Dale Henry’s book “The Proverbial Cracker” Essay Example for Free

Dale Henry’s book â€Å"The Proverbial Cracker† Essay It is not much questioned about how people mostly wanted to be served and be pleased by others. However, the contrary of this fact was the main theme of Dale Henry’s book â€Å"The Proverbial Cracker†. In this particular book it could not be denied that service is the main key for people to get the satisfaction that they need from their own jobs. The realization of each employee that providing service to others is the only key to their corporal success helps them become the person that is particularly needed not only be business organizations but also well appreciated by the society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The different proverbs in life pertaining to success have mainly been focusing on the ways by which people could attain self satisfaction from their jobs. However, what the said books are lacking which is in turn present in the book of Dale Henry is the fact that service is viewed as a primary aspect of true enlightenment among people. Reading this book brings the reader to the recognition of providing the best for the others that results to their own satisfaction of their own desires.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most people see their jobs the way a mosquito sees a nudist camp: all kinds of opportunity, but where do I start? (Henry, 22) True, it is only when a person realizes the true worth of his job and his responsibilities as a person through his career will he realize that he too has an essential worth to the society. It is only when they see the benefit of what they do are they completely motivated to do their best possible efforts for the sake of their job’s completion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Certainly, this particular book brings about the needed aide for employees or even self-employed people in the society who lack the motivation to do the best they could in their own chosen careers. Dale Henry has fully arranged a humorous yet meaningful approach to the said invitation of one’s ability to doing his duties as a fine worker for his own organization’s as well as his community’s progress towards development. Bibliography Henry Dale. (2002). The Proverbial Cracker Jack: How To Get Out Of The Box And Become   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Prize. Autumn House Publishing.

The importance of play for the childs development

The importance of play for the childs development This literature review collates evidence on the importance of play for the childs holistic development in early childhood. Concepts, theories, benefits of play, social policies, curriculum standpoints and the continuous conflicting debates which are related to this area were studied. A discussion of my personal experience which correlated to the literature review is also included. Selected literature was researched from peer-reviewed journals, books, articles and other materials relevant to this topic. The terms play, childs development, creative arts, theories and curriculum texts were chosen to evaluate this theme. Literature review It is a well-known fact that since time immemorial children kept themselves busy in play activities. Historical artefacts which can be interpreted as toys were found in various places of the world, including Malta. The National Museum in Valletta, hosts stone balls and beads which are thought to date back to the Neolithic phase (ca 5200BC). This indicates that play was always important in a childs life and as a consequence, educators delved into past studies of philosophers and early childhood education pioneers, who interpreted different views about play (Saracho et al., 1998; p.5, Wood et al., 1996; p.17, 20). In order to understand better the importance of this topic in a childs early years, an overview of different views of key theories, and definitions was researched. Different theories and definitions of play Early pioneers, scholars, and philosophers such as Plato, Comenius, Locke, Pestallozzi, Froebel, Steiner, Montessori, Freud, Erikson, Piaget, Vygotsky and Bruner all focused on the importance of childrens play and its relation to childs development (Anning, 1991). The first discussion of play appeared in the works of Plato (427-348 B.C.E.) the ancient Greek philosopher who maintained that one can get to know more about a person in an hour of play than in a year of discussion. He also acknowledged that play is an effective tool for children to develop their cognitive and social skills which would prepare them for their future life (Quinn, B.,  Foshay, R.,  and Morris, B., 2001). Comenius (1592-1670) in particular, believed in impulsiveness of play which boosted up childs creativity, while Locke (1632-1704) viewed play as a necessary and important part of personal development (Cassel R.N.,1973a 10(1), 42-45). Similarly, Pestallozzi (1726-1847) believed that children learn through experience and activity, (Wardel, F., 1995, v 50 n3 p.68-73). Froebels (1782-1852) pioneering work suggested that children learn best through play, free self expression, social participation and creativity and saw play as a process in which children showed their inn er self (Anderson, C., 2010, v65 n2 p54-56) while Montessori maintained that sensory stimulation during play helps the child construct and guide his own learning. (Soundy, C., 2010, v22 n4 p18-25). Both Steiner and Froebel believed in free play, where the child had the opportunity to choose the topic of the play without constant interference or involvement by an adult. (Brehony, K. J., 2001) But on the contrary to Froebel, Steiner believed that play is not limited only to toys but included cooking, painting, and action songs (Edwards, C.P., 2002, v4 n1 Spr 2002). Steiner and Montessori had similar views, in particular that of helping the children realise their full abilities through play ( Edwards, C.P., 2002, v4 n1 Spr 2002) Studies show that educational theorists also recognised the importance of play. According to Sigmund Freud, children employ pretend play to help them cope with everyday problems (Elkind, D., 2001 n139 p27-28). Play helps them change the unpleasant situations that would overcome all their difficulties (Saracho et al., 1998; 7). On the other hand, Erikson (Lillenry. O. F., 2009) described play as a primary motivation to develop socially and emotionally. In yet another definition, Jean Piaget (1886-1980) who has influenced educators for the past three decades (Wood et al., 1996; p.20; Tyler, 1976; p.227). from anna) viewed play as having a strong influence on the intellectual development of the child. Furthermore, Piaget argued that the purpose of play for the child is, that it gives fulfilment and allows development involving accommodation and assimilation (Taylor., J.B. 1996; v7v5 p.258-9) ericp. The theoretical model, which Piaget applied to his theories, was the concept of schema. Schemas are evolving structures which change from one stage of cognitive development to another (Nutbrown.C., 1994). Piagets definition of the child during play is of a scientist working actively on tangible objects, imaginary events, in a stimulating environment, while processing, constructing