophelia quite cruelly in order to strike a blow at her father and Claudius. Instead of acting like a man and telling them directly what he thought of them he abused a trusting, loving, girl in order to deliver his message of loathing. Hamlet's Immaturity in Shakespeare's Hamlet :: essays research papers Hamlet, the Prince of Denmark, is an immature child who craves attention. Throughout the play â€Å"Hamlet† by William Shakespeare, Hamlet creates difficulty for himself because of his inability to handle the situations life throws at him. There are many aspects of life that become easier with maturity. Hamlet’s lack of maturity makes his entire life that much more difficult and, in the end, his immaturity kills him. Hamlet is given reason to believe that his Father was murdered. A ghost bearing the â€Å"†¦same figure like the king that’s dead.† (Bernardo 1:1) informed him that the old King’s death was â€Å"Murder most foul†¦Ã¢â‚¬  (Ghost 1:5). When Hamlet eagerly inquires as to the meaning of the Ghost’s words he is told that â€Å"The serpent that did sting thy father’s life/ Now wears his crown.† Upon hearing this Hamlet immediately knows that his Uncle Claudius, the new king and his new step-father, is the guilty party. A mature person upon hearing news like this would, most likely, also have gone slightly insane with anger. How ever a mature person, upon regaining some control of his or her faculties, would have taken steps to punish the murderer in a just fashion. These steps would have included informing to populace and the Queen of the New King’s treachery against the old. Hamlet does not do this, instead he schemes and plots ways to kill his Uncle as opposed to giving him the opportunity to exculpate himself. Had Hamlet acted with maturity and expressed his concerns about his uncle the lives of many people would have been spared. A second example of Hamlet’s immaturity, which stems from his plotting against Claudius, can be seen in his treatment of Ophelia, the daughter of a court advisor. Hamlet himself gives cause for belief that he is in love with Ophelia. He writes to her informing her that she is his â€Å"†¦soul’s idol†¦Ã¢â‚¬  (Polonius 2:2). How ever when Hamlet affects insanity he treats Ophelia in a very ribald manner. After a litany of insults directed at Ophelia because of Hamlet’s belief that she is in league with Polonius in trying to trap him he goes so far as to proclaim â€Å"I loved you not.† (Hamlet 3:1) Hamlet used Ophelia quite cruelly in order to strike a blow at her father and Claudius. Instead of acting like a man and telling them directly what he thought of them he abused a trusting, loving, girl in order to deliver his message of loathing.

Dance and Movement Teaspoon of Light Project

â€Å"Keep your eye on the arrow not on the target† (Faculty of Education, University of Auckland, 2011b) Dance is expressive movement with intent, purpose, and form. It exists in many forms and styles and is practised in all cultures, taking place in a range of contexts for various purposes. Drama is the expression of ideas, feelings and human experience through movement, sound, visual image and the realisation of role. Both Drama and Dance is essential in children’s education and has many benefits however also portrays challenges for teachers.In this essay I have explored three learning out comes linked to Drama and Dance that were evident in the ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch, New Zealand which was aimed to use drama and dance education to support children and teachers during the aftermath of the 2011 major earthquake. I have discussed benefits and challenges that may occur by incorporating the followi ng learning outcomes into the primary school curriculum; Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices.The first learning outcome is Imagining and Creative New Works. It is a dimension of drama and dance that focuses on exploring and experimenting with movement to express ideas and feelings (Tasmanian Curriculum, 2007). It includes discovering and creating movement solutions that emerge from a range of starting points and stimuli. There are benefits and challenges the occur from Imagining and Creating New Works. A benefit to this learning outcome is that through stimuli for guidance, students can interpret their own ideas and this work encourages social sensitivity and group cooperation during collaborative work.The Tasmanian Curriculum (2007), states that the ultimate expression of movement is recognised in performance. During ‘A Teaspoon of Light’, O’Connor told the students of a stimulus; the first line o f a story: â€Å"There was a girl who, when she got out of bed, tripped, and tore her cloth of dreams. † (Faculty of Education, University of Auckland, 2011a). A discussion then emerged about the story. The seven- and eight- year-olds told O’Conner that if you tear a dream cloth, your dreams disappear.The students then solemnly said that it is the saddest thing that can happen to anyone. O’Conner asks the students to