Merchant Of Venice Essay Essays (642 words) - Italian Films

Merchant of Venice Essay Many people are villainous in the way they act, and their villainous acts may be rooted in the desire to destroy others, or in the hopes of elevating themselves. Many people may only act "villainous" in reaction to the way they have been treated in the past. Shylock the Jew is the villain or antagonist in the play The Merchant of Venice. Shylock mistreats Antonio the Christian, his daughter, Jessica and Launcelot. The first person Shylock mistreats, is Launcelot. He mistreats this servant by complaining behind Launcelot's back of his laziness. Shylock says, "The patch is kind enough, but a huge feeder, Snail-slow in profit, and he sleeps by day More than the wildcat. Drones hive not with me.. ..His borrowed purse." 1 Shylock also acts villainous towards Launcelot by acting belligerent towards him. "Who bids thee call? I do not bid thee call." 2 Shylock mistreats this man because of his poverty, and because Launcelot is socially beneath him. You also start to wonder about how fair Shylock is, when Launcelot is deciding whether or not to leave him. Shylock also mistreats his own daughter, Jessica. He mistreats her by keeping her as a captive in her own house, not letting her out, and not letting her hear the Christian music around her. He orders her to: "Lock up my doors; and when you hear the drum... ..But stop my house's ears-I mean casements. Let not the sound of shallow fopp'ry enter My sober house." 3 Jessica considers her home to be hell, and she calls Launcelot, a "merry little devil". She even states that her father is Satan. Shylock also mistreats his own daughter, by not loving her enough, even to the point where he complains about all of the money he's spending in a search to find her. "Why, there, there, there, there! A diamond gone cost me two thousand ducats in Frankford! The curse.. ..ill luck stirring but what lights o' my shoulders; no sighs but o' my breathing; no tears but o' my shedding."4 Salerio makes the audience wonder about Shylock, when he raves about when Shylock was calling out, "Oh my ducats, my daughter, my ducats, my daughter.." This makes you wonder which he misses the most. This proves that he mistreats, even his own daughter. He values his money more than his own blood. Shylock mistreats Antonio. He does so by talking behind Antonio's back, and he reveals his hatred of Antonio, when he says, "How like a fawning publican he looks! I hate him for he is a Christian; But more for that...Cursed be my tribe If I forgive him!" 5 Shylock feels justified in exacting revenge for all the ills Antonio causes him. He then draws up an unbelievable bond. He blames Antonio for all of his problems, even his race's problems are blamed on people like Antonio, and he feels Christians have persecuted his race when he says, "To bait fish withal. If it will feed nothing else, it will feed my revenge...The villainy you teach me I will execute, and it shall go hard but I will better the instruction." 6 He shows that he will copy the example of Christians. Shylock becomes the true villain when he atkes Antonio to court. These actions prove that Antonio is mistreated by Shylock, the villain. Shylock is the villain of The Merchant of Venice. He mistreats too many people, and then asks for mercy in a court. Shylock is mad for revenge towards all Christians, especially Antonio. He is such a villain that even his daughter and servant are eager to escape him. Villains are oftenly antagonists in story plots and normally are a threat to the main character. Villains normally have motives behind their evil doings. Endnotes: 1. Shakespeare, William. Merchant of Venice. (Washington Square Press, New York, 1957) p. 30 2. Ibid p. 29 3. Ibid p. 30 4. Ibid p. 46 5. Ibid p. 13 6. Ibid p. 44 ------------------------------------------------------------------------------

Narrative of the Life of Frederick Douglass essays

Narrative of the Life of Frederick Douglass essays Narrative of the Life of Frederick Douglass In his autobiography Frederick Douglass presents a vivid picture of a horrifying period of American history that far too few people understand. Douglasss personal narrative as a slave lets readers feel the fear of his past and allows us to experience the suffering and pain inflicted by underserved beatings and an unhealthy lifestyle with too much physical exertion. Douglass exhibits very personal and fervent feelings about his history and helps his readers understand the intense hatred and disgust the American slave had for his possessor, and the sickness of hate that allowed human beings to keep other human being as chattel. The typical American slave standard of living was worse than some of the most poverty stricken countries of today. Most slaves were not as privileged to be classified as fat and happy. Slave owners, often referred to as masters, simply did not have to provide adequate food and clothing because there was no enforcement of it by law or any other authority regulator. In general, consideration and generosity for slaves were at the discretion of their beholders. Within these tragic lifestyles, ties between biological family members within the slave community were very rare. Most slave children new little, if anything, about there parents. The slaveholders instructed the elderly to care for young children and often broke the bonds between parents and their children to keep unity suppressed and ignorance high. Although Douglass too had been separated from his mother he knew of her whereabouts and was able to make contact with her prior to her death relatively early in his adoles cence. We see that Douglass persistence to keep his first name shows us he still values his heritage and family. Education was another matter that Douglass deeply valued. He believed education was the pathway from slavery to free...