knowledge and understanding (Wood et al., 1996; p.21). Piagets study implies that while the child is active in play he absorbs information, and cognitive development occurs (Blenkin et al., 1981; p.28). According to Smith et al (1998), Piagets approach provided the most complete explanation of how play is the most significant factor in intellectual development. In a similar approach to all other theorists, Vyg otsky also points out that play can serve as a powerful tool for learning and development (Nicolopoulou, A., Barbosa De Sa, A., Ilgaz, H., Brockmeyer, C., 2010, v17 n1 p42-58). However, Vygotsky challenged Piagets conclusions. While Piagets theory states that a child will develop and learn while he interacts with the environment, Vygotsky implies that a child learns best through social interaction (Saracho et al., 1998; p.7). anna As studies reveal, Vygotsky placed more weight on play as serving an important role in the socialising development. His theory of the zone of proximal development (ZPD) specifies that when guided by experienced individuals the child moves on to the next level of cognitive functioning (Smolucha et al., 1998; p 53, Wood et al., 1996; p.55). This adult-child joint play activity fosters development in both adults and child (Ferholt. B. Lecusay. R., 2010; v17 n1 p.59-83). eric The level of development that can be reached with an adult, is far greater than what can be achieved alone (Ford 2004). Vygotsky also implies that while the child engages in play, the ZPD is created and the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself (Vygotsky, 1978, p. 102). In contrast to Vygotskys and Bruners theories, Piagets studies took another different approach. In Piagets theory the teacher acts as the facilitator for the young scientist, whilst Vygotsky and Bruners ideology is that the child and adult work together in order to develop new schemas. INSERT Jerome Bruner is one of the most important figures in education and his theory of play influenced other educators (Takaya, K., 2008, v39 n1 p1-19). Nevertheless, each of these different theoretical positions make an important contribution to our understanding of why these theorists work has become increasingly popular in todays education. (Wood et al, 1976; Crain, 1992; Broadhead, 2006). In yet a further definition of play, is given by Pellegrini (1991) and Saracho (1991) who used Rubin, Fein and Vanderbergs (1983) ideology and implies that play dominated by childs activity, while being spontaneous free of rules, and controlled by the players themselves. An equally significant description of play is given by Herbert Spencer, (1820-1903) an English philosopher and sociologist, who defines play as a channel or vent to let out the surplus energy which reduces tension, whilst Karl Gross (1861-1946) in The Philosopher of Art, alludes to Plato, when he maintains that play is the process of preparation for adult life. Similarly, Tina Bruce (2001, p. 112) believes play to be the highest form of learning and development in early childhood. sarah. This point is also sustained by the work of Moyles (1989) who maintains that play is vital for the growing child as it is an excellent learning medium. Sarah Certainly there is no shortage of limitations and misconceptions within the se views and definitions. Although the description of play remains highly popular, it is however important to note that many writers encounter difficulties when it comes to find a precise and conclusive explanation of play. (Moyles, 1989; Greig, 1998). Greig (1998) also highlights that the most difficult factor of defining play is due to the ambiguity of the whole concept. sarah As Smith (2000, p. 80) pointed out the boundaries of play are fluid and therefore it is difficult to provide a definite meaning. sarah Similarly, Peacocke (1987) argues that the misconception of the word play causes parents to have a false impression of its learning and developmental ability. Brierley (1987) points out that, if a task is easy or unimportant, we as adults refer to it as childs play. This was also supported by Moyles (1989) who argues about the importance of a different terminology for the word play, as it is usually used to signify something trivial, when in reality it is the core of learning . sarah Despite these limitations of the concept of play, its popularity in its beneficial contribution towards the childs development remains high. Educators and pioneers who advocated the use of play in education, emphasise that children expand their knowledge and developmental skills as they play alone, with others or when they interact with the environment (Clover, 1999 in Ashibi, G.S., 2007, Vol.35, no2, p. 199-207 ). It can be said from the above analysis that all these theoretical positions make an important contribution to our understanding that play is vitally important not just to childrens emotional and social development but also to their intellectual development. This review of literature depicting the work and theories on early childhood education clearly shows how the educators sought to establish the uniqueness and importance of play in childhood as a fundamental stage where they acknowledged its significance to learning and development (Wood et al., 1996; p.1). insert Further research in this study about the benefits of play, proved that they are consistent with the repeated arguments in the history of theories of play, which emphasis the power it has on childrens physical, emotional, intellectual and social development (Saracho et al., 1998; p.7). The importance of play during childhood Play helps the child flourish the skills which are very important to later growth and development (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37).This study seems to strongly indicate that there is a connection between play and the development of cognitive, emotional, physical, and social skills that are necessary to learn more complex concepts. Play is also attributed to the growth of memory, adjusting behaviour, language, symbolic recognition, (Leong, D.J.  and  Bodrova, E.,   2005, Vol.13, Iss. 1; pg37)  and other skills such as literacy, problem solving, negotiation, turn-taking, cooperation, and social understanding ((Ashiabi, G.S., 2007, Vol.35, no. 2 pgs 19-205). The intention of the following literature is to give substantial evidence that free play including Steiners ideology, within a Montessori settings, is the key to the development of physical, cognitive, and social skills, for all children. Play and social development sarah A child being separated from his parents for the first time to attend kindergarten tends to be unsociable, and shy. At this time he has to learn how to mix with other children and develop social competence. As Smith (2000) highlights, it is through play that children establish healthy relationships with others. Active participation in free play does not only support the childs development of a sense of self but also enhances the development of the childs ability to team up with his peers. (Gerhardt, 1976: p.236 ) (anna) In order to fit into society, children have to learn how to accept and get on with others. (Reynolds, 1987; Woolfson, 2001). Sarah Connolly and Smith (1978, v10 n2 