Eva Smith letter Essay Example for Free

Eva Smith letter Essay My life is unbearable and torn apart, in his letter I shall leave explanations for you to discover. Once I had feelings and ambitions, all are now destroyed. Why me? I had everything going for me once, I used to look forward to the future and seize every chance. Where am I destined for now? This evil world is not fit to bring a child into. I wish I could rely on someone; at least I can rely on a bottle of disinfectant to end my existence. What you are about to read is what has driven me to suicide. My social superiors have wrecked my life. I came from the country, a girl with so much hope and aspirations but now I wish I had never set my eyes on a place called Brumley.  I worked at a factory owned by Mr.Birling, a fat arrogant cruel man. I lost my job because we, the workers, asked for a raise. The few extra shillings we wanted could have easily been afforded but he was too cold and greedy to give us better wages. I was one the leaders of a strike in September 1910, the strike failed, as we could not afford to stay out of work. The man was so horrible to me; the day that he called me up to his office to tell me that I was fired he told me something that still haunts me. As I was leaving his office he stopped me at the door and said oh Eva, you were about to be promoted, what a mess you have made of that. I now had the reputation of a troublemaker but I was really a hard working popular worker. I was in for two hard months, unemployed and black listed. It was almost impossible to find a job. In those two months I became extremely depressed and very scared of the future. Penniless, I borrowed money from friends and ate other peoples food. I couldnt believe what had happened to me. I had a stroke of luck when I got a job at Milwards, an expensive clothes shop. I had a wonderful time there; I met new people and worked hard. As you will see in this story and I quickly learned, good things dont last! On one fateful day in January 1911, Shelia Birling came into the shop. She took the anger she had against her mother out on me because I looked good in a dress and she didnt; also I think she saw me smile to another worker and mistook it as me laughing at her. She accused me of impertinence and she started to shout at me. She used her family name to get me the sack. She picked on someone who could not fight back; she knew that she was more important to Milwards than I was. Why does it have to be me living the bad conditions? At least she has a family. Why is life unfair? Again I was out of work, penniless and desperate. I wish that I could support myself. Unfortunely the only work I could get was prostitution. It was become a prostitute or starve. I am the type of person who aspires to be something not a prostitute. Unfortunately extreme times lead people to extreme measures. I had no choice.  I was at the Palace Bar, the place I used to pick up men, Joe Meggerty, an awful man who chased prostitutes, was manhandling me. A good looking, gentleman named Gerald Croft rescued me. Gerald was nice too me. He made me his mistress; it was an affair because I knew he had someone else. I loved him but he was just using me for sex. At least I lived in total luxury for six months. He ended it in September 1911, I was an inconvenience. I was absolutely heart broken. I felt so used and abandoned. He gave me money to help me for a while; Gerald was the type of man who thought money solved everything. I enjoyed the affair so much that I went off to the seaside and pretended that the affair was still on. I had been expecting it to end any way, as he did not have the same feeling I had for him. Good things never last for me. I lived on the money he gave me until November 1911. It was then back to being a prostitute, back to the Palace Bar, back to that hellish dreadful lifestyle it was so difficult because I had been away from it for so long. I wish I had never set eyes on Eric Birling. He is the son Arthur Birling. He is a bit shy but that certainly changes when he has alcohol in him. I ended up getting drunk with him. We went home together, I then told him not to come in but he threatened to cause a row. I let him in and he forced me to have sex with him; he raped me. We met often after that. Our relationship was just pleasure, he kept me for sex, we had no feelings for each other. I worked as a prostitute for Eric; it was better, I suppose, than having to work for the likes of Joe Meggerty, as Eric was a young man. I found out, to my horror, that because of Eric raping me I was pregnant with his child. I was so scared when I found out that I was having a child, I fell into a world of despair unable to escape. Where would the money come from to feed the child? I was beginning to really worry about the future. I was stuck, no one would feel sorry for a prostitute, people would think that I had got what I deserved. I was even more frightened when I found out that the money Eric gave me was stolen. I couldnt take the money anymore, as I am a truthful and honest person. I didnt see Eric again after that. I dont hate Eric for what he did; I just think that he should learn that there are more things to life than drinking. I was frightened and alone, my only choice was to beg for money from the Brumely Womens Charity Organization. The chairperson was Sybil Birling, wife of Arthur Birling, a cold-hearted woman. She refused me help because she didnt like me. I told her that my name was Mrs. Birling, I thought I should have the right to that name but she thought that I was being rude towards her. Perhaps she did not want the name Birling being brought into disrepute. She took me to a back room and I explained to her that the father of the child was giving me money but the money was stolen and I couldnt take it anymore. She said that some one as low as me would not have airs and graces like that; she thought that poor people did not have feelings and morals, that we were animals. I deserved that bit of help she could have given me, especially as it would have supported her grandchild. There is now nothing I can do; Im the lowest of the low. I have gone without food for days. Why did they have to reject my plea for help? How can Mrs. Birling be so cold hearted? Why do I have I to live this worthless existence, trapped in misfortune? I am now in total despair.  I have found out that this world is cruel and unfair. This town, this world is not the type of place that I would like to bring a child up in. I must end this for both of us. I am a victim of others lack of morals. I know Ill go to heaven because I have served my time in hell.