My Favorite Stephen Sondheim Musicals

My Favorite Stephen Sondheim Musicals Born March 22nd, 1930, Stephen Sondheim seemed destined to become one of America’s most beloved figures in American theater. When he was only ten years old, he moved with his mother to the Pennsylvanian countryside. There, he became neighbors and friends with the family of Oscar Hammerstein II. In his teens, Sondheim began writing musicals. When he showed Hammerstein his work, the famed lyricist explained that it was awful – but he also told him why it was awful. An amazing mentorship began. Hammerstein provided him one-on-one instruction and advice and gave Sondheim difficult yet creative challenges which honed the young artist’s songwriting skills. In 1956, Sondheim was chosen to write the lyrics for Leonard Bernstein’s West Side Story. Soon after, he created the lyrics for the amazingly successful Gypsy. By the early 1960s, Stephen Sondheim was ready for his compositions to premiere on Broadway. Today, he is beloved among sophisticated audiences and performers alike. Here is a list of my favorite musicals by Stephen Sondheim: #1) Into the Woods I had the pleasure of watching the original Broadway production when I was 16 years old. At the time, I absolutely loved the first act, which plays like a wonderfully crafted and complex fairy tale comedy, ideal for the entire family. During the second half, however, I was quite disturbed by all the chaos and death. The story became too much like real life. And, of course, that’s the point of the show, a transition from fantasy to reality, or from adolescence to adulthood. Gradually, after listening to the soundtrack, and growing a bit older myself, I have come to love and appreciate both acts of this fun and fascinating musical. #2) Sweeney Todd It’s difficult to find a more violent musical than Sweeney Todd. And it’s difficult to find a more haunting melody than Sondheim’s â€Å"Johanna Reprise,† a hypnotic song that mixes beauty, longing, and murder. This is the story of a demented barber who seeks revenge, but goes way too far, driven mad in his lust for bloodshed. (It’s one thing to reap vengeance; it’s another thing to stuff people into meat pies.) Despite the carnage and cannibalism, there is a dark, infectious humor throughout Sweeney Todd, elevating this dreary story to genius. #3) A Funny Thing Happened on the Way to the Forum If you’re looking for a show that has a simple, laugh-out-loud happy ending, then Stephen Sondheim’s first success as composer/lyricist is the musical for you. During the show’s test run in Washington, D.C., Forum received negative reviews and apathetic reactions from the audience. Fortunately, director and self-proclaimed â€Å"play doctor† George Abbott suggested that they scrap the opening song, â€Å"Love Is in the Air.† Sondheim agreed and created the bouncy, hilarious number, â€Å"Comedy Tonight.† The new opening number energized Broadway audiences, eliciting laughter (and long lines at the box office). #4) Sunday in the Park with George Filled with beautiful songs and exquisite sets, Sondheim’s Sunday in the Park with George was inspired by the artwork of Georges Seurat, in particular his painting â€Å"A Sunday Afternoon on the Island of La Grande Jatte.† I love stories that examine the lives of artistic geniuses – even if their history is fictionalized a great deal, as is the case with Sunday in the Park with George. The first act focuses on Seurat’s passions: his art and his mistress. The second act transitions to the 1980s, showing the struggles of a modern artist, George (the fictional grandson of Seaurat). Whenever I’m working on a creative project that takes a lot of concentration, I inevitably start to sing â€Å"Putting It Together,† one of my favorite Sondheim tunes, and an insightful commentary on the artistic process. #5) Company For me, this is the most â€Å"Sondheimish† of Stephen Sondheim’s musicals. The lyrics are funny, complicated, and emotional. Each song is like a cathartic experience for the characters. The basic premise: It’s Robert’s 35th birthday. He is still unmarried, and tonight all of his married friends will be throwing him a party. In the process, Robert analyzes his life and the relationships of his friends. It ran for 705 performances on Broadway, and earned six Tony Awards. So, why do I have it as my 5th favorite Sondheim musical? Perhaps it’s simply a personal thing. When I was a kid, listening to show-tunes such West Side Story and Sound of Music, I was vaguely familiar with Company. I liked the songs, but I could not connect with the characters. I assumed that when I became an adult that things would change, that I would eventually like to drink coffee, discuss real estate, and behave like the characters in Company. None of those things happened. Despite my own short comings, I still enjoy the songs and the non-linear storytelling style of Company. What’s Missing? Of course, there are many other great Sondheim works that didn’t make my personal list. Musicals such as Follies and Assassins never struck a chord with me. Tony Award winning Passion almost made my list, but because I’ve watched the video and not a live production, perhaps I wasn’t as entranced by the show as others have been. And what about Merrily We Roll Along? Although it flopped on Broadway, some would argue that it features Sondheim’s most heartfelt songs.