p86-97) observed pre-school children during free play sessions and noted the period of time the children had been attending the nursery school. They found that sociability in play was more correlated with time spent at the nursery than with the childs age (Connolly, K., Smith, P. 1978, v10 n2 p86-97). Studi es all imply, that play is an important activity of early childhood (Smolucha et al., 1998: p.42), Insert where peer interaction is important for social-cognitive development (Creasy et al., 1998: p. 12; Soundy, C.S., 2008, in E.C.E. J.2009 36:381-383). Play is a form of social behaviour, which requires children to act and react to different circumstances while engrossed in solitary, parallel or social play. During play, children experiment and practice new social skills and behaviours (Creasy et al., 1998, p.126). INSERT, test their assertiveness, tackle conflicts, take decisions, and make choices and mistakes (Tyler, 1976, p.242). INSERT Play also helps to increase childs ego, peer-group identity and build up abstract frameworks (Wood et al., 1996, p.145). Social competence is promoted further through the development and refinement of certain skills, such as sharing, cooperation, problem-solving, and perspective taking (Creasy et al., 1998; p.126). Insert Social and cognitive play are inter-related, when even in the simplicity of working together in sharing paper bits and pieces to make a collage, children do not just socialise but also develop intellectual skills (Seefeldt, 1976b; p.178). INSERT Play enhances Intellectual Development Children have an innate capability for learning, and play is the medium through which most learning takes place (Manning and Sharp, 1977; Smith, 2000). During free-play children are confronted with high levels of cognitive tasks. As children enjoy playing it has been established that pleasure is the factor which helps in absorbing knowledge (Bruce, 2001). Imposing rules on their play creates a conflicting anxiety, between doing what brings enjoyment and what decreases the rules that limit that pleasure (Pellegrini, 1998; p. 225). In this situation the child learns to deal with aggression, assumed leadership, respect, love, and anger. Observing peers who find new ways of tackling problems builds respect, empathy, and understanding of ones own skills as well as those of others. Fisher (1996) points out that a child engaged in an intellectually stimulating activity is just as active as the child pedalling a tricycle. In a similar fashion, vigorous play interrelates to the physical devel opment of the child. Play promotes Motor Development In a society where families live in high blocks of flats, the amount of play space is restricted. It is crucial that nursery schools provide space and play equipment for the child to develop his fine and gross motor abilities (Lester and Russell 2008). Psychologist Jane Healys study shows that physical play is essential for those children who live in inadequate environment (Healy, J. in Schroeder, K., 2007. Vol 72, iss 5; pg 73-74). Active play is associated with gross motor skills. It is a known fact that physical activities during play promote a number of health benefits including organ growth and muscle building. It is also said that through physical activities, the child understands and listens to his peers ideas while this creates roots of democracy (Gerhardt, 1976; p. 258) and help child develop a perception of friendship which will also help him solve emotional problems (Saracho, 1998; p.240; Lillard, 1998; p. 14). For years, therapists have used play therapy as an intermediat e for helping children with emotional problems. The use of Play in therapy Play therapy is based on Freuds theories where he implies that play becomes the mirror to the subconscious (Moyles J.R., 1994; pg90). Play therapy is used with children from special areas, especially with children with disabilities or post-traumatic stress (Porter, M.L., Hernandez-Reif, M., Jessee, P., 2009, v179 n8 p1025-1040). The way the child plays is a reflection of his unconsciousness, since through play the child expresses his deepest conflicts which may be the root of his present condition (Manning and Sharp 1977 p. 13). In addition to this, they highlighted how children suffering from stress would find interacting with others difficult and state that. children cannot learn effectively unless they maintain their emotional and social equilibrium. It is within play, that children come to terms with their own lives, and develop the ability to cope with stressful situations (Smith, 2000; Bruce, 2001). The therapist uses psychoanalytic techniques together with play to help childre n with certain conditions, express and overcome the feelings of fear, anger or stress (Smith, 2000; Bruce, 2001). This is not just beneficial for children with emotional problems but also for children with other diverse special needs. The importance of play for children with special needs As mentioned in other paragraphs, play may enhance various skills, facilitate academic learning and be used as a therapy for all children (Myck-Wayne, J., 2010 Vol 13, n 4 p. 14-23). An equally noteworthy benefit of play is, helping children with special needs (Tuominen, W., 2005, Vol 35 Iss.10; pg 77). During play, peers serve as role models and these children learn to socialise and interact with others at school and in their community (Tsao, L., McCabe, H., 2010, Vol 13 n 4 p 24-35). Similarly, play can also promote interpersonal skills through observational learning and imitation ( Mastrangelo, S., 2009, Vol 42 n1, p 34-44). When play is integrated with music, drama, puppetry, miming and drawing, it will meet the needs of all the childs developmental areas namely, communication, physical, cognitive, social, emotion and adaptive development (Darrow, A. 2011, Vol 24 n 2 p.28). Having considered all this, one has to conclude that since the establishment of Froebels kindergarten, and Steiners ideology it has been recognised that play and expressive arts are the most suitable way in which all children learn and develop (Pinar, 1998; p. 167) ANNA CONTINUE FROM HERE 10 3. 11 The benefits of play and creative arts insert all referen page 31 from anna Play and arts have been a part of early childhood programmes since the establishment of the kindergarten by Froebel, and subsequently integrated in the early childhood curriculum of other theorists-educators (Saracho et al., 1998; p.4). insert There are no studies that suggest that growth, development, or learning are nurtured by a serious climate (Tyler, 1976; p.241). A classroom is meant to be full of playful learning or creative play (Tyler, 1976; p.241) and any school curriculum should be tailored to increase pupils enjoyment of learning (Guidance for Curriculum Managers in England, 1999; in Silcock et al., 2001; p.42). These statements augur that the teacher determines the creativity of play and expressive arts in a classroom (Tyler, 1976; p.238). Expressive arts have always held an important position in early childhood education. The kindergarten of Froebel, and Steiners ideology which introduced children to a variety of playing activities, began a long tradition of including expressive art in the learning programme. (Nutbrown. C., etc check_ and insert in ref_ This powerful relationship between art and play help the child to strip away rules and restrictions. Children are keen to explore and experiment with materials; they are sure to find drawing, painting, singing, miming, puppetry and modelling intriguing and gratifying experiences (Seefeldt, 1976b; p.177). Insert Review of the research and writings point out the interaction between play and art and see it as a developmental link which is exercised by the child whereas through play and arts, children develop the ability to cope with the world and cultivate their creativity. (Sarachao et al. 1998, p.8) insert Similarly Freud (1959; p. 143,144) believed that there is a spec ific link between childhood play and creative arts: should we not look for the first traces of imaginative activity as early as in childhood? Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? These interactive activities are important factors to the development of the whole child enhancing the cognitive and psychomotor development (Wood et al., 1996; p.75). Getting acquainted to the arts enriches their cognitive development (Wood et al., 1996; p.143). Insert and it also enables the child to identify, observe, discover, recall and compare; judge and imagine (Shelley, 1976; p.205). INSERT It also helps the child manifest his emotional skills (Tyler, 1976; p.233). insert It reveals the unity of learning and cognitive development (Wood et al., 1996; p. 143). insert Recent research has shown that involvement in role play positively correlated with later success on tasks of mental representation (Kavanough et al., 1998; p,94). Insert In role-play, creativity and imagination are both important procedures which help to direct, influence and generate the complexity of the activity. (Wood et al.,1996; p.147). This author continues to sustain that the roles children create, do not j ust involve actions and speech, they also generate feeling states which link both affective and cognitive processes. Similarly, music can also be included with joyful learning. When children clap, count or sing to themselves, they demonstrate the sensor motor intelligence where the repetition of action, guides the repetition of word or thought (Shelley, 1976; p.205). INSERT Eisner, (1979) Insert argues that, far from being a fringe activity, artistic expression makes its own unique contribution to the process of learning and in the childs more general cognitive development (Blenkin et al., 1981; p. 188, 189). INSERT But however, as in many areas of childhood the subject of how a child learns and develops is full of debates. As in the case of play-based learning, there appears to be a tendency that policy-makers and parents sometimes, view creative arts in class as unimportant and not completely academically beneficial to the development of the child (Moelock, Bown, Morrissey, 2003, p.41). But this is not always the case as this research on policies and curriculum standpoints in various countries demonstrated. insert from file. Policy and curriculum standpoints about play and creative activities in nursery schools Following Steiner, Frebel, Piaget and other pioneers, play nowadays is an integral issue of the curriculum in an English nursery school. The English Curriculum encourages self-initiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Yet one should also point out that Piagets theory somehow influenced the present Early Years Foundation Stage (EYFS, 2007) INSERT FROM LAST ASSIGNMENT curriculum, as this pursues a stage and age approach to learning and hands on activity or play. In a similar manner, Froebel (in Brehony, K. J. 2001. 6 vols) states that creative play is the work of the child and an essential part of the educational process. By the 1960s play activities had been officially approved in the UK as this extract from the Plowden Report (C.A.C.E., 1967, p.193) indicates: We know now that play in the sense of messing about either with material objects or with other children, and of creating fantasies is vital in school. Adults who criticise teachers for allowing children to play are unaware that play is the principal means of development in early childhood. It clearly implies that free play is the best method of development in the childs early years. At the same time it states that: in play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate. The Birth to Three guidance documents also reminds educators that children need to explore with all their senses. There have been many debates about the education of young children in recent years, mainly due to the implementation of policies such as Supporting Families (Home Office, 1998), as well as initiatives such as the National Childcare Strategy and Sure Start (Pugh, 2005). However, a review of research and theory reveals that play faces the problem of not being recognised within the curriculum. Studies also state that the commonly-held view that early teachers encouraged learning through play was more myth than reality (Wood et al., 1996; p.5). Continuous policy changes and the constant increase of the material surplus in the curriculum appear to conflict play (Bell, 2001; p.141). Policy-makers are still faced with many dilemmas in the way they conceptualize play with its relationship to learning. The President of Alliance for Childhood, Joan Almon in Schroeder (2007, Vol.72, Iss. 5; pg 73-74) argues that policy makers are not fully aware of the importance of play. Political issues suffocate the possibility of early learning experience and emphasise on formal methods of academic learning (Schroeder, 2007, Vol.72, Iss. 5; pg 73-74). With increased emphasis on academic skills, creative activities have become blurred (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37). Young children may not have the ability to learn from any formal instruction, but learn through social interaction, creative play and exploration (Dockett, Perry, 2002, Vol.3 No 1., pp 68-69). Similar views are expressed by Raban (2002, Vol.26 (3), pp. 7- 8) who states that: pedagogy in early years settings has become more formal, not least, for example, as a result of doubt about the expectations of Ofsted inspectors and the impact of initiatives such as the Literacy Hour. Play and art activities are being segregated from school as play is being given the implication that it is something supplementary. Reeves from The Guardian (2002, p .13) implements that: trends in education policy are making things worse. The national curriculum is inflexibly enforced, is like an unreasonable edict from head office. The testing virus is out of control and emphasis is given to proper subjects such as maths and science, while art, music and drama are further downgraded. Myra Barrs (2002), the author of the article Best for Bambini recognises the atmosphere of pressure which exists in the introduction of formal education at a very young age. She insists that the obsession of policy makers to begin formal education at a young age impose pre-school testing and assessments. Noting the compelling nature of this article this question remains controversial. While most early years organisations are in agreement that children should not start formal teaching at an early