Analysis Of Wuthering Heights - Free Essay Example

Sample details Pages: 8 Words: 2485 Downloads: 8 Date added: 2019/05/14 Category Literature Essay Level High school Tags: Wuthering Heights Essay Did you like this example? Abstract The 1939 film adaptation of Wuthering Heights by Emily Bronte is a faithful adaptation with a few scenes from the book cut to make the film more wild and passionate than the book described. William Wyler was the director of the film with Laurence Olivier as Heathcliff and Merle Oberon as Catherine. A few details the producer from the film adaptation such as Heathcliffs son, Catherines daughter, and Heathcliffs wife remaining loyal to him by staying instead of leaving. Don’t waste time! Our writers will create an original "Analysis Of Wuthering Heights" essay for you Create order At the end of the film, the director added the scene with Heathcliff and Catherines ghosts walking away to live their lives together in the afterworld. One columnist disagreed with this stating that Emily Bronte wouldnt have liked that because Catherines ghost is there to make sure her daughter receives her inheritance. Nelly is the housekeeper of Wuthering Heights and Thrushcross Grange but in the movie her name is Ellen. Samuel Goldwyn also changed the time period of the movie from the late 18th and early 19th century to the mid-19th century because the clothes were more good-looking. The director and producer shortened the story to represent the wild love that Heathcliff and Catherine felt for one another. Standing on the cliff, you and me forever (Catherine to Heathcliff). Wuthering Heights is the story of Heathcliff and Catherine Earnshaw and their wild love for one another. Heathcliff is the orphan that Catherines father brought home to live with his family. Catherine took a liking to him but her brother Hindley hated him at first sight. The characters of Heathcliff and Catherine represents how relationships can be stunted by class, environment, and miscommunication. One example of how relationships of a romantic nature are stunted is by class. In both the movie and book, Mr. Earnshaw found Heathcliff on the streets and brought him home to live with his children. In the book, Mrs. Earnshaw asked, how he could fashion to bring that gypsy brat into the house (Bronte 32). Even Nelly called him it and placed him on the landing of the stairs and hoped he would be gone by morning. In the movie, Mr. Earnshaw brings Heathcliff home and Catherine is hesitant to welcome him but there is no sign of a Mrs. Earnshaw. In both the movie and book, Catherine and Heathcliff become best friends while Hindley (Catherines brother) is jealous of Heathcliff and doesnt like him. Back then, Gypsies had a reputation for fortune telling, stealing, and prostitution and many people believed they were, in league with the Devil (History). Because of Heathcliff being of Gypsy descent, Hindley has no problem with reminding Heathcliff of this by calling him, dog beggarly interlo per and imp of Satan (Bronte 34-35). The Earnshaw family is of high class in the small community they live in with, pure aristocratic blood (Magnificat). As the children grow older a couple of things happen to change the course of events in the book: Mr. and Mrs. Earnshaw passes away, Hindley is the new owner of Wuthering Heights along with his wife and he makes Heathcliff become a servant. In the movie, Mr. Earnshaw passes away, Hindley is the new owner and Heathcliff becomes a servant. Because of the different classes, these young lovers are in, society already disapproves of their friendship. Imagine how it would be if they wed? In both movie and book, Catherine and Heathcliff go to their neighbors house, the Lintons. They are both caught but Catherine is injured by their dogs so she stays with them for some time. In the book, Catherine comes back home and laughs at his dirty face then the next day Heathcliff washes up for her and argues with Edgar Linton and gets in trouble with Hindley (Bronte 48 52). In the movie, Catherine had told Heathcliff to run away and become rich to come back for her. When she comes home she is furious to find that he hadnt left and calls him a servant and a stable boy with dirty hands (Catherine to Heathcliff). Edgar then comes into the house and Heathcliff walks out, not showing how Catherines words hurt him. Edgar and Catherine then argue about Heathcliff in which Catherine yells that she hates feeling Edgars soft hands. Both scenes from the story and book show how Catherine wants to fit in with people in her class but at the same time, she loves Heathcliff and wants to be with him. Heathcliff knows hes lower class and he knows that he isnt going to ever get to be with her but he forgives her harsh words and wants to be near her even if it is to argue with her. Cathy, youre still my queen (Heathcliff to Cathy). Another example of how relationships can be stunted is by the