“Beauty is truth, truth beauty” Essay - 767 Words

Of the five odes written by John Keats, this ode was written to show the beauty of love through a work of art. This work of art is a Grecian Urn, one side adorned with a woman being pursued by a â€Å"bold lover† and on the other a priest leading a heifer to be sacrificed. The beauty of this poem is given in five stanzas of iambic pentameter with a two part rhyme scheme, giving the poem a sense of a two part structure and, furthermore, two meanings just as there are two sides of the urn. The manifest meaning is one of the picture being timeless and the love eternal, while the latent meaning is that of silence and how love can be expressed without word or sound. Keats begins this depiction of beauty in the first stanza by describing the woman,†¦show more content†¦However, we are told not to grieve, for just as the lover will never reach his beloved, his beloved will never fade and â€Å"for ever wilt thou love†. In the third stanza, Keats repeats the word happy six times and â€Å"for ever† five times. The purpose of this is to exaggerate his message of timeless beauty. The urn will forever show the same scene of the trees in full bloom, never to â€Å"bid the Spring adieu†. â€Å"More happy love! More happy, happy love!†; describing the love of the young couple, Keats says that they will be â€Å"for ever warm†, â€Å"for ever panting†, and â€Å"for ever young†. In this, the speaker rejoices in the still moment, the love that will for ever remain frozen. The repetition of happy and exclamation points also seem to show Keats’ overly sentimental feeling for the trees’ condition, almost as if he is envious of their everlasting beauty (Trumann). Until this point the reader has seen a single side of the urn. The fourth stanza of â€Å"Ode on a Grecian Urn† begins to show us other side of the urn, as if the speaker is holding the urn in his hand and turning it over to view the rest of the design. Full of questions, this stanza gives the feeling of confusion. The speaker is contemplating the purpose of the priest, the â€Å"garlands drest† heifer, and wondering about their destination. Another part of this scene depicts a town â€Å"emptied of its folk,† leaving the speaker to wonder whatShow MoreRelatedThemes Of Beauty Is Truth The Truth1879 Words   |  8 Pages‘Beauty is truth, truth beauty’. Discuss Keats’s exploration of the themes of beauty, truth and imagination in two or more of his works. Prior to the Romantic Movement the prevalent notions in European culture was that the understanding of the universe could be comprehended with the application of rationality and logic. The bel ief that reason and logic could and should determine all aspects of life arguably underwent a shift of consciousness and was subordinated against the ideas of the RomanticRead MoreJohn Keat s Line, Beauty Is Truth, Truth Beauty1568 Words   |  7 Pagesthat truth is†¦ solid. 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The cosmetology industry has been infamously known for their lack of regulations on companies that produce beauty products. The companies do not operate through the FDA, so they are able to exclude important informationRead MoreRhetorical Analysis of the Ugly Truth About Beauty818 Words   |  4 Pages4 September 2012 Rehtorical Analsysis of â€Å"The Ugly Truth About Beauty† There is a clichà © quote that people say, â€Å"Beauty is in the eye of beholder.† But in the essay â€Å"The Ugly Truth About Beauty† (1998) Dave Barry argues about how women who spend countless hours on their so called â€Å"beauty† whereas men seem not to care. Barry uses juxtaposition and exaggeration to poke fun at men and women behavior and shed light on the harm that the beauty industry is doing. 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Team Work Free Essays

HECS 1100 Learning Together, Working Together| Learning Set Assessment Task | By Jodie Brown, Carole Fawcett, Debbie Fairhurst, Helena Judge, Helena Bonallie and Hannah Crowther| [Pick the date] | Learning Set Poster Assessment Task Within the Learning Together Working Together tutorials we were assigned to a group and given the task of designing an A4 poster which communicated information to a specific target group. The project the group chose was an A4 poster on ‘Recognising stress in carers’ aimed at carers. The group interpreted the brief as non-paid carers having someone dependent upon them such as a mother caring for her baby or a young person caring for an elderly relative. We will write a custom essay sample on Team Work or any similar topic only for you Order Now The group originally chose the project on respect towards older people aimed at 15-19 year olds however, following a group discussion decided to change the project to recognising stress in carers. This was because the group felt that the carers topic was currently highlighted in the media and there was a large volume of literature available from a variety of sources. The group also felt that the respect towards elders project was quite a broad topic which could be interpreted in many different ways which may have been challenging to convey on a poster. The group preferred a poster