age, there are many others, who see an early start of formal education as a childs potential advantage in todays competitive world. A view that contradicts this is articulated by Dockett, et al., (2002 Vol. 3, No 1. pp. 68-69) who contends that : children under the age of four or five may not have fully developed the cognitive and social skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable. In an article by Henderson, in The Times (1999, p. 12) relates that studies in educational achievement show that Italy and other European countries where the statutory education starts at six or seven surpass those children who start formal learning at a younger age. A further research on this literature revealed that in Norway, Denmark, Sweden and Finland although children are encouraged to learn through free play and not taught any reading or writing until they reach the age of seven, score in the top ten for reading standards (Synodi, E., 2010, v18 n3 p185-200) This approach is also similar in Hungary, Switzerland and Austria where there are strict guidelines not to start on literacy and numeracy until the age of six and seven. These too do twice as well in reading tests than children who are exhibited to formal teaching at a young age. (Henderson,1999, p.12). In Singapores educational policy, academic skills are given much attention and many parents are still uncertain of a play-centred curriculum. As a result, children are deprived of free play and many children have not acquired social skills (Tan et al, 1997). file write in full Similarly in Malta, adults view play and arts not so important to the academic development of the children (The Times of Malta, Editorial supplement 2001). Insert Children start pre-school at the age of four where the main aim is to prepare them for more formal instructions in grade one class. It is also understood that the main aim of the curriculum in the kindergarten level is to enhance the holistic developme nt of the child where each area of childs development is considered important (The National Minimum Curriculum.1999, pgs 34, 35). The N.M.C. document of the Maltese Ministry of Education considers play as a natural process and recognizes it as the key pedagogical means. (N.M.C. 1999, p.76). Creativity definitely enjoys privileged significance throughout the N.M.C. document. In formulating the document, creativity is not only linked to the expressive arts, it is also identified as the driving force that should aid the teacher in devising classroom curricula. In the introductory message of the document the Minister of Education state: The process (of change) will be one of creative changes in each school and with each teacher as they develop their own more detailed syllabus, resources and methods guided and inspired by this document. (NMC. 1999, p.6) Despite the previous arguments there are many reasons to think that play is the most valid way in which children learn and develop (Pinar, 1998; p.167). Major issues and debates It can be seen from the above analysis that psychologists and educators have demonstrated that play is unquestionably part and parcel of life of a growing and developing child. Nevertheless wrong concepts of play remain a growing problem. Cultural issues, socio-economic issues, and educational policies of a society could influence adults perception towards the value and purpose of play. This analysis, unfortunately, implies why parents presume that children are not learning anything worthwhile if they are just playing. Parents perceive that play in itself serves no productive purpose and does not work towards any particular goal (Moyles, 1991, pp.10). As a result many parents believe that making children learn at a young age will help them succeed at school (Schroeder, K., 2007. Vol 72, iss 5; pg 73-74) and that the knowledge of the alphabet and counting numbers are more important (Ashiabi, G.S., 2007, Vol.35, no 2 pgs 19-205). Piaget often argued that play is often neglected by adul ts because they think it has no significant function (Piaget and Inhelder, 1969). DISS sarah Insert According to Broinowski ,(cited in Bloch and Pellegrini 1989, pp.17-19) he remarks that free play of childhood is at risk. At the same time he expresses his worries when he implies that children are being hurried to grow up and are growing up without childhood. Parents and educators have raised their academic expectations for their children so, play, and do not contribute towards to the childrens academic development. In this sense they send them to various organised extra curriculum activities (Bloch and Pellegrini, 1989, pp. 28-29, Chudacof 2007). Although these structured activities can enhance and have a

Structural Interconversion of Holin Transmembrane Domain I

Structural Interconversion of Holin Transmembrane Domain I Structural Interconversion of Holin Transmembrane Domain I is Dictated by a Single Proline: A FRET-based Analysis and its Functional Importance in Pore Formation. Muralikrishna Lella,†  Soumya Kamilla,†¡ Vikas Jain†¡,* and Radhakrishnan Mahalakshmi† ,* KEYWORDS (Word Style â€Å"BG_Keywords†). If you are submitting your paper to a journal that requires keywords, provide significant keywords to aid the reader in literature retrieval. ABSTRACT: Mycobacterial cell lysis during the lytic D29 bacteriophage infection is timed by perfect orchestration amongst/between components of the holin-endolysin cassette. In Gram-negative bacteria, progressively accumulating holin in the inner membrane, retained in its inactive form by anti-holin, is triggered into active hole formation, resulting in the canonical host cell lysis. However, the molecular mechanism of regulation and physical basis of pore formation in the mycobacterial inner membrane by D29 holin, particularly in the nonexistence of an anti-holin, is poorly understood. In this study, we report, for the first time, the use of fluorescence resonance transfer measurements to demonstrate that the first transmembrane domain (TM1) of D29 holin undergoes a helix ↔ ÃŽ ²-hairpin conformational interconversion. We validate that this structural malleability is mediated by a centrally positioned proline, and is abolished in the conformationally rigid substitution mutants containing Ala, DPro, or Aib. Using electrophysiology measurements coupled with calorimetric vesicle assays, we demonstrate that due to the conformational switch, native TM1 exhibits sluggish self-association in membrana, while its rigid variants show accelerated lipid bilayer disruption. The biological implications of D29 holin structural alteration is presented as a holin self-regulatory mechanism and its implications are discussed in the context of data-driven peptide-based therapeutics. The fatal host cell lysis step during bacteriophage infection is one of the most precisely programmed events, coordinated by the mechanical membrane disruption by a hole-forming membrane protein termed holin and the peptidoglycan-degrading enzyme endolysin.1 In the canonical holin-endolysin cassette, holin accumulates in the bacterial inner membrane and is retained in the inactive form until membrane depolarization drives holin assembly into holes that are large enough for endolysin release.1b,2 It is believed