Memory in Virginia Woolfs Mrs. Dalloway Essay -- Virginia Woolf Mrs.

Memory in Virginia Woolf's Mrs. Dalloway Clarissa Dalloway and Peter Walsh are defined by their memories. Virginia Woolf creates their characters through the memories they share, and indeed fabricates their very identities from these mutual experiences. Mrs. Dalloway creates a unique tapestry of time and memory, interweaving past and present, memory and dream. The past is the key to the future, and indeed for these two characters the past creates the future, shaping them into the people they are on the June day described by Woolf. Peter and Clarissa’s memories of the days spent at Bourton have a profound effect on them both and are still very much a part of them. These images of their younger selves are not broad, all-encompassing mental pictures, but rather the bits and pieces of life that create personality and identity. Peter remembers various idiosyncracies about Clarissa, and she does the same about him. They remember each other by â€Å"the colours, salts, tones of existence,† the very essence that makes human beings original and unique: the fabric of their true identities (30). Clarissa Dalloway is content with her life with Richard, is content to give her party on a beautiful June evening, but she does regret at times that she can’t â€Å"have her life over again† (10). Clarissa’s memories of Bourton, of her youth, are brought back to her vividly by just the â€Å"squeak of the hinges. . . [and] she had burst open the French windows and plunged at Bourton into the open air† (3). The very intensity of these memories are what make them so much a part of what she is– everything in life reminds her of Bourton, of Sally Seton, of Peter Walsh. Peter and Sally were her best friends as a girl, and â€Å"with the two of them. . . she s... ... eternally knotted in the combined tapestry of their lives, never to be disentangled from each other and therefore entwining their lives together as well as their memories of idyllic summers and bitter storms. Memory can be triggered by anything, causing life to run in a continual loop between the past and the future, the truth and the dream. Peter and Clarissa will always be shaped by their memories; that is, the core of their being. As Clarissa descends the stairs at the end of her party Peter wonders â€Å"what is this terror? What is this ecstacy? . . . What is it that fills me with extraordinary excitement? It is Clarissa . . . For there she was† (194). And there she will always be, forever bound in his memory just as he is forever tied into hers, together creating their true identities. Work Cited Woolf, Virginia. Mrs. Dalloway. Orlando, FL: Harcourt, Inc., 2005.