environment people live in. At first, everything seemed good in the movie and book, Heathcliff being adopted, he and Catherine become friends with the fighting between Heathcliff and Hindley. Then tragedy struck and Hindley became the master of Wuthering Heights and it all goes downhill from there. In the book, Hindley makes Heathcliff become a servant and work in the fields. Between Hindleys temper and his wife passing which makes him more bitter, Wuthering Heights stops receiving visitors. People do not want to be around Hindley with his drunken and bitter reputation and Heathcliff because of his gypsy looks. In the movie, it fast forwards from Mr. Earnshaws death to Hindley and Catherine at the table with the former eating breakfast. The scene shows him punishing Catherine by not letting her eat while Heathcliff is cleaning the fireplace. Hindley isnt in the movie often but when he is he drinks and says mean things to H eathcliff. Because of the environment where they live, Heathcliff and Catherine have to sneak away to the moors to be able to freely talk to each other and bask in their love. This isnt enough for Catherine though because she does decide to marry Edgar Linton to advance in society. In both the book and movie, Catherine and Nelly/Ellen, the Earnshaws servant, have an intimate discussion about Catherines feelings towards Heathcliff and Edgar. Catherine says that she wants to marry Edgar because he will be rich one day and that he is young and handsome. She then goes on to say that it would disgrace her to marry Heathcliff but cant deny that their souls are the same (Bronte 72). Catherine sees the destruction Hindley does to himself and others and she wants to escape that. At Edgars house, it isnt gloomy and people there are respectful and she feels at peace there. No matter how peaceful she is at Edgars house, a small part of her will always want to go back home to be with Heathcliff. She even tells Nelly that no matter what nothing will separate them. Catherine is desperate to escape her horrible home life that she would rather take Edgars peaceful environment than running away with her true love and living on the streets. where the rubber really meets the road in shaping future relationships is the way the parent treats the child and relates with the child. Thats the laboratory in which the child learns how to relate lovingly with other people (Work). In the book, Catherine is a spoiled child and she does throw a fit when she doesnt get her way. This is no excuse for the way her brother treats her and Heathcliff and it is sad that a person like her has to run to another mans arms whom she doesnt love to find peace. As she grows up and marries she does become a sensible woman and stops being selfish until Heathcliff comes back. My last example of how Heathcliff and Catherine are kept apart is by their miscommunication and pride. Catherine continuously tries to find bad things about Heathcliff to prove her choosing Edgar over him. She says that Heathcliff has a bad temper and he is very prideful. Edgar is respectable, a pushover, and doesnt have a bad temper. The love that Heathcliff and Catherine have for one another is full of passion and fire that consumes them both. Even Catherine tells her and Heathcliff have the same souls but that Lintons is as different as a moonbeam from lightning, or frost from fire (Bronte 72). Your soulmate makes you feel entirely whole, healed and intact, like no piece is missing from the puzzle (Harra). One example of how Catherines pride has hurt her and Heathcliff is by her avoiding doing something that we know would be beneficial for us solely because it came from someone else (7 Ways). Heathcliff suggests to her throughout the movie to run away with him, that everything wou ld be better for them. She refuses to go with him saying that she doesnt want to starve for food or live in streets. Catherine is too prideful to run away with Heathcliff because she would rather marry someone and use their influence to help Heathcliff instead of running away and being with him. Even when Heathcliff comes back rich, Catherine still refuses to be with him even though he did what she wanted to. In both the movie and the book, Heathcliff overhears the private conversation that Nelly and Catherine have about Edgar and Heathcliff. He hears almost everything they say but leaves before he hears her say that nothing would keep them apart and her true plan for Edgar. Her plan is to use Edgars status to raise Heathcliff up so that they can eventually be together without her reputation being degraded. Heathcliff runs away and in the film and movie Catherine runs after him in the rain and tries to search for him. She makes herself sick and eventually marries Edgar. After Heathc liff comes back, Catherine and Edgar find out that he is rich. In the movie, he says to Catherine that he was kidnapped as a child and that he is of high-class