Bilingual Education Should be Changed to Immersion :: Essays Papers

Bilingual Education Should be Changed to Immersion In Korea, an education for children began to concern about languages such as English and Japanese since developing technologies and cultures unified most countries. I remember studying English and Korean by separating year when I was in a kindergarten and a senior high school. In the kindergarten and senior high school, English importantly were being considered to children with Korean. The name of a program was called, ‘Bilingual education.’ in Korea. Differently, I studied in a junior high school which just used English but Korean. The name of a program was called, ‘immersion.’ After coming to America to study in college, I found that a bilingual education and an immersion such as I also studied in the two different programs were being argued for children in not only Korea and America. Actually, in Korea, many parents of children are supporting immersion programs now. How about America? Are Americans supporting bilingual educations or immersion pr ograms? As I am an experienced person in two different programs, I want to say that not only Korea but also American has to support immersion programs for children. There are several reasons why I support immersion programs. Firstly, I think that an immersion program can quickly teach children who want to learn new languages. In my experience, I learned English as a second language in a junior high school. Most teachers were Americans except some teachers who taught Korean and Chinese, and American teachers taught several subjects such as a math, biology, and geology by English. Most teaching style was immersion programs to children. What made me to support immersion programs when I studied in a junior high school? For instance, when I learned all subjects with English at first time, I was not comfortable because I was not American but Korean. Immersion programs seemed to have a negative reaction to children and parents because students had never listened and studied English before since being in an elementary school. However, after from six month and one year, student’s reaction about immersion programs was changed to a positive point of view. Students began to adjust to study all subject s with English fast. I also was able to acquire studying the subjects fast. For example, when I wrote an essay, I always though and spoke in English.

Planning and Enabling Learning †Pel Essay

Wilson (2008:01) asserts that – â€Å"A learner can be aged from 14 upwards and learning can occur in any suitable environment. Learners in the sector may be funded by government bodies, by their employers, by funding councils or by their own finances. Some are supported by student loans, bursaries or scholarships. In a nutshell, lifelong learning covers everything that is not compulsory education. † Theory – Initial assessment Initial assessment happens at the time of a learner’s transition into a new learning programme. It is a holistic process, during which a teacher/ trainer starts to build up a picture of an individual’s achievements, skills, interests, previous learning experiences and goals, and the learning needs associated with those goals. This information is used as a basis for negotiating a course or programme. TASK 1 – (i)b: Which services are available for learners who need extra help and support? Venue evaluation case study The College welcomes students with additional learning needs on to its courses and seeks to ensure that whenever possible those needs are met. The selection criteria and procedures are kept under review to ensure that all applicants and students are treated fairly. Students are selected and treated on the basis of their relevant merits and abilities. TASK 1 – (ii). Evaluate ways of planning, negotiating and recording appropriate learning goals with learners Theory – Planning and negotiating learning goals â€Å"If you don’t know where you are going, it is difficult to select a suitable means for getting there†, Mager (1955). A learning goal is what a learner wants to achieve, by attending a relevant programme of learning with his/ her teacher/ tutor. The learning programme will be determined by the qualification content, published by an Awarding or Examining Body. The teacher/ tutor need to know what he/ she is going to teach, and their learners need to know what they are going to learn. These should be formally negotiated and agreed. A supportive and respectful relationship between the learners and the teacher/ tutor will ensure realistic goals and targets are agreed, along with how the learning progress will be assessed and recorded. Recording learning goals A teacher/ tutor should encourage his/ her learners to take ownership of the process of planning their learning journey. To help promote them to be independent learners, the teacher/ tutor will need