over a leaflet as they felt it could reach a wider audience when placed anywhere rather than someone having to physically collect a leaflet. The group also thought a poster would be more eye catching, easier to read and concise for stressed busy carers who wouldn’t want to read large volumes of text. 152 words Initially the group did not assign specific roles to individual members as the group was only in the Forming stage (Tuckman1965), therefore, each member carried out their own individual research, gaining more knowledge on carers and the impact of stress. The team thought that different research approaches would cover all areas and allow equal input and workload from all members. The Storming stage (Tuckman1965) became evident as the resources individuals had gathered were discussed and the most relevant information was chosen. From this discussion the set decided upon the information, design and direction. This then lead into the Norming stage (Tuckman1965) where strengths and weaknesses became apparent which enabled task allocation to be easier. For example, one member having had experience in mental health initiated an idea taken from Bramham’s vulnerability bucket (date) and another member having good IT skills worked on putting the poster together based on other members inputs. These positive roles along with plant, shaper and other pos roles (138 words) Development of the group was very positive, the team progressed through Tuckman’s (1965) Stages without any conflict or problems which the learning set believed was an achievement as without this the poster would not have been produced as quickly and successfully. The main basis of the poster was decided early, giving the group plenty of time to improve and refine it with each meeting. Each member demonstrated an adult to adult relationship (Thompson 2006) with excellent communication skills throughout. As everyone became closer and felt more comfortable, it was easier to express views, portray opinions and be able to negotiate, ultimately meaning better ideas were created. Also the group was extremely open to various individual ideas which, as a result, allowed the discussions of advantages and disadvantages to reach an agreement. 131 words) The most challenging aspect of the project was that the initial idea didn’t work well on paper as it was too crowded so, it had to be adapted, without losing the concept. This took considerable time and effort however, spending this time meant that the final poster was of a higher quality. (52 words) Within the learning set respect was demonstrated throughout. This was initiated by a list of rules that were formulated at the original meeting that set the basis of how each member should behave towards one another. These were adhered to during the entire project. (Appendix 1) Acknowledgment of each members strengths and weaknesses was demonstrated the ensure that others thoughts, ideas and actions were encouraged and not dismissed. Every individuals perspectives were considered when making a group decision for example, information was shared within the file exchange on the virtual leaning environment enabled the opportunity for viewpoints to be shared. 100 words) Upon reflection on Action (Schon 1983, 1987), the group would try assigning roles to each member to see whether it was more effective. The roles could be rotated around so that each member had a go at each role. Another idea upon reflection was to formulate an Action Plan with deadlines so each person could have a step by step approach to formulate. The learning set believe these ideas wouldn’t alter the final product but could possibly improve the working style. (81 words). TOTAL WORD COUNT: 802 How to cite Team Work, Essay examples

Plan for Positive Behavior Supports School-Wide

Question: Discuss aboutPlan for Positive Behavior Supports for School-Wide. Answer: Introduction Positive behavior supports are significant to the life of every student or learner during their school life. Positive behavior support is described as a process where an individual understands and resolves the problem of childrens behavior established on empirical research as well as values. This process enables a person to come up with an understanding that answers why a child indulges in problem behavior, and help a person to develop strategies necessary for prevention of problem behavior and teach a child new skills. Further, with positive behavior support, it becomes easy to manage tantrums, aggression, property destruction as well as social withdrawal. A classroom with physically disabled and able-bodied children aged between 3-5, is not easy to manage. The physically challenged children have no hearing, and seeing problems. There physical challenges are minor. These are young children-girls and boys, from different backgrounds meeting each other in a classroom, to seek education. Also, the upbringing of these children is absolutely different (Sugai Horner, 2002). In this case, a teacher would always have a task of managing the behavior of these children, and teach them good skills that can enable them stay together peacefully without any sign of aggression or