ESL Education Essay

Facilitating education and learning of English language in developing countries has been a challenge for ESL teachers through the years. The capability of these countries to continually adapt to the globalizing economy has been gradually increasing and this also applies in learning the English language. Thus, the challenge for ESL instructors is to create and improve on mechanisms that will enhance a better facilitation of English language education among students in the developing countries. Continuous development of ESL programs has been prevalent in the recent years. Also, there is an increased diversity of participants who seek to learn English. Instructors of the language on the other hand have been welcoming these changes. â€Å"English language arts teachers are especially open to embracing the richness this diversity brings to their classrooms, yet many feel ill-prepared to teach students for whom English is a second, third or possibly fourth language. † (Young, 1996, p. 17) However, the proliferation of students who are studying ESL does not evenly match instructors who facilitate their education. This situation paves the way for ESL students taking part in an English classroom that is handled by non-trained ESL instructors which greatly affects and undermines the development and learning process of students. â€Å"Despite the increase in the number of trained ESL specialists over the past 10 years or so, it is no secret that vast numbers of limited English proficient (LEP) students still spend either all or large portions of their academic life with regular or content classroom teachers. (Penfield, 1987, p. 21) Another important issue in ESL education is the facilitation and processes involved in teaching. â€Å"Issues surrounding ESL education focus on determining the ‘best’ approach to help non-native speakers of English gain appropriate academic skills. † (Young, 1996, p. 17) In addition, there have been increased outputs of literature pertaining to enhancing ESL education in schools. One issue that is addressed in studies are listening and speaking ca pabilities of ESL students. However there had been discrepancies with application of these methods on the other hand for ESL instructors. â€Å"Though these studies have been helpful to EAP teachers, few have looked beyond reading and writing skills to what college/university professors actually require with regards to academic listening and speaking skills and which of these tasks are most problematic for ESL students in a tertiary institution. (Ferris & Tag, 1996, p. 298) Thus, efficient communication, enforcement of strategies, and stabilizing the curriculum are the possible options that institutions can make in addressing these needs. The next section looks into possible strategies that can be implemented to facilitate the challenges ESL teachers face in teaching English among non-native speakers. One possible solution is creating a monitoring criterion for ESL students. This would entail ESL educators of continuously creating necessary measures and dynamics to enhance learning for their students. â€Å"During formal and informal meetings these teachers continually discuss inherent shortcomings of the procedures used in assessing their students, share their shortcomings of the procedures used in assessing their students. † (Ernst, 1994, p. 323) With this, ESL students are assured that their individual performance are assessed and evaluated to further help them in acquiring and learning the language. Also, ESL teachers must develop both listening and communication strategies with students to facilitate the learning process and develop efficient mechanisms of education. â€Å"Somehow we need to help them bridge the gap between the safe interactions they experience in ESL classes and the activities they find more challenging and threatening in content classes. † (Ferris & Tag, 1996, p. 312) Creating listening strategies can also make ESL students feel comfortable and secure that their interests are seen and provides them the avenue to express what they really want. ESL teachers should simulate free-form classroom lecture discussions for their students and analyze videotaped classroom interactions with their students so that ESL students can be better prepared for the realities. † (Ferris & Tag, 1996, p. 312) Another possible alternative is the creation of â€Å"ESL Task Group†. â€Å"This group should consist of representatives of the total school community, be small enough for efficient operation, and be chaired by most competent person available. † (Levenson, 1969, p. 1) With the creation of this, the group must follow the necessary phases that includes (1) gathering information, (2) observation and evaluation, (3) surveying and (4) constant communication with important groups and organizations. Another issue that can be addressed is the issue of writing among ESL students. ESL teachers must be keen to adapt and understand the dilemma these students have in the correct and proper way of writing. â€Å"ESL writers should neither be treated as completely different from native speakers nor as completely the same, that a middle ground is desirable. (Chan, 1988, pp. 84-85) In addition, ESL writers must not be discriminated of expressing their intentions and ideas in class. â€Å"Like native speakers of English, ESL writers can and should be encouraged to write as a means of discovering what they think and know and as a means of commu nicating their sides. † (Chan, 1988, p. 85) Lastly, adequate and continuous training must be given to future and current ESL instructors. Recognizing that each one is vital for the success of the program, constant awareness must be made regarding this issue. The most obvious pedagogical solution to students’ dilemma is to train professors to respond clearly and effectively to students’ informal questions and comments. † (Ferris & Tragg, 1996, p. 312) In addition, there needs to be a collaborative effort between non-ESL teachers and ESL instructors since they both have the same objective – educate. â€Å"Collaboration with other teachers who are ‘becoming’ mainstreamed ESL teachers serves as another important avenue for support. â€Å"(Young, 1996, p. 19) By being dynamic, issues regarding ESL facilitation can be eased and create learning.

Compare and Contrast: “All the Years of Her Life”