show him what the girl from the story might look like when she tore her cloth of dreams. Cornett (2011) states the dance is beneficial to the primary school curriculum as it develops creative problem solving. It is stated that power is put to use to solve problems in every subject matter, including the subject of life (Parrish, 2007 cited in Cornett, 2011).Through the learning outcome of Imagining and Creative New Works the student’s demonstrated key components such as representing ideas and making choices, reinforcing the benefit-stimulus en courages students to explore and experiment with movement to express their personal ideas and feelings. A challenge that Imagining and Creative New Works portrays is the planning component from Drama. This component suggests that the creators of a lesson need to be very immediate- working in the here and now (Tasmanian Curriculum, 2007). The challenge is for teachers to be flexible in their sessions.Teachers need to know how and when to change direction in a lesson when a new lead appears that is worth proceeding. During ‘A Teaspoon of Light’ the students involved were continuously participating in whole class imaginary worlds, i. e. dream makers, re-creating Sarah’s cloth of dreams, using magic rubbers and shaking the dreams with magic spells (Faculty of Education, University of Auckland, 2011a). O’Conner (2011) believes that the imaginary world that was created during the sessions was â€Å"the joy of the work† (Faculty of Education, University of Auckland, b).He states that as teachers, the session ended up in different ‘places’ because they were prepared to let it. O’Conner mentions a quote from Dorothy Heathcote related to working on classrooms â€Å"keep your eye on the arrow not the target† (Faculty of Education, University of Auckland, 2011b). Wright (2003) describes this challenge in that teachers must be able to communicate expectations, needs and difficulties in a direct and sensitive manner and be able to accept the same level of directness from the children. The teacher needs to watch, listen and fell what the children need and want to express (Wright, 2003).O’Conner (2011) reflects on his session in ‘A Teaspoon of Light’ as constantly changing. He believed that deciding in the moment was an important challenge for the teachers and directors. The second learning outcome is Using Skills, Techniques and Processes in drama and dance. It is movement based as students mani pulate a medium by reorganising, reinterpreting and assimilating movement and design element in new contexts or for a new purpose. The process involves working collaboratively to experiment with dramatic techniques in constructing, rehearsing and refining the performance (Tasmanian Curriculum, 2007).There are benefits and challenges for the teachers and students when exploring this outcome. The Tasmanian Curriculum (2007) states that a benefit for Using Skills, Techniques and Processes is the developing of awareness, relationships and appropriate behaviours in dance and drama, leads to an increase in self-esteem and confidence. During ‘A Teaspoon of Light’ it was shown that the students gained confidence throughout the sessions. Ginny Thorner, a Christchurch artist showed the students a role-play, demonstrating practical dance skills and drama elements.The students observed Thorner’s demonstration first before shortly having the opportunity to create their own re sponse to create a whole class experience of ‘moving dreams’ (Faculty of Education, University of Auckland, 2011b). O’Conner stated that very few of the students had danced before, but through the use of teacher modelling it enabled them to develop their own short dance phrases, and therefore gaining huge amounts of confidence enhancing their opportunity to learn key concepts such as kinaesthetic awareness, performance skills, interaction and planning.It was evident in the clip that as the development of these skills increased, the students’ self-esteem and confidence increased also, hence being a benefit in the primary school curriculum A challenge that Using Skills, Techniques and Processes may reveal is the call for teacher’s awareness of and sensitivity to other people’s ideas, physical boundaries, background and experience. The Tasmanian Curriculum (2007), states in order to manipulate the medium successfully in the classroom context, th ere are a set of behaviours that should be expected and encouraged during the session, such as respect and empathy.In addition, Cornett (2011) writes that students value the surprising ways peers express ideas through movement; no one body shape or locomotor movement is right or wrong. In ‘A Teaspoon of Light’ activities were used where students created their own dance sequence based on what they felt were expressive movements. The students were also given the task to mirror a partners movement (Faculty of Education, University of Auckland, 2011a). There is evidence of the students working in their personal space, and developing awareness of what