that ion leak through pinholes formed in holin-enriched lipid rafts would result in local membrane depolarization, which would exponentially propagate throughout the bacterial inner membrane and result in the formation of >300 nm diameter holes.2g,3 Historically, genetics of the coliphages T4, ÃŽ », and 21 have been extensively investigated, and therefore our current understanding of holin function and regulation is largely derived from the lysis effector S105 (or S2168) holin and the antiholin S107 (or S2171).2d,2g,4 Based on more recent functional characterization of members from eight holin superfamilies comprising several bacteriophages,5 we now know that the number of transmembrane ÃŽ ±-helical segments (TMSs) can vary from 1-4; of this, the 3-TMS is widely prevalent.1b,6 Despite conceptual and experimental advances in our understanding of holin function, very few studies have translated these findings to the mechanism of holin regulation in mycobacteriophages (Mφ). Currently, >4000 documented Mφ species exist, of which >600 have been sequenced.7 Of particular interest is the lytic Mφ D29, which is the predator for Mycobacterium tuberculosis, among other mycobacteria. Mφ D29 possesses a putative holin sequence coded by the gp11 gene, and is predicted to possess two transmembrane segments, typically observed in class II holins.8 However, an antiholin sequence is conspicuously missing in the Mφ D29 genome, raising concerns on how this phage achieves holin regulation. A previous finding from our laboratory demonstrated that the first transmembrane domain (TM1) of D29 Mφ holin could undergo a conformational switch from a helical form to an extended structure, and a centrally located Pro-Gly segment was important for such interconversion.9 This opened further questions on the biophysical nature of such a conformational conversion, the functional implications during holin assembly and whether such interconversion did indeed possess any regulational role within the mycobacterial cell. In this study, we demonstrate that the D29 Mφ TM1 undergoes a helix ÃŽ ²-hairpin conversion that is abolished in Pro -> Ala/DPro/Aib mutation. We also show that proline internally regulates assembly of TM1 in the membrane, and could potentially function as the ‘missing’ antiholin in D29 Mφ. RESULTS AND DISCUSSION ASD ASD METHODS Peptide synthesis and labeling with fluorescent probes. All peptides were synthesized using Fmoc chemistry on a Rink Amide AM resin with a 0.63 mmol/g loading capacity, using DMF as the medium. Deprotection of Fmoc was achieved using 20% piperidine and the progress of the reaction was monitored using Kaiser test and mass spectrometry.9-10 Final peptide was generated using the cleavage cocktail (TFA : water : phenol : ethanedithiol : thioanisole in the ratio 85:5:5:2.5:2.5), followed by cold ether precipitation, and verified by mass spectrometry. On-resin labeling of the fluorophore (Alexa Fluor ® 350 or dansyl chloride) at the N-terminal residue was achieved using HOBt or DIPEA in DMF. All labeling reactions were carried out at least twice and confirmed by mass spectrometry. Labeling efficiency was calculated using labeled peptide absorbance at fluorophore ÃŽ »max ­ and unlabeled : labeled peptide ratios for all reactions were maintained at ~1.0:0.5. Details are in the electronic supplementary information (ESI). Peptide folding and circular dichroism experiments. Desired quantity of peptide in the powder form was dissolved in 100 mM LDAO (lauryldimethylamine oxide) or 100 mM DPC (n-dodeyclphosphocholine) micelles prepared in 50 mM sodium phosphate pH 7.2, and were subjected to repeated cycles of heating and vortexing to promote peptide folding.9 All biophysical experiments were carried out using 0.022-0.024 mM samples, unless otherwise specified. Quantification was achieved using a molar extinction coefficient of 8408 M-1 cm-1 at 280 nm.CD spectra were acquired in various micellar conditions at 25  °C, using a 1 mm path length quartz cuvette at scan speeds of 100 nm/min. Data were integrated over three acquisitions and converted to molar ellipticity values using reported methods.9,11 Thermal denaturation and recovery measurements were carried out between 5-95  °C and 95-5  °C, respectively at a ramp rate of 1  °C/min. Details are provided in the ESI. Fluorescence and anisotropy measurements. Steady state Fà ¶rster Resonance Energy Transfer (FRET) measurements were carried out using Trp excitation at 280 nm ( ±2 nm slit width) and emission spectra were recorded between 295-550 nm ( ±3 nm slit width). Inter- and intra-molecular FRET was demarcated by titrating unlabeled peptide into labeled peptide samples to achieve stepwise dilutions and final unlabeled: labeled ratios of 1:1, 1:0.8, 1:0.6, 1:0.4, 1:0.2, 1:0. Data were normalized against Trp emission intensities and acceptor intensity at ÃŽ »max ­ were plotted (Alexa Fluor ® 350 ÃŽ »max = 442 nm and dansyl chloride ÃŽ »max = 500 nm). Anisotropy values were acquired using ÃŽ »ex-max = 442 nm and ÃŽ »em = 345 nm for both the labeled and unlabeled peptides. Lifetime measurements were carried out using time correlated single photon counting. Trp excitation was achieved at 292 nm using a pulsed LED and fluorescence decays were monitored at the ÃŽ »em-max for the respective samples (345 nm in LDAO; 347 nm in DPC; 355 nm in buffer). All data were fitted to a triple exponential decay to derive lifetimes (Ï„i) and their respective amplitudes (ÃŽ ±i). The average lifetime was given as = ÃŽ £Ãâ€ži.ÃŽ ±i.12Details are provided in the ESI. Pore formation measurement using planar lipid bilayers. Black lipid membranes were generated using DiPhPC (diphytanoyl phosphatidylcholine) on a planar lipid bilayer workstation in which the membrane bilayer was painted across a 150 ÃŽ ¼m aperture generated in the septum of a Delrin cup. A constant 10 mV voltage was applied in both cis and trans sides of the chamber, pre-filled with mM sodium phosphate pH 7.2 containing 0.5 M KCl. 0.022-0.024 mM peptide was added to the cis chamber and electric current was recorded using a 50 Hz filter, sampling frequency of 10 kHz, and digitized. Opening and closing event frequency was calculated throughout the recording and converted to conductance using the formula: [observed current in pA] / 10 mV = conductance in nS. Details are described in the ESI. ASSOCIATED CONTENT (Word Style â€Å"TE_Supporting_Information†). Supporting Information. A brief statement in nonsentence format listing the contents of material supplied as Supporting Information should be included, ending with â€Å"This material is available free of charge via the Internet at http://pubs.acs.org.† For instructions on what should be included in the Supporting Information as well as how to prepare this material for publication, refer to the journal’s Instructions for Authors. ABBREVIATIONS CCR2, CC chemokine receptor 2; CCL2, CC chemokine ligand 2; CCR5, CC chemokine receptor 5; TLC, thin layer chromatography. REFERENCES (Word Style TF_References_Section). References are placed at the end of the manuscript. Authors are responsible for the accuracy and completeness of all references. Examples of the recommended formats for the various reference types can be found at http://pubs.acs.org/page/4authors/index.html. Detailed information on reference style can be found in The ACS Style Guide, available from Oxford Press. (1) (a) Smith, D. L.; Young, R. J. Bacteriol. 