tantrums. Nevertheless, as a classroom teacher, it is fundamental that one develops a positive behavior support plan that can help them manage their class properly. Proper Classroom Management would require that a classroom teacher prepares for the school year to deal with bullying and forge relationships with administrators, and learners. In this case, since these is a class that has some children with physical problems, developing goals, resources, strategies, and other activities would help inculcate positive behaviors into these learners. Goals The goals intended in this positive behavior supportis to: Build a positive behavior support team. To build this team, key stakeholders should be at the center of a childs life. In this situation, as a classroom teacher, an individual would be required to involve other staff members to help in developing, implementing, and monitoring a childs support program. Whenever a conduct support group is build up, the following queries must be raised: Who is the key stakeholders and persons in the childs aliveness? Why teaming up is a PBSs important component for the children, what does one require to perform to make it a prosperous co-operative get through which can advantage the family and child? How to encourage engagement of all team members and the family and in the conduct support programming procedure? Nevertheless, these questions shall be handled as follows: The main stakeholders and individuals in the childs life Potency team members would entail anybody who a classroom educator understands and knows the child comfortably and will participate in the behavior support program. In this, guardians, question, parents, families as well as teachers shall be a key team that would be able to interact with the learners in their natural environments. These team members would be encouraged to develop a behavior support plan that can be utilized across environments. Therefore, as a classroom teacher, it would vital to ensure that there is cooperation between children and the aforementioned team. It should be noted that parents and families, play crucial roles in developing positive behaviors among children that is why I find it indispensable to involve them. Why teaming up is an important component of PBS in the child Co-operative teaming is established on the concept that the entire team members participates in implementing, developing, and monitoring the behavior support program. If the family is involved in the process from the start, and are encouraged to participate in the PBS program from operational assessment to the execution of a plan, they are more probably to recognize and accept the support program as well as carry out the plan with faithfulness. Moreover, the parents can be able to learn as well as see behavior as significant and formulate support techniques as their children relocates to newest settings where they are supposed to share resources and embrace togetherness. Therefore, my plan for PBS demands that parents or family educate their children fresh skills in case of challenge behavior (United Nations, 2006). The parents should teach, to love one another, and accept the people they shall be sharing with a classroom with, without discriminating against them. To end discrimination, and enhance brotherhood. As mentioned earlier, my classroom is made up of disabled and able-bodied learners. The differences in terms of physical appearance, in all probability, would lead to discrimination among my learners. In order to end this discrimination, I would emphasize on how people are wonderfully and beautifully made to make them believe that even if their classmates are born with disabilities they are still beautiful and they should be assisted where necessary, because they are the children of God. In addition, I would task parents or families to teach their children about love, care, and tolerance (United Nations, 2006). As a result, the children shall be looking at their physically challenged friends as good people that deserve their love. I would address the issue of disabilities painstakingly, and ensure that all the school stakeholders, especially my colleagues understand that all people with disabilities are supposed to access education without any sort of discrimination. This effort would ensure that those with challenges are loved, cared for and well attended to. Consequently, these children would be able to enjoy their school life only with love for each other. Strategies The strategies address the teaming up with other teachers and parents to succeed PBS. The strategies also seek to enhance person-centered planning. To achieve a collaborative experience that would succeed the PBS process, it is important to ensure that all the team members are significantly involved in the PBS process. Therefore, there would be need for good leadership from the classroom teacher. It is the duty of the classroom teacher to ensure that there is teaching in the natural setting, goal setting, , taking merit of family strongholds, progress supervising, as well as direct involvement of the family. Therefore, the following strategies shall be used to gain collaborative efforts among