In what way might The Verb to Kill by Luisa Valenzuela be a political Essay

In what way might The Verb to Kill by Luisa Valenzuela be a political allegory - Essay Example It demonstrates how politicians get riches from the poor people, give empty promises and will always come back ‘with a different story for the poor to give them the votes. The verb to kill therefore demonstrates the capitalism of our politicians who are for selfish gains at the expenses of the lives of the electorates. â€Å"The verb to Kill† is a metaphor for the dehumanizing nature of the politicians. In this story, the poor girls who are also the narrators are eaten away or consumed by the daily lifestyle of the old man who is the protagonist. In this perspective, the writer of this article demonstrated how the individuals are â€Å"consumed† by the powerful politicians and leaders. The concept of consumption has been used in this story as a metaphor or allegory in the store to represent the high level of exploitation that these individuals are experiencing. When the writer of this article portrays the girls as being eaten by the daily life of the old man, the writer of this article outlines the kind of activities of the old man that are not beneficial to the young girls. This is unfortunate despite the fact that the young girls play an important role in the story and are very kind towards the man. The main narrator in â€Å"the verb to kill† asserts that their neighbor, the old man is a â€Å"degenerate murderer† and hence is fascinated by the kind of life style that they perceive this old man is leading. They also assert that the old man may not just be a rapist but also someone who eats â€Å"that last breath† (Valenzuela). In this perspective, the narrator claims here that the actions of the old man and his daily activities consume them. In this text, the idea of consumption has been used severally in the text from the beginning through to the end. The idea of consumption here therefore represents the nature of the old man and the notion of destruction and absorption of the girls by the old man neighbor. This is a llegory for the nature of some politicians who play politics just for their own benefits even if it means overlooking the morals and the norms of the society. It also represents the immoral nature of the politicians and the political game in general which demands for the politicians to leave different lives and compromise their morality at the expense of the society and those whom there are close to. The narrators have also demonstrated the fear for the idea of the old man rather than his reality. The idea of consumption and the presentation of the man as vampire are two causes of worry for the poor girls. This is a phenomenon that is common across the worlds’ politicians and their subjects. In politics people do not win because of what they are but because what the ideas they present to the people. The ideas that politicians often presents to the electorate as well as their past deed play an important role in their success. The electorates are often afraid of the idea and no t the person. This explains why the narrators fear this man’s idea and not his reality as their neighbor and an old man. The action of by the girls also demonstrates how they do not care about the old animals though they complain about the old man because of the nature of vampire. In this story, it is observable that there are three levels of individuals in the society. The top most individuals represented by the old man, the middle represented by the