blood, a reference to their childhood games. It is clear that he is back to marry her but instead of choosing him she chooses to stay with Edgar even though she loves Heathcliff. When they argue she says hurtful things to Heathcliff about how shes at peace with Edgar and Heathcliff likes to stir things up. While Heathcliff just tells her that she is treating him badly. In the movie, it isnt until her deathbed that they are able to put aside their pride and finally confess to one another what we all knew: how much they love one another. What right to throw love away for the poor fancy thing you felt for him, for a handful of worthiness. Misery and death and all the evils that God and man could have ever done would never have parted us. Youd be better alone. You wandered off like a wanton, greedy child to break your heart and m ine (Heathcliff to Catherine). The events leading up to Catherines death and her death itself causes a cause-and-effect thought process with Heathcliff because he turns into a bitter man and in the book he throws a knife at his wife and she eventually leaves him (Przybylowicz). Heathcliff, can you see the Crag over there where our castle is (Catherine to Heathcliff). Heathcliff and Catherine represent how relationships are stunted by class, environment, and miscommunication. Back in the 1800s-1900s, the time setting of book and movie, it was almost impossible to marry someone of lower class without dealing with repercussions. In both the movie and book it was so easy for both of these lovers to slip out to the moors to laugh and fall in love with one another. In the moors, they were free from the heart ache at Wuthering Heights. They didnt have to worry about social classes or receiving punishments for talking to each other. Unlike at Wuthering Heights where Heathcliff received harsh punishments and Catherine needing to escape from the manor she needed to call her home. Because of her conflicting feelings about her home and her needing to feel at peace she eventually pushes Heathcliff away when she says that it would be disgraceful for her to marry him. Tha t was the last straw for Heathcliff. You see, every time she pushed him away, argued with him and called him awful names he still forgave her. He still defended her and stuck by her side because of his love and adoration of her. If you ever looked at me once with what I know is in you, I would be your slave. Cathy, if your heart were only stronger than your dull fear of God and the world, I would live silently contented in your shadow (Heathcliff to Catherine). It isnt until Catherine is dying that the two of them are able to share their feelings with one another. If only they were able to marry and live under societys thumb. In the movie, Catherine does beg Heathcliff many times to run away, get rich and come back for her. Heathcliff says that he wants her to join him and she scoffs and says she doesnt want to live like a commoner, having to steal food just to survive. He does eventually come back with riches but by then shes already married to Edgar. A man who gave her peace outside of her disparaging home, a man she settled for. A life partner, on the other hand, can be a great supporter and long-time companion but is limited in his or her capacity to enrich your spirit (Harra). Edgar doesnt have the fire and passion that Catherine needs. Catherine needs someone who wont let her walk over them or will make biting remarks back to her. She doesnt need someone who isnt as full of passion as she is. In the book, Heathcliff has visions of Cathy and then is found dead of sickness in Catherines old room. In the movie, Heathcliff runs out in the middle of a snowstorm after Catherine and the family doctor says that he saw Heathcliff walking with a woman. When he walked near them, he saw Heathcliff by himself and found out he died. The last scene in the movie is the ghosts of Heathcliff and Catherine walking away with joined hands. Theyve only just begun to live (Ellen to Dr. Kenneth). Sources 7 Ways Pride Is Hurting Our Relationships. Bolde, 5 Jan. 2017, www.bolde.com/7-ways-your-pride-is-hurting-your-relationships/. Bronte, Emily. Wuthering Heights. Sterling Publishing Co., 2012. Harra, Carmen. The 10 Elements of a Soulmate. HuffPost, HuffPost, 17 July 2013, www.huffpost.com/entry/elements-of-a-soulmate_b_3595992. History of the Gypsies. Owlcation, Owlcation, owlcation.com/humanities/The-Gypsies. Magnificat. Literature Uncovered, commons.marymount.edu/magnificat/mores-on-the-moors-social-class-and-power-in-wuthering-heights/. Przybylowicz, Samantha. (Dys)Function in the Moors: Everyones a Villain in Wuthering Heights. ir.uiowa.edu/cgi/viewcontent.cgi?article=1410context=ijcs. Work Family: Parents Influence Childrens Romantic Relationships. Pittsburgh Post-Gazette, www.post-gazette.com/life/lifestyle/2006/07/13/Work-Family-Parents-influence-children-s-romantic-relationships/stories/200607130504.