main stakeholders to succeed the PBS process. Building Affinity and Esteem for the Individual- the team needs to develop a relationship with the team of the child. Making this association relies on creating and acknowledging strongholds of the whole team. Respect and rapport and entails demonstrating the awareness of the kinetics in the differents conditions of a kid, by utilizing simpleton language and recognize different suggestions. Demonstrating esteem for many cultures and knowing about the other team occupants for input can urge developing and firming a reasonable teaming interaction. Being Sensitive to the Context- The team should know the extensive ecology of the educational environment as well as home. However, the dedication to developing change and growth. The Team needs to be aware of change and growth. Change and growth may entail a learning curve for the entire team. It requires to be allocated the time to plan new knowledge and develop their eloquence at utilizing this model. Therefore, these attempts aim at helping the kids learn other skills from the individuals who may be relating with them. Nevertheless, person-centered planning brings the team together to discuss the vision and dreams for the child. Hence, this step would ensure that all the people involved in teaching positive behavior support, setting a vision and dreams that would focus the childrens thoughts on success, and good behavior (Corrigan, 2014). Further, to assess the functional behavior of the children would be another essential activity that I will not miss. Assessment of the functional behavior of children can be done in various ways like: observation, where as a classroom teacher, I shall monitor the behavior of my learners, and correct them immediately when they blunder (Cipani Schock, 2011). Recommendation A classroom teacher should foster collaboration among parents, teachers and other stakeholders in order to achieve positive behavior support. All teachers should monitor the behavior of children and collaborate with the learners a classroom teacher in correcting and teaching children positive behavior. Parents should also know that the ultimate responsibility of nurturing positive behavior among children lies in their hands since they are the ones who shall be spending most of their time with their children. Conclusion All in all, to have a successful classroom management it is important a teacher works closely with other stakeholders. For instance, parents are likely to spend their limited time with their children, and whey staying together, they should take time to observe the behavior of their children and correct them whenever they go wrong. Therefore, my positive behavior support seeks to use collaborative relationship to help improve the behavior of children. At school, a classroom teacher should be able to cooperate with other teachers to help improve childrens behavior. References Carter, M., Clayton, M., Stephenson, J. (2006). Students with severe challengingbehaviour in regular classrooms: prevalence and characteristics. Australian Journal of Guidance Counseling, 16, 189-209. Cipani, E., Schock, K. (2011). Chapter 1: Basic concepts and principles. Functional Behavioural Assessment, Diagnosis, and Treatment: A Complete System for Educationand mental Health Settings.(2nd Edition). New York: Springer Publishing. Corrigan, E. (2014) Person centred planning in action: exploring the use of personcentred planning in supporting young people's transition and re-integration to mainstreameducation. British Journal of Special Education, 41, 268288. Crone, D., Hawken, L., Horner, R. (2015). Chapter 4: Designing a behaviour supportplan. Building Positive Behavior Support Systems in Schools, Second Edition. Guildford Press. Gage, N., Sugai, G., Lewis, T., Brzozowy, S. (2015). Academic achievement andschool-wide positive behaviour supports. Journal of Disability Policy Studies, 25, 199-209. Horner, R, Sugai, G and Others (2009) A Randmonized, Wait-list Controlled Effectiveness Trial Assessing School-Wide Positive Behaviour Support in Elementary Schools. Journal of Positive Behaviour Interventations, 11, 133-144. McAtee, M., Carr, E. G., Schulte, C. (2004). A contextual assessment inventory forproblem behaviour: Initial development. Journal of Positive Behavior Interventions, 6, 148-165. Nankervis, K. (2006). Planning for support. In I. Dempsey and K. Nankervis (Eds). Community Disability Services: An Evidence-Based Approach. (pp 110-144). Sydney:UNSW Press. Sugai, G., Horner, R. (2002). The evolution of discipline practices: school-widepositive behaviour supports. Child Family Behavior Therapy, 24, 23-50. Sack, G., Kern. L. (2008). A comparison of quality of life variables for students withemotional and behavioural disorder, and students without disabilities. Journal of Behavioral Education, 17, 111-127. Taylor-Brown, M. (2012) How did young people identified as presenting with social,emotional and behavioural difficulties experience a person-centred transition review meeting?, Educational and Child Psychology, 29, 5466. United Nations (2006). Article 24. Convention on the rights of persons with disabilities (CRPD).