Why has the Palestinian-Israeli conflict been so difficult to resolve Essay

Why has the Palestinian-Israeli conflict been so difficult to resolve - Essay Example This is one reason why the problem has not been resolved. Another reason due to which the conflict has failed to be solved is that both sides are claiming that they own the entire region and are not ready to restrict themselves to their side only (Caplan, 2011). Due to this a religious conflict has taken place. The people in these regions fear that if the other side controls the entire region then their freedom to practice their religion will be taken away from them and due to this each side wants their religion to prevail and want to freely practice their religions. Another issue that is not solving the problem is the ineffectiveness of the United Nations which has developed policies that can solve the problem but has failed to enforce it (Harris, 2013). The failure to enforce such policies is due to the division of the Arab world and the Western world on the conflict. The Arab world supports the Palestinian view and on the other hand the western world, such as the United States sup ports the Israeli view. Harris, D. (2013). Why Israeli-Palestinian Peace Is So Difficult to Reach. [online] The Huffington Post. Available at: http://www.huffingtonpost.com/david-harris/why-israelipalestinian-pe_b_2895228.html [Accessed 11 Dec. 2014]. Yehoshua, A. (2011). Why the Israeli-Palestinian conflict refuses to be resolved. [online] Haaretz.com. Available at: http://www.haaretz.com/print-edition/features/why-the-israeli-palestinian-conflict-refuses-to-be-resolved-1.358095 [Accessed 11 Dec.

The Moviegoer By Walker Percy Essay -- essays research papers

In Walker Percy’s story The Moviegoer, Binx Bolling, a Stockbroker on the verge of turning thirty is on a quest. Set in 1960 New Orleans during Mardi Gras Binx, an upper class southern gentleman sets out to find out about himself. Answer questions that have tugged at his soul. Questions about despair, everydayness, religion and romance. Binx is stuck in a quagmire. He must break out from this cloak of ennui and find the essence of being. But how? How can people, a person with a soul and a world at their fingertips be so inept at finding what makes them alive. Can it be found in religion or on the arm of a southern beauty? Maybe it can be found in the surrealism of a movie, or the excitement of making money. What if an answer is found? Will it frighten a person back to their everydayness? Some of these question are sound, others may be just thoughts in the authors mind, but they are questions that Binx must find out about. The following will talk about the idea of despair & everydayness and if others think about searching the way Binx Bol ling does. Binx is deathly afraid of being pulled into everydayness. That is to say that he does not want to fall into the trap of a daily, weekly of life long rut. He does not want to settle for just living just an existence. He wants to be noticed, to have the ability of excitement on a daily routine. To work hard and start a family and fight for what he thinks is a grand life. Only to realize years later that such a routine was estab...