to negotiate and agree their goals and targets, and assess their progress along the way. It is important that all targets are recorded whether they are hard targets, i. e. directly based on the curriculum or soft targets, i. e. personal and social goals. If the teacher/ tutor is teaching a programme, which does not lead to a formal qualification, he/ she will still need to record learner progress. This is known as recognising and recording progress and achievement in non-accredited learning (RARPA). TASK 2 – SCHEME OF WORK TASK 2 – (i). Devise a scheme of work in your own specialist area for a minimum of 4 weeks or eight sessions, ensuring that it includes all the information indicated on the Performa on p21 Theory – Scheme of Work Every teacher/ tutor has a scheme of work, but it may exist only inside her head, and it may be incomplete. Just as the curriculum is the answer to the learner’s question, â€Å"Why do we have to learn this? † the scheme of work is the answer to the teacher’s question, â€Å"What am I going to do? †. It is the teacher’s equivalent of the builder’s plan and the engineer’s blueprint. Scheme of Work is a working document. It is not immutable, just as building plans can be changed up to a point. It is made to be messed with, to be annotated and scrawled all over. It is the most useful evaluation tool you can have, because given that most of us repeat courses year on year, reference to last year’s well-worn Scheme (and the year before’s) is the best guide to how to change things for this year (particularly if the teacher/ tutor are conscientious enough to enter in the findings from your evaluation exercises). TASK 2 – (iii)a. Justification – The selection and sequencing of topics, and, when relevant, how this met curriculum/ syllabus requirements Theory – Brief introduction to Marketing and Marketing mix Marketing is at the heart of every organisation’s activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. â€Å"Marketing refers to the social and managerial processes by which products, services and value are exchanged in order to fulfil individuals’ or group’s needs and wants. These processes include, but are not limited to, advertising, promotion, distribution, and sales. The marketing mix is a broad concept, which includes several aspects of marketing which all, inquires to obtain a similar goal of creating awareness and customer loyalty. The marketing mix is not only an important concept, but a guideline to reference back to when implementing the price, promotion, product, and distribution†, (wikipedia. com). Justification – Selection and sequencing of topics, and, when relevant The selection and sequencing of the topics is based upon the learning aims, purpose and objectives that the unit involves. The aim and purpose of this unit is to give learners an understanding of how marketing, research and planning and the marketing mix are used by all organisations. The five units delivered in the five weekly sessions enable the tutor to cover the unit of ‘Marketing mix’, which is part of the module ‘principles of marketing’, besides covering the focused subject area, the other significant advantage is that it can also be used as a basis for further study of specialist marketing units depending on interest and availability of the unit as specialist subject area. The ‘Marketing mix’ unit is a mandatory syllabus requirement, delivered through the 5 weeks classroom sessions providing a comprehensive understanding of the practical issues involved in Marketing using 4Ps tool of marketing mix. From this unit, Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the legal requirements and voluntary codes that affect marketing. Secondly, Learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service. How the tutor’s scheme of work plan met curriculum/ syllabus requirements: †¢Selected and adapted, a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met. Analysed the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning. †¢Identified literacy, language, numeracy and ICT skills, which are integral to own specialist area, reviewing how they support learner achievement. TASK 2 – (iii)b. Justification – The use of resources and how they promoted inclusive learning Theory – Inclusive learning Inclusive teaching means re cognising, accommodating and meeting the learning needs of all the students. It means acknowledging that the students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning. TASK 2 – (iii)c. Justification – Differentiation Theory – Differentiation in practice in the curriculum â€Å"The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations†, Janet Spillman (1991). Differentiation is about teaching and learning styles and teachers should be using all three types of differentiation in order to have a variety of teaching approaches to accommodate the different learning styles in the classroom. Teachers