Risk Management 7 Step Process - 1280 Words

Enterprise Risk Management is defined as â€Å"the process of identifying and analyzing risk from an integrated, company-wide perspective. It is a structured and disciplined approach in aligning strategy, processes, people, technology and knowledge with a purpose of evaluating and managing the uncertainties the enterprise faces as it creates value† (Woon, Azizan, Samad, 2011, p. 23). Had Non-Linear Pro utilized Enterprise Risk Management, the company would have been able to reduce their liability exposure. Quick Takes Video is in the position of having a legitimate claim against Non-Linear Pro for breach of warranty. The salesman informed Hal that his employees would be able to operate the software in one to two days. After two weeks of†¦show more content†¦The key elements of ERM are the policy itself, the strategy, and the plan (Harb, 2008). If Non-Linear Pro had embraced and implemented a successful ERM plan, many of these negative consequences could have been avoided. Effective and Efficient Framework Harb suggests that firms have a well documented ERM policy and plan (2008). Had Non-Linear Pro had such a policy and plan in place, they would have been able to anticipate many of the problems Quick Takes Video is encountering with the editing software and addressed these difficulties before they became full size problems. A well laid ERM plan would have involved on-site set up and training for Quick Takes Video’s staff, along with follow up to ensure everything was working smoothly and as expected. Risk Management is Applied in Practice Non-Linear Pro needs to not only assess their possible risks, but also apply this assessment in practice. The salesman is directly responsible for over promising and under delivering on this editing software, therefore creating a possible breach of warranty. It is more likely that he is a poor salesman, as opposed to having acted with negligence or malicious intent, so any attempt to hold him personally responsible would likely fail. 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Learning Theorists Free Essays

string(50) " be met before the higher needs can be addressed\." Learning Theories People have been trying to understand the learning process for over 2000 years. It was discussed and debated at great length by the Greek philosophers such as Socrates (469 – 399 SC), Plato (427 – 347 BC) and Unsettle (384 – 322 BC) (Hammond et al, 2001 This debate has carried on through the ages and still goes on today with a multitude of viewpoints on the purpose of education and how best to encourage learning to eventuate. Plato and his disciple Aristotle were Inaugural In this debate and asked if truth and knowledge were to be found inside of us, or whether they could be learned from outside by using our senses. We will write a custom essay sample on Learning Theorists or any similar topic only for you Order Now Plato believed the truth would be found from within through reasoning, deduction and self-reflection and so brought about rationalism. On the other hand Aristotle believed the truth would be found through experience and founded the idea of empiricism and so these antithetical views were born. Aristotle approach was far more scientific compared to Socrates’ dialectic method of discovery through conversations with fellow citizens. An approach that calls for discussion and reflection, as tools for developing thinking, owe such to Socrates and Plato (Hammond et al, 2001 Learning theory Is about learning as a process and how it may take place. It is about how information can be absorbed, processed and retained and the influence that emotions, environment and mental processes can have on acquiring, augmenting and modifying knowledge and skills. Having knowledge of learning theory equips teachers to better understand the multitudinous categories of learners they will encounter and the numerous strategies they can employ to create an effective learning environment. Although the Greek philosophers are considered to be some of the earliest thinkers on learning, it as not until the mid 1 ass’s when psychology emerged as a separate discipline that any new learning theories emerged. The first of these was behaviorism, which was brought to prominence by Ivan Pavlov (1849 – 1936) who won the Nobel Prize in 1904 for his experiments on digestive glands for which he experimented with dogs. Behaviorism are of the opinion that learners are passive and respond to stimuli and do not take in to account internal mental states or consciousness. Gestalts came to prominence In Germany in 1910 when there was social turmoil in Europe but had moved to the US by the sass’s to avoid persecution. The lead figures In this movement were Worthwhile, Kafka and Koehler who utilities a holistic approach that sought to reject the mechanistic perspectives of the behaviorist’s. Considered to be the first educational psychologist, Edward Thornier continued with the behaviorism theory believing learning was incremental and achieved through a trial and error approach with B. F. Skinner, considered by many to be the father of modern behaviorism, developing this theory further with programmed learning (Seaworthy et al, 2004). Behaviorism learning theory had a substantial influence in education but here was a growing body of evidence that more complex tasks requiring a higher level of thinking were not well learned this way with Jean Pigged (1 896 ? 