Wider Professional Practice

Task 1 Wider Professional Practice We were selected to deliver a learning activity on the concept of Professionalism in the LLS. Tasked to investigate the meaning of professionalism, using the perspective of organisations such as the Lifelong Learning UK (LLUK), the training and Development Agency (TDA), Institute of Learning (IfL) and also considering the broader context of business. In order to broaden the scope of research the group were allocated specific tasks.We gathered the definition of professionalism from a eight separate sources such as traditional dictionaries, the internet, business sources, including government bodies’ interpretations. This was beneficial as I learned the range of definitions and how professionalism is interpreted in different sectors. The group dynamics were completely normal, with some members not meeting dead lines for submission of resources, others being too dominating with unrealistic expectation, members not being regular attendees, some c ontributing too little others contributing too much.I would say that it was a typical group mix and as the groups were selected randomly; the result was the best mix. I was very happy to work with all the members. We were able to agree on the most comprehensive definition as â€Å"continually achieving excellence through a willing, eager and responsible approach to: †¢enhancing one’s own relevant qualifications and competence (LLUK); †¢the development of one’s own knowledge and the application of good practice relative to teaching and learning (CPD); †¢developing people and improving young lives (TDA)’.It was also agreed that a teacher should follow some principles of professionalism; Teachers should take a responsible and proactive approach to: 1. Improving knowledge; 2. The application of good practice; 3. Addressing quality, diversity and inclusivity issues; 4. Complying with the law; 5. Respecting professional codes of practice; 6. Accepting governance and accountability; 7. Being altruistic in professional duty and 8. Embracing change and making it work.Through our research we came across the business idea adopted by the Japanese methodology where the process of work has been organized into five stages, so in-order to understand work there are 5 phases or the 5 ‘S; 1. Sorting, 2. Straightening or setting in order, 3. Sweeping or systematic cleaning, 4. Standardising, 5. Sustain the discipline or self discipline. We looked at a report by Ashwin Kini (2011) who gave his view on professionalism and distilled this into the 3 â€Å"P’s† of Passion, Persistence and Professionalism. Therefore qualities an individual should have to perform well and gain authority.However when I looked at a report from Brown and Turk (1998) the mmisuse of power can happen when a professional person takes control of a situation. People on the receiving end of power misuse feel powerless. Brown and Turk (Brown, 1998) suggest t hat children and vulnerable adults can be subject to physical abuse because of an abuse of power. These vulnerable people are usually in care and because of their special needs, the professional have access to their bodies beyond what would be considered typical (Brown, 1998, p114).We all were included in the discussions and opinions were heard but clear boundaries were laid down to which the group was able to follow set targets. The planning was clear and developed a good foundation to which we were able to include a good volume of material with varied critical opinions. Learning took place when we introduced the concept and coupled with our level of interest we were able to engage the learners, with our idea.We also handed out a very comprehensive amount of additional critical material in order so that the learners could refer back to it for future reference. Furthermore, if I had to do this again we would organize our handout material in either one simple handout, so that the lea rners could follow the speaker or have the other group members stand at the back of the class, to hand out information. In order not to overshadow the main speaker and keep the noise level down as mentioned on the evaluation feedback sheet (see Appendix1). In the findings t was clear that predominately the individuals felt that the presentation, the group activity was fit for purpose. The group aim was to ensure we structured the presentation in a comprehensive way and at the same time handout more than enough information for the individuals to have and read in there own time. I understand that a level of professionalism is an important part to the role of a teacher and although it is incorporated in the standards, guidelines and policies of organizations, is often not implemented nor highlighted in practice.Certainly in respect to my currently college and I feel this acts as a restraint on my progression and my ability to be â€Å"professional†. The importance of this subjec t I feel goes beyond what a teacher may know, but if they lack a clear understanding of professionalism they are missing a broad area of the profession. As teaching is such a demanding profession, careful consideration needs to be given to how effort is distributed so that every student gets equal attention. As a professional it is important that consistency is maintained.When teaching students they will need to know what the learning objectives are so I clearly explained at the beginning of the lesson and recapped at the end. These are some of the patterns of behaviour that I have adapted in my practice. I have discovered that these simple practices help to make students aware of how the topic connects to the Big Picture. Ginnis (2002:32) proposes, ‘if pupils are allowed to see the big picture, the purpose of the lesson, what it contains, how it fits with what’s gone before and where it is going, then more interest and motivation will be shown in lessons. As teachers w e demonstrate a passion that stimulates learning by giving examples, ensuring clarity, providing individual as well as whole class practice in applying knowledge. These are some of the ways that I am able to support students in lessons to think for themselves and gain a better understanding of the subject, thereby applying knowledge in light of other situations. Appendix 1 – Peer feedback Feedback #1 †¢Group facilitator should have hovered instead of walking & talking within group instead of letting us just get on with it. 0 handouts disturbed flow but also good resources & research!! Professionalism – looked & delivered well Feedback #2 †¢The overall presentation was very good. Evidence of research was evident, you seemed to have confidence in what you were doing and your findings will help me in my own professionalism. Learning took place but there were too many distractions handing out handouts. Feedback #3 †¢Group member should