The thing about synonyms is that even though they though they might seem like they are the same thing, if put in a different context they can mean something completely different. It's interesting how two characters with very similar traits, goals and morals can be so different when placed In different stories, Like when you switch a word for Its supposed â€Å"synonym†. Don Ansell and Mrs†¦ Higgins are two very salary people. Both are traditional, respected, a little on the old-fashioned side and good at being seen as proud and confident.But It's their greatest lining factor, their love for their families and communities, which divides them. Don Ansell is a proud, traditional and very well respected man who has kept up the tradition of planting a tree for every child in the village to the point where a â€Å"gnarled but beautiful† orchard had become a part of his property. And when he is confronted with the request to ask the children to refrain from playing in the orchard, he explains that it is not his choice nor his place, as â€Å"the trees do not belong to him†. To him, nothing is more important than respecting the honor of his family.And to him, every child in that village whether they're related to him or not, is his family. On the other hand, Mrs†¦ Higgins has too close of an association with her son to the point where she sees his problems as hers. She has a proud and confident facade that hides a spirit broken by reasons that are out of her control. She appears to blame herself for her son's inability to keep a steady Job and lead a good life. Like Don Ansell she closely identifies herself with her family that in her case seems to have an ill effect on her lifestyle. â€Å"You've disgraced me again and again,† she toldAlbert as they left the pharmacy. She feels as if her son's shenanigans are her fault and this causes her spirit to crumble. This isn't the first time that her family has failed her, which in her eye s translates Into falling as a mother. So as you can see, both characters have almost Identical personality building blocks. On one hand, Don Ansell has used his love and respect for family to create a bond between him and his village that lead to a tight knit community. And on the other, Mrs†¦ Higgins chose to use her tolerance and pride to create a poisonous relationship teen her son's lifestyle and her happiness.Compare and Contrast: â€Å"All the Years of Her Life† and â€Å"The Gentlemen of ROI en Media† By Leila-Gaylord can be so different when placed in different stories, like when you switch a word for its supposed â€Å"synonym†. Don Ansell and Mrs†¦ Higgins are two very similar people. Both are traditional, confident. But it's their greatest linking factor, their love for their families and failed her, which in her eyes translates into failing as a mother. So as you can see, both characters have almost identical personality building blocks.