1998, 180, 4199-4211; (b) Young, R. Current Opinion in Microbiology 2013, 16, 790-797; (c) Young, R. Microbiological Reviews 1992, 56, 430-481. (2) (a) Young, R.; Wang, I.; Roof, W. D. Trends Microbiol. 2000, 8, 120-128; (b) Ramanculov, E.; Young, R. Gene 2001, 265, 25-36; (c) Wang, I. N.; Deaton, J.; Young, R. J. Bacteriol. 2003, 185, 779-787; (d) Park, T.; Struck, D. K.; Deaton, J. F.; Young, R. Proc. Natl. Acad. Sci. U. S. A. 2006, 103, 19713-19718; (e) Savva, C. G.; Dewey, J. S.; Deaton, J.; White, R. L.; Struck, D. K.; Holzenburg, A.; Young, R. Mol. Microbiol. 2008, 69, 784-793; (f) Pang, T.; Savva, C. G.; Fleming, K. G.; Struck, D. K.; Young, R. Proc. Natl. Acad. Sci. U. S. A. 2009, 106, 18966-18971; (g) White, R.; Chiba, S.; Pang, T.; Dewey, J. S.; Savva, C. G.; Holzenburg, A.; Pogliano, K.; Young, R. Proc. Natl. Acad. Sci. U. S. A. 2011, 108, 798-803; (h) Young, R. Journal of Microbiology 2014, 52, 243-258. (3) (a) Dewey, J. S.; Savva, C. G.; White, R. L.; Vitha, S.; Holzenburg, A.; Young, R. Proc. Natl. Acad. Sci. U. S. A. 2010, 107, 2219-2223; (b) Pang, T.; Fleming, T. C.; Pogliano, K.; Young, R. Proc. Natl. Acad. Sci. U. S. A. 2013, 110, E2054-2063; (c) Savva, C. G.; Dewey, J. S.; Moussa, S. H.; To, K. H.; Holzenburg, A.; Young, R. Mol. Microbiol. 2014, 91, 57-65. (4) Blasi, U.; Nam, K.; Hartz, D.; Gold, L.; Young, R. EMBO Journal 1989, 8, 3501-3510. (5) Reddy, B. L.; Saier, M. H., Jr. Biochim. Biophys. Acta 2013, 1828, 2654-2671. (6) Wang, I. N.; Smith, D. L.; Young, R. Annu. Rev. Microbiol. 2000, 54, 799-825. (7) http://phagesdb.org/. (8) (a) Catalao, M. J.; Gil, F.; Moniz-Pereira, J.; Pimentel, M. J. Bacteriol. 2011, 193, 2793-2803; (b) Hatfull, G. F.; Jacobs-Sera, D.; Lawrence, J. G.; Pope, W. H.; Russell, D. A.; Ko, C. C.; Weber, R. J.; Patel, M. C.; Germane, K. L.; Edgar, R. H.; Hoyte, N. N.; Bowman, C. A.; Tantoco, A. T.; Paladin, E. C.; Myers, M. S.; Smith, A. L.; Grace, M. S.; Pham, T. T.; OBrien, M. B.; Vogelsberger, A. M.; Hryckowian, A. J.; Wynalek, J. L.; Donis-Keller, H.; Bogel, M. W.; Peebles, C. L.; Cresawn, S. G.; Hendrix, R. W. J. Mol. Biol. 2010, 397, 119-143; (c) Payne, K.; Sun, Q.; Sacchettini, J.; Hatfull, G. F. Mol. Microbiol. 2009, 73, 367-381. (9) Lella, M.; Mahalakshmi, R. Chem. Commun. 2013, 49, 9594-9596. (10) Makwana, K. M.; Raghothama, S.; Mahalakshmi, R. Phys Chem Chem Phys 2013, 15, 15321-15324. (11) Maurya, S. R.; Chaturvedi, D.; Mahalakshmi, R. Sci. Rep. 2013, 3, 1989. (12) Maurya, S. R.; Mahalakshmi, R. J. Biol. Chem. 2013, 288, 25584-25592.

Workplace Violence Essay -- Workplace Health and Safety

Workplace Violence In January 1997, a man drove into the parking lot of a major company in Baltimore County, pulled out a gun, and aimed it at his girlfriend who was sitting in her car and killed her. The man shot himself. Several days after that, another man in another part of the county, in attempt to commit suicide, drove his vehicle the wall of a business and injured an employee who was sitting at his desk. (National, 1996) There is a general perception that violence is growing in our society. Almost everyday we can turn on the news or read the newspaper and we hear stories about horrific workplace murders and assaults. Not only is the workplace violence increasing in those workplaces where violence is expected, such as correction, enforcement, and mental health, but also it has become a danger in almost every occupation that deals with the public. Therefore, few would argue that over the last ten years, occupational violence has become a serious problem facing workers and employers alike. According to the U.S. Department of Labor, murder was the second leading cause of death in the workplace in 1996, accounting for 15% of all workplace deaths. Although the press focuses on the â€Å"crazy worker-type violence,† where a worker kills his supervisor or co-worker, violence among co-workers occurs very infrequently compared to other types of workplace violence. Since 1992, violence among co-worker s has averaged only about 6% of all work-related homicides. The rest are the result of robberies or other crimes. According to the U.S. Department of Justice, each year nearly one million individuals become victims of violent crime while working or on duty. Eight percent of all rapes, 7% of all robberies, and 16% of all assault... ...al Safety and Health Alert: Request for Assistance in Prevention Homicide in the Workplace, US Department of Health and Human Services, Sept 1993. 6. Irvine, Robert B, â€Å"Workplace Violence, What To Do When Tragedy Strikesâ€Å", Public Relations TACTICS, Dec. 1995. 7. Labor Occupational Health Program, Violence on the Job: A Guidebook for Labor and Management, University of California, Berkeley, 1997 8. Mattman, Jurg W, â€Å"Preventing Violence in the Workplace â€Å", Online Available: http://www.noworkviolence.com/articles/preventing_violence.htm 9. National Institute for Occupational Safety and Health, â€Å"Violence in the Workplace, Risk Factors and Prevention Strategies†, Current Intelligence Bulletin 57, June 1996. 10. Robinson, Janet, â€Å"10 Facts Every Employer Should Know About Workplace Violence†, Online Available: http://www.smartbiz.com/sbs/columns/robin1.htm Workplace Violence Essay -- Workplace Health and Safety Workplace Violence In January 1997, a man drove into the parking lot of a major company in Baltimore County, pulled out a gun, and aimed it at his girlfriend who was sitting in her car and killed her. The man shot himself. Several days after that, another man in another part of the county, in attempt to commit suicide, drove his vehicle the wall of a business and injured an employee who was sitting at his desk. (National, 1996) There is a general perception that violence is growing in our society. Almost everyday we can turn on the news or read the newspaper and we hear stories about horrific workplace murders and assaults. Not only is the workplace violence increasing in those workplaces where violence is expected, such as correction, enforcement, and mental health, but also it has become a danger in almost every occupation that deals with the public. Therefore, few would argue that over the last ten years, occupational violence has become a serious problem facing workers and employers alike. According to the U.S. Department of Labor, murder was the second leading cause of death in the workplace in 1996, accounting for 15% of all workplace deaths. Although the press focuses on the â€Å"crazy worker-type violence,† where a worker kills his supervisor or co-worker, violence among co-workers occurs very infrequently compared to other types of workplace violence. Since 1992, violence among co-worker s has averaged only about 6% of all work-related homicides. The rest are the result of robberies or other crimes. According to the U.S. Department of Justice, each year nearly one million individuals become victims of violent crime while working or on duty. Eight percent of all rapes, 7% of all robberies, and 16% of all assault... ...al Safety and Health Alert: Request for Assistance in Prevention Homicide in the Workplace, US Department of Health and Human Services, Sept 1993. 6. Irvine, Robert B, â€Å"Workplace Violence, What To Do When Tragedy Strikesâ€Å", Public Relations TACTICS, Dec. 1995. 7. Labor Occupational Health Program, Violence on the Job: A Guidebook for Labor and Management, University of California, Berkeley, 1997 8. Mattman, Jurg W, â€Å"Preventing Violence in the Workplace â€Å", Online Available: http://www.noworkviolence.com/articles/preventing_violence.htm 9. National Institute for Occupational Safety and Health, â€Å"Violence in the Workplace, Risk Factors and Prevention Strategies†, Current Intelligence Bulletin 57, June 1996. 10. Robinson, Janet, â€Å"10 Facts Every Employer Should Know About Workplace Violence†, Online Available: http://www.smartbiz.com/sbs/columns/robin1.htm