not be speaking whilst one member is delivering. Handouts could have been sent via email really Feedback #4 Please do not talk to other group members whilst one of your group is giving the presentation Feedback #5 †¢If we had more time on the activity, would’ve been more useful. I know you were pressed for time. I really enjoyed it, otherwise everything was very professional. I want to know more. Thanks. Feedback #6 †¢Lots of handouts which were given out at the same time as the information which proved a little distracting. Very well planned & executed presentation. Feedback #7 †¢I thought it was put across very professionally, very good, sharp and interesting – well done!!Feedback#8 †¢Too much/many pieces of paper. References: Brown. H, TurkV, (1998) ‘Defining sexual abuse as it affects adults with learning disabilities’ in K100 Understanding Health and Social Care, Offprints Book, Milton Keynes, The Open University Ginnis, P. (2002) The Teachers Toolkit. Wales. Crown House Publishing. Kini. A. A Personal View of Professionalism @ http://www. ipthree. org/blog/professionalism-what-does-it-mean? start=5 (Last accessed 22. 05. 11) http://tlp. excellencegateway. org. uk/tlp/cpd/puttingcpdintoa/putting (Last accessed 29. 4. 11) http://www. ifl. ac. uk/(Last accessed 29. 04. 11) http://en. wikipedia. org/wiki/5S_(methodology) (Last accessed 29. 04. 11) Task 2. The role of Quality Assurance in LLS. Following the brief introduction by the group we were asked to address the question â€Å"How would you evaluate the role of a teacher in terms of quality assurance? † Following this statement the group continued to move to the group activity. The activity charted out a â€Å"time-line† in which individuals were asked to see what there role at each stage.I found this a little challenging initially as I haven’t considered my role in term of quality assurance in terms of the complete cycle of the learner on a course of study. The aim of the learning activity was useful in as much as it increased my understanding of the full range of a learner’s route broken across a time line, which I have not seen demonstrated in this form. I would recommend that the introduction be extended on the simple fact that the time used by the individual to understand the activity and its purpose the group could have eased the learners in to the activity without disrupting engagement.But it did not give a simple explanation of Quality Assurance, something like â€Å"is a type of quality improvement, which provides provisions with recognition that they have achieved quality against a set of standards. This provides settings with satisfaction and shows parents/carers that the provision has raised standards above minimum. † (National Children's Bureau 2007). Clearly the subject was well researched by the group being demonstrated through the material provided as well as the delivery of the presentation had a good rapp ort, which allowed for a smooth transition between group members.As a result of having participated in the activity I now realize the importance of quality assurance at a number of different stages. Also that the aim of the quality assurance in education is to provide a framework for reviewing, measuring and improving the quality of the work being done by approved institutes. I also learned that the systems operate on a number of process’s which measures the quality of provided by the service and identifies areas for ongoing quality improvement.With the ultimate aim of these quality assurance systems for learning providers to promote and ensure quality outcomes for learners. But the learning activity did not cover the possible methods which can be used to increase and improve Quality Assurance in institutes by increasing its awareness to teachers. I feel that this can only be achieved through a shared understanding of service aims, priorities, policy developments and monitori ng and evaluating mechanisms. This requires everyone involved to have a clear vision of what they are working towards and commitment?I would like the group to also be specific and maybe tried addressing the issue of whether it is possible to provide an overall service for learners which encompasses every learner in every aspect of society. Furthermore I would have liked the group to mention the definition of what constitutes ‘quality’ as I have found out that it has been the subject of an ongoing debate particularly in relation to the balance between parent-led and professional-led services for children and families. Overall having participated in the activity I now realise the importance of quality assurance across a much wider range of events.I have in the past given little attention to quality assurance and certainly following the presentation I have further investigated this topic in relation to broadening my own learning. It has been an important experience for me to investigate further the areas that I may not have considered very important but where now for me a Tutorials can be seen as a form of quality assurance as they offer the learner advice and give feedback on their learning journey – how far they have come, where they are now and where they are going to.Reference: National Children's Bureau (2007) Putting children and young people first [online] Available from: http://www. ncb. org. uk/Page. asp (Last accessed 22. 05. 11) Group 3 An aspect of equal opportunity policy and its impact in LLS It was clear that this group had done there research and demonstrated a relatively competent understanding of equal opportunity. Through there presentation the aim was to get the information concisely delivered to the class by means of power point material as well as by a main speaker.A colorful leaflet was also created. The contents were, concise bits of information regarding the definition of â€Å"disability† under the Equality Act 2010. The leaflet was very concise and I feel that under the circumstances the information that I got was very limited and in order for me to get a stronger grip with the subject I would certainly require further research in the area, in my own time. I felt this to be a negative aspect to the material and would have hoped to get a more detail list of resources.As for the presentation, this group decided to hand out a group activity. This involved a list of three open questions designed to draw from the group its understanding on issues relating to equal opportunity. I felt that the initial request to undertake the questioner was very vague in its instruction announced to the class. Following this the supervising staff I felt were a little too keen to get the group started in there discussion, rather than allowing the groups a moment to absorb the requirement.The aim of the learning activity was useful in as much as it increased my understanding of barriers of education, equal