who only organise in the ‘ability group’ way are limiting the learning of many pupils in their classes, particularly those with special educational needs. All pupils should experience all three types of differentiation in order for teachers and pupils to maximise the teaching and learning that occurs in the classroom. Accelerated Coverage of Material promote interactive methodology for learner tutor involvement, Supplementary Materials provided as the course subject material for developing understanding and highlighting key issues, Graphic diagrams provided for visual assessment and absorption by the learners of the concepts and theory, Group and independent Study held for working cooperation and discussion of diverse views from the mass participation, Recommendation of relevant Books from various expert in the field – it is important to read specialised book from a pool of books available from the same subject area which is not easy for the learners to identify. TASK 2 – (iii)d. Justification – How the minimum core (literacy, language, numeracy and ICT) supported learning Theory – Minimum Core Since September 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners’. The requirement for all trainee teachers to meet the minimum core of literacy, language, numeracy in all post-16 teacher initial teacher education (ITE) programmes was first defined by FENTO in 2004. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT that are essential to teachers who work in the lifelong learning sector. Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, olleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organis ations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams. Justification – Minimum core (numeracy and ICT) supported learning By introducing various ways of interaction with and using ICT and Web ICT systems independently, learners can research organisations and their marketing activities, enabling them to understand approaches to complex classroom task needs. Calculation techniques, formulas and tabulating information about organisations allow learners to use numerical methods of learning and assessment. Exploration, investigation and evaluate of the relevant marketing topics from the provided information and case studies, and data from the from websites about business organisations and their marketing activities help the learner get involved with the key issues of the subject area. TASK 3 – LESSON PLANNING TASK 3 – (i). Design and include a lesson plan on the Greenwich proforma (p 19-20), which you would use in your specialist area, completing all aspects of this proforma (150 words limit) â€Å"To fail to plan is to plan to fail†, (Petty, 2004:422, cited by Wilson, 2008). According to a definition at Wikipedia. com, a ‘lesson plan’ is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. TASK 3 – (v). Discuss the reasons for the inclusion of aspects of the minimum core (literacy, numeracy and ICT) in this lesson plan (150 words limit) Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, colleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organisations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams.

Analysis Of Morrison s Beloved, By Toni Morrison Essay

Morrison and Twain each present freed slave mothers as self-sacrificing. Each woman s traumatic experiences as slaves create a deep fear of her children s enslavement. In Morrison s Beloved, Sethe is so distressed by her past; she murders her child to save her from slavery. Morrison uses Sethe s drastic sacrifice to comment on slavery s psychological effects. Meanwhile, Twain s Pudd n Head Wilson portrays Roxy as a sacrificial mother to create sympathy for black people. From a cultural perspective, Roxy counters all of the propaganda about black people in the nineteenth century. Roxy plans to kill her son and herself, but figures out a different way to save her son from slavery. Both characters are selfless mothers, but the authors use this sacrificial behavior to prove different points about slavery. Morrison uses her characters selflessness to show the distress slavery can cause, while Twain capitalizes on the sympathy it creates to humanize black people in the public s view. In Beloved, Morrison discusses the power that the past can hold over a person. Sethe murdered her daughter and was stopped before she had the chance to murder her other children. However, the murders did not occur out of malicious intent. After escaping her owner, Sethe is terrified that someone will catch her and her children and force them into slavery. She feels that the worst thing in the world is that anybody white could take your whole self for anything that came to mind.Show MoreRelatedAnalysis Of Toni Morrison s Beloved1458 Words   |  6 Pagesinequality between races, classes, and genders. Toni Morrison’s novel Beloved is a story that truly shows how oppressive