Administrative Problems

Administration and management remains to be an integral process shaping the educational sector. Here, it carries out leadership approaches in dealing with the purpose and objectives surrounding educators in meeting the needs of students.It takes into account themes that allows the faculty to recognize current trends and responsive efficiently. By trying to draw out particular strategies it provides opportunities to facilitate educational success, draw out faculty empowerment, and foster institutional growth. With such dynamics, decision making on a day-to-day basis becomes synchronized with what is essential in accordance to school objectives and policies.This paper seeks to outline how educational administration themes are constantly applied on a day-to-day basis. It takes into account themes related to organizational culture, organizational change, and communication practices between administrators and educators.In particular, the paper finds distinction and common actions shaping action and decision making between two administrators. By synthesizing opinions and responses from two educational administrators, better understanding can be made on how these administrators respond to school objectives and educational administration.IntervieweesThe first respondent is John Morris. He is a principal of Garland High School since 2001. With numerous years of experience in the school, he remains competent about Garland High School’s organization and continues to align specific policies in relation to the needs of both students and faculty (Garland High School, 2007).Having earned his bachelor’s degree in Stephen Austin University and Masters in Educational Administration, he provides wonderful insights on areas related to organizational culture, communication, and organizational change.The second interviewee is Linda Glassel. She is an administrator at Garland Christian Academy for almost five years. She finished her Bachelor’s degree in Psycholog y and pursued her Masters in Educational Administration.With her background and experience in dealing with educators and students from elementary to high school, it can be argued that she is competent to address issues related to administration and management.Organizational CultureLooking closely at the responses made by Linda and John concerning organizational culture, it can be seen that they have similar responses about its importance in their respective schools. Both believed that enhancing a process of a facilitative and supportive school environment enriches opportunities for students, faculties, and administrators to become responsive to their respective needs.Similarly, both also considered the need to recognize diversity as an essential process shaping education. By taking into account diversity, it encourages better cohesion of strategies and provides solutions to daily problems (Ornstein and Lunenberg, 2007).On the other hand, Linda and John opinions diverge when they tal k about how to deal with conformity and professional excellence. Here, it can be seen that Linda sees the need to constantly motivate people to become responsible and accountable to their respective roles within the school.It is through this process that they can open up and become adaptive to change and abide with specific and given standards. If there are existing conflicts, it gives easier means to resolve issues and conform to the norms provided.In contrast, John sees this daily problem as part of the role and responsibility of an educator and administrator. He believes that since standards and expectations are given accordingly, each one must be keen and responsible enough to function according to these parameters. Here, John sees the issue as more of an individual endeavor compared to Linda’s perspective that it must be a collective process.Organizational ChangeAssessing the responses made by John and Linda with regards to organizational change, it can be seen that thei r opinions agree on the idea that change is inevitable.They both see it as an opportunity to grow and function in accordance to the changing needs of their respective schools. Since organizational change can induce varied responses among members of the school, it is then crucial to clearly identify these resistances so appropriate attention can be made (Ornstein and Lunenberg, 2007).Likewise, Linda and John also believed that addressing problems of organizational change on a daily basis means incorporating aims and objectives by administrators. By advocating these policies, administrative problems can be alleviated and addressed in a more efficient manner.On the other hand, the main difference between John and Linda’s responses revolve around specific mechanisms that can be used to address organizational resistance and accountability problems. Specifically, Linda is more of a facilitative type, seeking to interact and develop an environment where teachers feel comfortable in their work and responsibility.She believes that this would then provide the necessary means to infuse better means to generate better reaction and feedback from employees.On the contrary, John seeks to expand communication lines and openness among his people. He believes that resistance only happens because individuals do not see the bigger picture or just too comfortable with the original setup of things. However, by bridging these gaps on a daily basis, educators and administrators can fully understand the situation and prevent confusions from happening.CommunicationThe last area discussed with the interviewees revolves around administrative problems related to communication. Here, Linda and John were asked specific questions on their perspective and opinions on how this problem can be solved daily and what specific means are available that each one can utilize.Reviewing the responses made by the two, it can be seen that their similarities revolve around the recognition that confl ict is inevitable in any organization. Likewise, both also believed that resolving conflict, miscommunication, and other hurdles in communication would mean establishing specific dynamics that opens up and diversifies how people interact both formally and informally.Again, like the previous two questions, Linda and John differ in their capacity to apply these changes in their schools. Since their respective educational environments vary in specific patterns of communication and level of professionalism, the methods used to address conflict and resolve issues are also different.For example, Linda argued the need to create an environment of openness and respect other people’s opinions concerning a specific issue. This would then help limit miscommunication and development of factions within the school.On the other hand, since John’s scope and responsibility is much bigger compared to Linda, he sees the need to establish appropriate protocols and rules that teachers shoul d follow. By developing a standard on how people can communicate, it can help establish a professional and responsible means to interact. Also, it can be argued that this is his solution on communication problems in his school on a daily basis.Analysis of Inputs and Responses from IntervieweesSummarizing the whole of the interview process, Linda Glassel and John Morris provided significant feedback of how administrators operate on educational issues related to their field. Here, it can be seen that each one provided ideas, opinions, and experiences on how they manage and further administrative goals in their respective schools.Assessing their responses, it can be seen that similarities are apparent in the manner on how leadership, responsibility, and open communication remains crucial in addressing organizational culture, organizational change, and communication (Refer to Appendix for more details). Each one believed that these principles help administrators become responsive with d aily issues revolving around their practice.On the other hand, distinctions can also be seen in the way Linda and John provided specific means of how the three elements can be addressed. It can be argued that since organizations vary according to culture as well as organizational dynamics, administrators must look into means to integrate their capabilities to ensure that administrative functions are met effectively (Fiore, 2004).That is why the strategies elaborated by the two interviewees correspond to what their organization needs. Also, such result goes to show how subjective and circumstantial the process of educational administration is. That is why administrators must be keen to analyze and interpret situations within their jurisdiction so that appropriate actions related to leadership and communication can be established (Musella and Davis, 1991).ConclusionOverall, the replies made by both Linda and John showcase the different dynamics involved in educational administration. Though their answers may vary in some aspects, both have identified important precepts that looks into enhancing communication, the importance of leadership and reinforcing responsibility.By taking into account daily administrative problems, it goes to show the value of decision making and strategies used by administrators in resolving the issue.ReferencesFiore, D.J. (2004) Introduction to educational administration: standards, theories, and practice.(US: Eye on Education).Garland Christian Academy. (2009) Mission Statement. Retrieved fromhttp://www.garlandchristian.com/about-gca/mission-statement/Garland High School. (2007) Administration. Retrieved fromHelping Pauline Face Her Sister DeathMusella, D. and Davis, J. (1991) Chapter 12: Assessing Organizational Culture: Implications forLeaders in Organizational Change. Understanding school administration issues: studies of the contemporary chief education officer. eds. Kenneth Leithwood and Donald Musella. (US: Routledege).Ornstein, A .C. and Lunenburg, F.C. (2007) Educational Administration: Concepts andPractices. (US: Cengage Learning).