1 980) being the first to state that learning was a developmental cognitive process. Russian teacher Level Boycotts expanded Piglet’s developmental theory of cognitive abilities to were both leaders in the cognitive approach that sees the mind as a â€Å"black box† and this box should be opened and understood. This paradigm did not really come to prominence until the early sass’s when it replaced behaviorism as the dominant force (Anon ND). In the sass’s we also saw the emergence of Humanist learning theory. Some of the preeminent advocates of this field were Abraham Moscow (1908 – 1970) and Carl Rogers (1902 – 1987) who believed that learning was viewed as a personal act to fulfill one’s potential and that it is also necessary to study the person as a whole. Humanists were the first to promote learning as being student-centered and personalized and that you should not teach, but facilitate, the learner (Anon ND). The sass’s saw the emergence of social learning theory with its key progenitor being Albert Bandeau (1925 – Present). It posits that we learn through observation, imitation and modeling and this theory is often seen as the bridge between behaviorism and cosmogonist. Although the work that edifies it spans the twentieth century, Constructivism was only mainstreamed through practice in the latter part of the century. Many of the theorists that are drawn upon are linked with other learning ideologies; these theorists include Weights, Lave and Winger, Burner and Pigged. This theory posits that learning is an active constructive process where the learner creates his or her own subjective representations of objective reality. They do not come along as a blank slate (Seaworthy, 2004) but rather bring along their past experiences and cultural perspective. The first theorist I am going to look at is Abraham Moscow who was a prominent Humanist. Early in his career he worked with rhesus monkeys and one of the interesting things he noticed was the way that some needs took precedence over others. For example, if you were hungry and thirsty you would tend to deal with the thirst first, as you can go without food for weeks but thirst will kill you after Just days. Moscow felt that the conditioning theories did not, to is satisfaction, capture the complexities of human behavior and was of the opinion that human actions were driven toward goal attainment. He stated that human motivation is based on people seeking fulfillment and change through personal growth (Anon ND). In 1943 Moscow wrote a paper entitled â€Å"A Theory of Human Motivation† which talked about self-actualization. Moscow described a person who was fulfilled and doing all they were capable of as being self-actualities. Before a person can achieve this state however, there are other needs that first need to be met. These needs can be seen in Mascots hierarchy, this is often depicted as a pyramid as shown (Moscow,1943). This hierarchy shows that the basic physiological needs have to be met before the higher needs can be addressed. You read "Learning Theorists" in category "Learning" If the physiological needs are relatively well gratified then there emerges a new set of needs, in this case safety. When a persons physiological and safety needs are satisfied the need for love and belongingness emerges. This process continues until all the needs are fulfilled and the person can achieve self-actualization. It is important to note that Mascots original five stage del has been adapted by other researchers to create both seven and eight stage hierarchies but I am dealing with Moscow so will not go any further in to them. His needs – air, food, drink, shelter, warmth, sex, sleep etc. Safety needs – protection from elements, security, order, law, limits, stability, etc. : belongingness and love needs – work group, family, affection, relationships, etc. : esteem needs – self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. : self-actualization needs – realizing personal potential, self- fulfillment, seeking personal growth and peak experiences. Through knowledge of Mascots hierarchy I can better u nderstand the needs of the individual and the impact this has on their motivation and learning. To be truly effective in its implementation I would have to appreciate the needs of every learner, which could be at different stages for each individual in the class. These individuals could also be in a state of flux from one week to another. It is unrealistic to expect to comprehend all their requirements, even with a deep understanding of this theory. I believe the best use of this theory is to inform me of their possible state so that I might be more homeopathic towards them and understand the issues they may have. The best way to help them work towards self-actualization is for them to be self-aware and understand their own needs. When they arrive at class they will already have had a long day at work, often without enough time to eat. They will also be tired; although my class is at least theory, so is less physically demanding than their practical lessons in the workshop. I do try to take some of these things in to account and will allow them to bring food and drink in to the class if they so desire. I am able to meet heir safety needs such as protection from the elements, security, order, limits and stability. These needs are part of the College safeguarding policy so should always be in place. If I can manage to help them feel belongingness, which I feel they do achieve, then I am also creating a more inclusive environment for them. I feel it is important to be aware of these needs to create a better learning situation for my students. A criticism I have is that Moscow made an assumption that the needs must be satisfied in order, so that the basic physiological need must be satisfied before hey can achieve safety and only once safety is achieved can they go to concern themselves with belongingness and so on through the hierarchy. This is shown to be false, for example, if you were to study large cultures where large numbers of the population live in poverty, like India or Brazil then you see that these people can still achieve higher order needs such as love and belongingness (McLeod, 2007). According to