their body can do.The clip shows students dancing uniquely to how they felt dreams may be brought to life. Students come to delight in the artistry of fellow classmates as they witness the inventiveness of peers (Cornett, 2011). This is a time where teachers and students must be sensitive to other people’s designs. Oâ₠¬â„¢Conner believed this was a time during the sessions that delivered â€Å"rich, good theatre† (Faculty of Education, University of Auckland, 2011b). While exploring this learning outcome, teacher’s awareness of and sensitivity to other student’s perceptions is critical.The third learning outcome is Making Aesthetic Choices. A sense of aesthetics is deeply personal and students use their knowledge of aesthetic choice to make meaning and to critically appraise the works of others. In drama and dance, aesthetic choices are used to bring out the intention of the performance (Tasmanian Curriculum, 2007). There are both benefits and challenges that array from this learning outcome. A benefit to Making Aesthetic Choices in drama and dance is to deepen sensory awareness and learn to express themselves through the artistic use of pantomime, dialogue and improvisation (Cornett, 2011).Maslow places aesthetic understandings at the top of his motivation pyramid (Cited in Cornett, 2011). Aesthetic Choices are demonstrated in ‘A Tea Spoon of Light’ when the students wrote a recipe of the things they would use in order to repair the torn cloth of dreams (Faculty of Education, University of Auckland, 2011a). Initially the list consisted of their own wants, needs and likes; bed, to be asleep, pyjamas and lights off. The second list mentioned after some Aesthetic Choices were made, demonstrated a deeper understanding of the purpose.The second list consisted of 1 tsp of light in the darkest tunnel, 10 cups of love, 2 tsp of belief, 1/2 cup of adventure, 3/4 cup of hope. The list created by the students produced the rich Stendhal effect, the â€Å"ah† experience of being touched or moved (Lushington 2003, cited in Cornett, 2011). A challenge for successfully in cooperating Making Aesthetic Choices into the primary school curriculum is to be conscientious planning teachers who are knowledgeable about drama strategies and willing to adapt them for specific student needs (Cornett, 2011).In ‘The Teaspoon of Light’ one occasion demonstrating Aesthetic Choices was the ‘cloud bowl’ activity. The students decided that they needed an imaginary ‘cloud bowl’ to mix all the ingredients together to create the new ‘cloth of dreams’. The students were able to explore and experiment with different types of movement spontaneously and in response to O’Conner’s requests (Faculty of Education, University of Auckland, 2011a). The students chose what, how, who, when and even what colour when they were putting their ingredients into the cloud bowl. O’Conner asked questions to deepen their aesthetic understanding. Is 2 tsp. of belief light or heavy? What colour might it be? † And with each description, the element went into the bowl (Faculty of Education, University of Auckland, 2011a). The lesson was successful, but due to the fact that O’Conner was kno wledgeable enough to create a safety net while guiding the students through the activity. He used strategies that enhance students’ ability to look, discuss, view, review, select, reflect and refine (Tasmanian Curriculum, 2007). Cornett (2011), states that the dance literacy level needed by teachers is contingent upon what their students are expected to know and do.Reason can answer questions but imagination has to ask them (Albert Einstein, cited in Cornett, 2011). Learning through drama and dance develops the ability to appreciate and value on dramatic works. Drama develops the courage and persistence to ‘have a go’. The ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch demonstrates the learning outcomes of Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices which in turn, have both benefits and challenges whilst being in cooperated into the primary school curriculu m.References Cornett, C. (2011). Integrating dance and creative movement. In Creating Meaning Through Literature and the Arts (4th ed. ), pp. 255-281. Allyn & Bacon, Boston, USA Faculty of Education, University of Auckland [foedauck]. (2011a, April 14). Earthquake: a teaspoon of light. . Retrieved from http://www. youtube. com/watch? v=jznOhFrSvJY Faculty of Education, University of Auckland [foedauck]. (2011b, September 4). Earthquake: a teaspoon of light (2). .Retrieved from http://www. youtube. com/watch? v=ZoMpzIzJrFM The Tasmanian Curriculum. (2007). Dance. Retrieved from https://www. education. tas. gov. au/documentcentre/Documents/Tas-Curriculum-K-10-Arts-Syllabus-and-Support. pdf Wright, S. (2003). Dance. In The Arts, Young Children and Learning. (1st ed. ) pp. -230-255. Boston, USA: Allyn & Bacon. Wright, S. (2012). Dance-moving beyond steps to ideas. In Children meaning-Making in the Arts (2nd ed. ), pp. 85-114. Sydney Australia, Peason Education Australia.