slavery was during the setting of the book. Similarly to the inequality faced during the time of slavery, while Morrison was writing the her novel the issue of women’s equality was present, and being fought for. Morrison, through Beloved, is able to show the world her views on inequality, and how it is still present in life today. Morrison is African American, she was born into a familyRead MoreAnalysis Of Toni Morrison s Beloved1615 Words   |  7 PagesIn her novel Beloved, Toni Morrison utilizes a circular narrative to emphasize the similarities, or lack thereof, between her characters. In Philip Page’s article, â€Å"Circularity in Toni Morrison’s Beloved,† he writes, â€Å"The plot is developed through repetition and variation of one or more core-images in overlapping waves... And it is developed through... the spiraling reiteration of larger, mythical acts such as birth, death, rebirth, quest-journeys, and the formation and disintegration of families†Read MoreAnalysis Of Toni Morrison s Beloved1200 Words   |  5 Pages â€Å"We’ve all got both light and dark inside of us. What matters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt them. The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and theRead MoreAnalysis Of Toni Morrison s Beloved943 Words   |  4 Pages It is within human nature to fear that which we do not understand. In Toni Morrison’s Beloved, this idea is explored through the lens of racial discrimination. In this passage, Morrison uses animal imagery as a means to criticize the whites’ dehumanization and subsequent fear of the blacks. With a focus on this inherent, primal fear, this section stresses the novel’s theme of the â€Å"Other† and reinforces the existence of racial prejudice. While this piece of the narrative emphasizes that this â€Å"othering†Read MoreAnalysis Of Toni Morrison s Beloved1547 Words   |  7 PagesToni Morrison’s Beloved extends beyond a description of individuals held captive by their past through the exploration of human responses to slavery. The manipulation of language and its controlled absence reinforces the mental enslavement that persists after individuals are freed from physical bondage. It is when language is amplified into song that an individual or community may free themselves from the constraints of mental enslavement, therefore enabling their ability to claim ownership of themselvesRead MoreAnalysis Of Toni Morrison s Beloved1323 Words   |  6 PagesToni Morrison’s Beloved is a masterwork of fiction that allows the reader to have many different experiences based on the novels that you pair the book with. When you read Beloved in a modernist light you get a story with slightly different themes then if you read it through a feminist lens. It is a credit to Morrison that her thoughtfully crafted piece of art is able to stand on it own in so many varying ideas. One of the lens that doesn’t get discussed enough is the lens of African AmericanRead MoreAnalysis Of Toni Morrison s Beloved1200 Words   |  5 Pagesâ€Å"We’ve all got both light and dark inside of us. What matters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt the m. The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and the cycleRead MoreAnalysis Of Toni Morrison s Beloved871 Words   |  4 Pagesvery important motif in both Morrison and Faulkner’s stories. In Beloved, the reader is presented with a sad and depressed portrait of Sethe. Her life seems dark and bleak. However, once Beloved enters into her life, the reader sees an apparent shift in Sethe as a character. She begins to see color again, and it is Beloved who brings about this sudden transformation (Beloved, 65). And in the end, after Beloved has left, Sethe states, â€Å"She was my best thing† (321). Beloved was her redeeming quality,Read MoreAnalysis Of Toni Morrison s Beloved 702 Words   |  3 PagesWilliams 2 period Book by: Toni Morrison Book Titled: Beloved Beloved is about a lady they call Sethe who lives in Bluestone with her daughter Denver and her mother in law Baby Suggs. Fifteen years before the story starts, Sethe kills her baby because she was trying to keep her kids from being brought into slavery. The community knew about her killing her baby and judges her. Her sons Buglar and Howard left fifth teen years before the book started. After Baby Sugg s died, Denver and Sethe are aloneRead MoreAnalysis Of Toni Morrison s Beloved 1310 Words   |  6 Pages Mommy Issues: A â€Å"Beloved† Response Essay Late in 1987, after being inspired by a fellow story of a female fugitive slave, Toni Morrison pens a novel about a runaway slave and her children. Although Morrison’s â€Å"Beloved† quickly became a best-seller, and even has a movie adaption, it still left the audience with many unanswered questions. This novel not only gave a voice to those who were often silenced in the male stories of slavery, but it also perfectly exemplified the relationship was between