oppor tunity for all for an inclusive classroom by setting achievable targets, managing facilities and differentiation related to diverse learning needs and of the relevant Acts of law related to equal opportunity but these area did not cover any in-depth explanation on these areas which I could refer to at a later date. Question one required a list of potential barriers to learning and assessment.For the initial question our group was able to chart out a number of barriers. Although the second question took relatively longer to understand, one reason could be that it was not to the point. I felt that the group also realized this fact as they attempted to ask an additional two questions in order to lead to the desired outcome. The final question required the group to list relevant Acts relating to equal opportunity, with the ability to use the internet to gather the answers.Under the circumstances this was not practical as it was a class activity limited by time, I was in a group of matur e individuals who through their long experience in teaching have come across a number of the government Acts. Listing the Government Acts related to equal opportunity was useful in as much as it highlighted my understanding of what they are, but it would have been better if they could have given a simple Executive Summary, which would have helped me more. As a result of me participating in the activity I now realize that it is important for me to investigate further Policies in the education sector.Group 4- A government policy- Every Child Matters (ECM/ELM) The group introduced the activity which was an introduction to the government green paper Every Child Matters (Children Act, 2004). In 2003, the Green Paper ‘Every Child Matters’ was published and designed to protect children and maximise their potential in response to the death of Victoria Climbie[1], This opening sequence had me completely engaged. I learned that the tragedy of Victoria’s death uncovered the weaknesses in our ability to protect the most vulnerable pupils.This publication sets out a framework for the new approach to the well being of children and young people from birth to the age of 19[2] and it is aimed at helping reduce the number of educational failures, offences and anti social behaviour and those who suffer from ill health, teenage pregnancy and abuse. I learned that although the current coalition government has moved away from the term ECM and withdrawing its funding, it has simply replaced the term to ELM (Every Learner Matters). Although the principle of ECM is preserved by the Children Act (2004) and even though the terms have changed the organizations linked with ECM i. social workers, health workers, and the police continue to base there practice on ECM ideology. Regarding the activity, the instructions could have been more clear and concise to avoid asking the group to repeat the instructions. The group members demonstrated a competent understanding of the subject area as they were able to share there knowledge confidently and answer all questions. The group worked well together as they were able to demonstrated a smooth transition from each member. I felt that the learning activity was extremely helpful but I think they could have explained in detail the Government aim for a learner.This resulted in me finding out that the Governments aims for all young people whatever their background may be: 1. To be healthy 2. To stay safe 3. Enjoy and achieve 4. To make a positive contribution 5. To achieve economic wellbeing The aim of the learning activity was useful in that it increased my understanding of how and why the policy of ECM was introduced but it did not cover in-depth the main outcomes of this policy. I would have liked to have more information to allow me to further investigate this area and i feel if a critical material list was provided it would have been very helpful in my learning.This has clearly highlighted a need for me to extend my understanding with the regulations of ECM/ELM. Reference: [1] BBC News : www. news. bbc. co. uk/1/hi/in_depth/uk/2002/victoria_climbie_inquiry/default. stm (Last accessed 22. 05. 11) [2] http://www. everychildmatters. gov. uk/aims/ (Last accessed 22. 05. 11) Task 4. In light of the experience of the other group discussions I was very much interested in the subjects covered. I personally feel that these subjects although covered before were far more effective when delivered by peers in this format.The interest and passions was certainly palpable in there delivery. I learned something new with each subject either through the group activity or through the presentation. The area of the Life Long Learning Sector (LLS) is constantly changing and in order for me to keep up with the changes I plan on investigating further ongoing progress. I would be certainly looking deeper in to the idea of professionalism in the context of my teaching and college. The aim being I incorporate it more heavily in my future teaching and development for the future.The Every Child Matters initiative is integrated into the college system. But it is not openly publicised and following the presentation I feel it’s certainly something I need to incorporate in my personal understanding. Currently the college that I work at is undergoing radical and extensive changes with the introduction of regular staff training days and I will make sure to attend are the ECM/ELM initiative. The systems are under constant review to match this initiative and as a result the college has adapted various approaches to ensure learners receive the best support and guidance.The aim of each and every new development I pursue is to ensure that I learn that each pupil is considered on their own merits and that where help and assistance is required I enable the pupils to access the curriculum to achieve their full potential. In addition I will need to explore the following reports in greater depth, Suc cess for All (2002), Skills for Life (2001), 14-19 Education and Skills The Tomlinson Report (2005), The Foster Review (2005) looking at the future of further education colleges. Further: The National improvement Strategy (2007) from the quality improvement agency.These are just a few of the significant material that I feel can further enhance my future development. Education: Raising Skills, improving Life Chances (2006), Raising expectations and Pursuing Excellence. Furthermore I will like to investigate why it is that in the current political and economic climate the government is sending contradictory messages, where on the one hand major cuts are being implemented to the university funding in the LLS initial teacher education. Whilst on the other hand sending and supporting a message of the importance and magnitude for the country to have a qualified, fully trained and professional LLS workforce.