Major General George Pickett in the Civil War

Major General George Pickett in the Civil War Major General George E. Pickett was a noted Confederate division commander during the Civil War. A West Point graduate, he took part in the Mexican-American War and distinguished himself at the Battle of Chapultepec. With the beginning of the Civil War, Pickett joined the Confederate Army and was later wounded at the Battle of Gainess Mill in June 1862. Returning to action that fall, he took command of a division in Lieutenant General James Longstreets corps. An effective and charismatic leader, his men earned fame during the final phases of the Battle of Gettysburg when they were part on an assault on the Union lines. Picketts career was effectively ended by his defeat at the Battle of Five Forks on April 1, 1865. Early Life George Edward Pickett was born January 16/25/28, 1825 (the precise date is disputed) at Richmond, VA. The eldest child of Robert and Mary Pickett, he was raised at the familys Turkey Island plantation in Henrico County. Educated locally, Pickett later traveled to Springfield, IL to study law. While there, he befriended Representative John T. Stuart and may have had some contact with a young Abraham Lincoln. In 1842, Stuart secured an appointment to West Point for Pickett and the young man left his legal studies to pursue a military career. Arriving at the academy, Picketts classmates included future comrades and adversaries such George B. McClellan, George Stoneman, Thomas J. Jackson, and Ambrose P. Hill. West Point Mexico Though well-liked by his classmates, Pickett proved a poor student and was better known for his antics. A renowned prankster, he was viewed as someone of ability but who only sought to study enough to graduate. As a result of this mentality, Pickett graduated last in his class of 59 in 1846. While being the class goat often led to short or inglorious career, Pickett quickly benefited from the outbreak of the Mexican-American War. Posted to the 8th US Infantry, he took part in Major General Winfield Scotts campaign against Mexico City. Landing with Scotts army, he first saw fighting at the Siege of Vera Cruz. As the army moved inland, he took part in the actions at Cerro Gordo and Churubusco. On September 13, 1847, Pickett came to prominence during the Battle of Chapultepec which saw American forces capture a key fortification and break through Mexico Citys defenses. Advancing, Pickett was the first American soldier to reach the top of Chapultepec Castles walls. Battle of Chapultepec. Photograph Source: Public Domain In the course of the action, he retrieved his units colors when his future commander, James Longstreet, was wounded in the thigh. For his service in Mexico, Pickett received a brevet promotion to captain. With the end of the war, he was assigned to the 9th US Infantry for service on the frontier. Promoted to first lieutenant in 1849, he married Sally Harrison Minge, the  great-great-grandniece of William Henry Harrison, in January 1851. Frontier Duty Their union proved short-lived as she died in childbirth while Pickett was posted at Fort Gates in Texas. Promoted to captain in March 1855, he spent a brief period at Fort Monroe, VA before being sent west for service in the Washington Territory. The following year, Pickett oversaw the construction of Fort Bellingham overlooking Bellingham Bay. While there, he married a local Haida woman, Morning Mist, who gave birth to a son, James Tilton Pickett, in 1857. As with his past marriage, his wife died a short time later. In 1859, he received orders to occupy San Juan Island with Company D, 9th US Infantry in response to a growing border dispute with the British known as the Pig War. This had commenced when an American farmer, Lyman Cutler, had shot a pig belonging to the Hudsons Bay Company which had broken into his garden. As the situation with the British escalated, Pickett was able to hold his position and deterred a British landing. After he was reinforced, Scott arrived to negotiate a settlement. Joining the Confederacy In the wake of Lincolns election in 1860 and the firing on Fort Sumter the following April, Virginia seceded from the Union. Learning of this, Pickett left the West Coast with the goal of serving his home state and resigned his US Army commission on June 25, 1861. Arriving after the First Battle of Bull Run, he accepted a commission as a major in the Confederate service. Given his West Point training and Mexican service, he was quickly promoted to colonel and assigned to the Rappahannock Line of the Department of Fredericksburg. Commanding from a black charger he dubbed Old Black, Pickett was also known for his immaculate appearance and his flashy, finely tailored uniforms. Fast Facts: Major General George Pickett Rank: Major GeneralService: US Army, Confederate