Moscow this should not occur. If we were also to look at many creative people, such as artists like Rembrandt or Van Gogh, it could be argued that they achieved self-actualization yet lived their lives in poverty (McLeod, 2007). I will still apply this theory even with its flaws because it is not abjectly wrong and still believe it holds a lot of truth. Another humanist that I feel bears great relevance to my current teaching post is Malcolm Knowles (1913 – 1997). He was a champion for androgyny, self-direction in learning and informal adult education (Smith, 2002). I will not talk about informal adult education, as it does not apply to my situation. The concept of androgyny had been in sporadic use since the sass’s but it was popularized for usage in English language by Malcolm Knowles. He believed that adults learned differently from children, which caused him to enquire further. His work on informal adult education and his charting of adult education in the United education. He used androgyny to bring these elements together, which was premised on at least four critical presuppositions about the characteristics of adult learners that differed from child learners, on which traditional pedagogy is based. Later a fifth assumption was added. These were as follows: self concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self directed human being. Experience: As a person matures they accumulate a growing reservoir of experience that becomes an increasing resource for learning. Readiness to learn: As a person matures their readiness to learn becomes increasingly orientated to the developmental tasks of their social roles. : orientation to learning: As a person matures their time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly their orientation toward learning shifts from of subject centeredness to one of problem centeredness. : motiva tion to learn: As a person matures the motivation to learn is internal (Knowles 1984:12). Knowles has caused considerable debate with his assertions and claims of difference between androgyny and pedagogy with useful critiques of the notion being found in Davenport (1993), Jarvis (1987) and Tenant (1996). He has taken ideas from psychologists working in two quite different and opposing traditions, that of the humanist and the behaviorism. From the one side he has extensively used a model of relationship derived from humanistic clinical psychology, in particular drawing on the work of Carl Rogers who argued the qualities of good facilitation. He has also drawn on other elements that owe a great deal to scientific curriculum making and behavior modification. It has been suggested that because he has used ideas from two opposing traditions that there is a lack of evidence around this model. Knowles is not clear whether he has provided us with a theory or a set of guidelines for practice (Heartier, 1984). The assumptions could be read as descriptions or as prescriptive statements about what the adult learner should be. Tenant (1988) made a point that there was a lack of interrogation within a coherent and consistent conceptual framework. It seems that Knowles did not temper his insights with enough analysis and interrogation of the literature of the arena. Malcolm Knowles also introduced us to self-directed learning, which is where the individual takes the initiative to realize their needs, resources and goals for learning and to evaluate the outcomes. There are three immediate reasons identified for self-directed learning. First those who take the initiative in learning are pro-active learners and will learn better than those who wait to be taught, reactive learners. Second is that it is far more natural that as we mature we take more responsibility for our own lives and become far more self-directed. Finally the third reason is that developments in education are putting a greater emphasis on students to take the initiative for their own learning. This can also be seen as a long-term reason as the purpose of education is evolving, it is moving away from merely transmitting what is known to now developing the skills of enquiry. Knowles then put the idea of self- direction in to packaged forms of activity and created his five step model. This involved: diagnosing learning needs. Formulating learning needs. : identifying human material resources for learning. Choosing and implementing appropriate learning strategies. : evaluating learning outcomes. There is research that indicates that adults circumstance (Smith, 2002) and I feel that this is certainly true of many of my learners. The opportunity arose within their current life circumstances to part icipate in the course and if there were places available they took them. If all the places had gone they may not bother to take up a learning opportunity again, unless of course the circumstances were again in their favor. I feel that the ideas’ of Malcolm Knowles are useful to guide what I ought to term my ontological approach to my earners. They are no longer children and should not be treated as such. His approach can inform me of what characteristics my learners may exhibit so that I may better facilitate their learning and create a more inclusive environment. It could certainly be said that my students need to be self-directed as the qualification they are taking is equivalent to a full time course but only has part time contact hours. It requires them to do a lot a reading around the subject, being self-directed in their approach. Overall I must be critical of Knowles for his own lack of a sharp critical edge with much of his writings being more descriptive and his lack of analysis of the literature within his field. Finally, I shall examine Jean Lave and Tontine Winger (1991) who developed the theory of situated learning, sometimes referred to as situated activity. This has a central