Film Critique Essay Example | Topics and Well Written Essays - 1250 words

Film Critique - Essay Example But when a film resulted to an individual committing heinous crime taking 12 lives and wounding 40 more, can it still be considered as entertaining or more on alarming? The Dark Knight Rises is the last of the Batman trilogy written and directed by Christopher Nolan released under Warner Bros. Picture. Earning $160.9 million during its opening weekend, the film is a mixture of action, drama, suspense, and adventure bringing with it a powerful cast starting from Christian Bale who gave every emotion needed to bring Bruce Wayne and Batman to life. Michael Cane gave justice to the heartwarming role of Alfred as a loyal butler and surrogate father of Bruce Wayne. Anne Hathaway was just right to be the sly cat woman who turned Batman’s ally, and Tom Hardy was very much Bane in the film you would hardly see recognized him. The Dark Knight Rises ties the knot of the previous two Batman movies Batman Begins (2005) and The Dark Knight (2008). The film begun with the iconic hero sufferi ng from loss and questioning the value of his existence as a savior of Gotham City and ended with him rising from his own grief fuelled by anger on the chaos and desire to restore peace in the city. The film’s exposition on the characters of Bruce Wayne and cat woman during their first encounters would give away the upcoming relations of the two protagonists in saving Gotham City. The movie offered numerous clues of its plot through expository scenes and dialogues. Some of these are the eulogy for the Mayor that is a hint on the reason of Bruce Wayne’s internal struggle, and Selina’s words to Bruce Wayne when they danced at a party insinuated the looming chaos in Gotham City and her role in the rise and fall of Batman. The rising action was developed by the writers and the director when Batman was captured by Bane and the latter gained control over Gotham City including its assets and people by creating friction and promoting strife. As the chaos continues, view ers are kept interested in the movie by showing Bruce Wayne’s struggle to come in terms with his own pride and prejudice. The character of Blake is a great support in building the action as he continues to build secret alliances with other agents to save the police forces and Gotham City. The film’s climax started when Bruce Wayne was able to settle his personal issues, climbed out of the dungeon, and conspired with Selina to help him free the police forces trapped underground and battle with Bane to free Gotham City. The director’s style is nonlinear narrative using flashback scenes to connect the plot and psychological thriller with the elements of action, mystery, and drama that showcases the emotional and mental construction of his main protagonist and antagonist characters. To keep viewers glued in their seat towards the end of the film, Nolan used flashback technique as with the past two Batman movies he directed. The flashback revealed the story of lead c haracters which explains the oddities in their behavior like when Miranda and Bane revealed to Batman their alliance. The same flashback technique was used when the old man in the prison was retelling to Bruce Wayne the story of the child who was able to climb out of the dungeon. Christopher Nolan marked a difference in this movie by using IMAX form in filming 50 minutes of the movie which makes action scenes and background more vivid because of its better resolution. This however affected some of the short dialogues of the

Intercultural communication( this is the course I am studying, not the Assignment - 1

Intercultural communication( this is the course I am studying, not the topic) - Assignment Example Moreover, it’s important to know the other person first for instance their interests and area of specialization. Such light communication is important in creating a close relationship before going into details. It’s important to keep the communication simple. In addition, it’s significant to avoid technical jargons and information that might be contradictory or which might be interpreted wrongly. I agree that when communicating with someone who emanates from a different culture or uses a different language, it is important to use simple language and short sentences. This is to avoid any confusion. In addition, it is good to get direct to the point and incase there is any technical information or data that need detailed explanation, it’s important to call the person directly. Its true one should be aware of the cultural differences when communicating with non-native speakers. The communication should be formal. However, it’s not good to generalize that women should be careful. Instead, all people should be careful irrespective of the gender, religion, race, or cultural