ArmyBorn: January 16/25/28, 1825 in Richmond, VADied: July 30, 1875 in Norfolk, VAParents: Robert and Mary PickettSpouse: Sally Harrison Minge, Morning Mist, LaSalle Sallie Corbell  Conflicts: Mexican-American War, Civil WarKnown For: Peninsula Campaign, Battle of Chancellorsville, Battle of Gettysburg, Battle of the Wilderness, Spotsylvania Court House, Siege of Petersburg, Battle of Five Forks The Civil War Serving under Major General Theophilus H. Holmes, Pickett was able to use his superiors influence to receive a promotion to brigadier general on January 12, 1862. Assigned to lead a brigade in Longstreets command, he performed competently during the Peninsula Campaign and took part in the fighting at Williamsburg and Seven Pines. With the ascension of  General Robert E. Lee to command of the army, Pickett returned to battle during the opening engagements of the Seven Days Battles in late June. In the fighting at Gaines Mill on June 27, 1862, he was hit in the shoulder. This injury necessitated a three-month leave to recover and he missed the Second Manassas and Antietam campaigns. Rejoining the Army of Northern Virginia, he was given command of a division in Longstreets Corps that September and was promoted to major general the following month. General James Longstreet, CSA. Photograph Source: Public Domain In December, Picketts men saw little action during the victory at the Battle of Fredericksburg. In the spring of 1863, the division was detached for service in the Suffolk Campaign and missed the Battle of Chancellorsville. While in Suffolk, Pickett met and fell in love with LaSalle Sallie Corbell. The two would be wed on November 13 and later had two children. Picketts Charge During the Battle of Gettysburg, Pickett was initially tasked with guarding the armys lines of communication through Chambersburg, PA. As a result, it did not reach the battlefield until the evening of July 2. During the previous days fighting, Lee had unsuccessfully assaulted the Union flanks south of Gettysburg. For July 3, he planned an attack on the Union center. For this he requested that Longstreet assemble a force consisting of Picketts fresh troops, as well as battered divisions from Lieutenant General A.P. Hills corps. Moving forward after a protracted artillery bombardment, Pickett rallied his men with the cry of, Up, Men, and to your posts! Dont forget today that you are from Old Virginia! Pushing across a wide field, his men neared the Union lines before being bloodily repulsed. In the fighting, all three of Picketts brigade commanders were killed or wounded, with only Brigadier General Lewis Armisteads men actually piercing the Union line. With his division shattered, Pickett was inconsolable over the loss of his men. Falling back, Lee instructed Pickett to rally his division in case of a Union counterattack. To this order, Pickett is often quoted as replying General Lee, I have no division. The Battle of Gettysburg. Photograph Courtesy of the Library of Congress Though the failed attack is more accurately known as Longstreets Assault or the Pickett-Pettigrew-Trimble Assault, it quickly earned the name Picketts Charge in the Virginia newspapers as he was the only Virginian of high rank to take part. In the wake of Gettysburg, his career began a steady decline despite receiving no criticism from Lee regarding the attack. Following the Confederate withdrawal to Virginia, Pickett was re-assigned to lead the Department of Southern Virginia and North Carolina. Later Career In the spring, he was given command of a division in the Richmond defenses where he served under General P.G.T. Beauregard. After seeing action during the Bermuda Hundred Campaign, his men were assigned to support Lee during the Battle of Cold Harbor. Remaining with Lees army, Pickett took part in the Siege of Petersburg that summer, fall, and winter. In late March, Pickett was tasked with holding the critical crossroads of Five Forks. On April 1, his men were defeated at the Battle of Five Forks, while he was two miles away enjoying a shad bake. The loss at Five Forks effectively undermined the Confederate position at Petersburg, forcing Lee to retreat west. During the retreat to Appomattox, Lee may have issued orders relieving Pickett. Sources conflict on this point, but regardless Pickett remained with the army until its final surrender on April 9, 1865. Paroled with the rest of the army, he briefly fled to Canada only to return in 1866. Settling in Norfolk with his wife Sallie (married November 13, 1863), he worked as an insurance agent. As with many former US Army officers who had resigned and gone south, he had difficulty obtaining a pardon for his Confederate service during the war. This was finally issued on June 23, 1874. Pickett died on July 30, 1875, and was buried in Richmonds Hollywood Cemetery.