defining characteristic known as legitimate peripheral participation which is not itself an educational form, much less a pedagogical strategy or a teaching technique. It is an analytical viewpoint on learning that makes a fundamental distinction between learning and intentional instruction. Rather the process of legitimate peripheral participation is usually unintentional. Situated learning contrasts with traditional classroom learning activities where abstract knowledge is learnt out of context with intentional instruction. This approach lends itself very well to vocational courses and especially apprenticeships where much of the learning takes place in the situation where the learning will be applied. It is not dissimilar to cognitive apprenticeship. Lave and Winger (1991) with their model of situated learning proposed that learning involved a process known as â€Å"communities of practice†. These communities are everywhere and we are often involved in a number of them. People with a shared domain of human endeavourer can engage in a process of learning by forming communities of practice. To put it more simplistically, learning takes place through social interaction. To this end, learning in these situations does not have a beginning and an end to the process, rather we are constantly learning through experience of everyday life. Their theory can be illustrated by observation of different apprenticeships. When people initially Join the community they learn at the periphery, then as they become more competent they an become more involved in the processes in that particular community. Understanding this theory is very useful in my sector as when we get the students it is their initial training and they are not always involved in the industry they are training to enter. The situated learning will probably not play a big part in this initial training, but once they have gained the qualification and go out to work then they will be Joining their community of practice. Over time, through interaction with more experienced others within the industry, they will learn and become more proficient ND play a bigger role in their community. In this respect it could be argued that this is an important theory for all educators as ultimately we are educating our learners strong links between this and embedded learning that also takes place on vocational qualifications. I would struggle to see how this theory could be applied to more formal qualifications where much of the knowledge will often remain abstract because that is its nature. Mathematics would be an example of this; it can be conceptualizes, as engineering math’s for example, but is not really a subject matter o be situated. In conclusion learning theories can inform us on our learners and guide us through our teaching practice. They can be used to develop activities to bring otherwise dull subject matter to life and to create a more inclusive learning environment by applying different teaching methods based on these theories. The trouble is that the modern teacher is struggling for time, most of the time and these theories and their practice will involve some dedication for them to be implemented effectively. How to cite Learning Theorists, Essays

Romanticism In The Aspect Of Nature Essay Example For Students

Romanticism In The Aspect Of Nature Essay Romanticism began in the mid-18th century and reached its height in the 19th century. It was limited to Europe and America although different compatriots donated to its birth and popularity. Romanticism as a movement declined in the late 19th century and early 20th century with the growing dominance of Realism in the arts and the rapid advancement of science and technology. However, Romanticism was very impressionative on most individuals during its time. This was because it was expressed in two main aspects of life: literature, and art. In literature, Romanticism was to some extent a reaction against the strict rules formulated by the Neoclassicists. The first fully Romantic poetry was Lyrical Ballads 1798 by William Wordsworth and Samuel Taylor Coleridge. Wordsworths The World is Too Much With Us 1802 emphasizes a world being plagued by materialism while steadily losing its spirituality. He used Greek mythological figures to symbolize that the nature the ancients enjoyed could not be destroyed by the Industrial Age. Wordsworth, and Coleridge, described nature in an exclusive way because landscape was the main principal in their works. Mind of Man, as Wordsworth observed, was a poets response to the natural scenes that inspired their thinking. Despite all of this, nature commonly was the focus of Romantic painters. Romantic painters rebelled against the objectivity and composure of the prevailing Neoclassic style. The art is colorful, expressive, and full of movement. Though we have not read or talked about John Constable I thought he was a very interesting artist. John Constables Wivenhoe Park, Essex 1816, is a pristine example of his scientific approach to capturing the qualities of atmosphere, light, and sky. Constable used God in nature, creativity, and the peaceful aspects of nature in this work. He is famed for his Constable sky, which is the main element of his portrayal of the scene at Wivenhoe Park. In conclusion, Romanticism was a movement in the arts and in social thought. It varied from one group, or individual to another, but certain characteristics were common to most aspects of the movement. Among these characteristics were individualism, emotional expression, rejection of rules of art forms, imagination rather than reason, and expression of the sublime or peaceful aspects of nature. There were also definite or specific characteristics that Romanticists opposed. Such characteristics included empiricism, mechanization, dehumanization, and increased materialism.