Christian Sybolism in Beowulf Essay -- Christianity epic Poem Beowulf

Christian Sybolism in Beowulf Within the poem Beowulf, the poet utilizes the Christian religion to symbolize the elements of good and evil and Heaven and Hell. Beowulf is the oldest known English epic poem. The manuscripts date back to about 1000 A.D., when two scribes wrote it down for posterity. The poem was handed down from the Anglo-Saxon period, and through the retelling of the poem, it changed a little each time. The poem creates an oral depiction of an epic hero who strived to fight against the forces of evil. There really was a â€Å"historical† Beowulf who helped the Geats and Danes fight off pirates, but he was neither King of the Geats nor Danish hero at any time. In fact, he was not considered a man of any extraordinary qualities, much different than the Beowulf in the poem. Christianity influenced much of the literature during this period of time. Although the poem never mentions Christ, the poet did use various characters and references to the Old Testament. The poet uses them sparing ly, but the references to biblical events and characters are clearly evident. Protected by God, King Hrothgar became a mighty ruler over the lands surrounding Herot. When Grendel, an epitome of sin, comes into the poem, Hrothgar was probably less worried about himself, and more worried about his people. He was not â€Å"an old pathetic king, incapable of protecting his people†(Bloom 47). He was described as being a famous hero because of his goodness and great wisdom. Made of earthen walls covered by gold and ivory, Herot’s beauty and reverence reigned throughout the land. â€Å"Herot, the great hall becomes an emblem for God’s word itself †(Chickering 271). Fire has and probably always will be a representation of evil. I... ..., â€Å"[Beowulf’s] sacrificial death is not seen as tragic, but as the fitting end of a good ( some would say â€Å"too good†) hero’s life† (Bolton 1). Bibliography: â€Å"Beowulf†. Elements in Literature. Holt, Rhinehart, and Winston. Harcourt Brace and Company, 1997. Bloom, Harold. â€Å"Beowulf.† Bloom’s Reviews: Beowulf. Broomall, PA: Chelsea House Publishers, 1999. 46-47. Bolton, W.F., The New History of Literature: The Middle Ages. New York: Peter Bedrick Books, 1986. Chickering Jr., Harold D. Beowulf: A Dual Language Edition. New York: Doubleday, 1977, 267-277 Gardner, John. Grendel. New York: Random House, Inc., 1971. Price, Martin, et al. The Oxford Anthology of English Literature. New York: Oxford University Press, 1973. 24-26. The Student Bible. New International Version. Grand Rapids, Michigan: Zondervan Publishing House, 1996.

Lennie and George in Of Mice and Men by John Steinbeck Essay

Lennie and George are considerably different from the other ranch workers mainly unlike the workers who are all shown to be lonely, George and Lennie have each other. They relay on each other and their dreams together. There is a bond of trust and friendship between the two main characters which is tragically highlighted in the closing lines of the novel. The novel ‘Of Mice and Men’ by John Steinbeck is set in the early 1930’s following the collapse of the New York wall street market known as the depression years. In this time there was heavy unemployment; migrant workers from all over America came to California where the novel is set in the Salinas valley in search of prospects of work. The ranch itself is a microcosm of the life for migrant workers in that time, their insecurities are shown through the characters such as Curley, Candy, Curley’s wife and also the life of Black people through Crooks. All the characters are lonely except for Lennie and George who have each other and this is shown through their hopes and dreams. Lennie and Georges history together opens up when George talks to Slim a character that everyone respects, even Curley. George openly speaks to Slim about the incident when George tells Lennie to jump into the river jokingly, but to everyone’s surprise Lennie jumps in without questioning George not realising he cannot swim and almost drowns if George didn’t rescue him, even then Lennie thanks George for saving him even though it was George who told him to do it in the first place. At this point George’s fear is shown at Leannie’s inability to comprehend logical and illogical things, George realises at that moment that if he is not careful Lennie could do the wrong thing again. George’s other fears are also shown in the incident at weed, while talking about it to slim he describes Lennie being ‘slow’ as he likes to touch everything he likes, just wants to feel it. So he reaches to feel a girls red dress and the girl screams, Lennie gets scared all he can think to do is hold on and that George had to hit him with a fence picket to make him let go. Again Lennie’s strength becomes an issue and the writer almost foretelling the future. George is afraid of Lennie not understanding right from wrong and his strength scares George making him think that he might to  what he did at weed again. Lennie is shown to be a child in a mans body . throughout the book he wants to be told their dream almost like a bed time story and doesn’t feel closure until he has been told it. And again like a child he likes soft and fury things relating to the reason why he likes to touch dresses. Lennie’s greatest fear of the all is that he won’t be able to tend the rabbits if he did something wrong like the incident at weed again, he is also afraid of his own strength and not being able to let go. Lennie and George’s dream of having a place of their own ‘living of the fat of the land’ and Lennie and his alfalfa patch and tending the rabbits, keep’s them going and hoping that they won’t have to worry about Lennie doing the wrong things again, and George being able to do what he wants do and not think about what will happen to Lennie. Their dreams create hope for other characters like Candy and Crooks even for a short while. On the face of it, it appears that Lennie, because of his mental immaturity, is totally reliant upon George for his survival and for obtaining work at various ranches. Equally important however, is the extent to which George relies on Lennie for companionship in the generally unfriendly and lonely environment of the migrant labourer. As George admits to Slim when discussing himself and Lennie ‘it’s a lot nicer to go around with a guy you know’. It can be seen; therefore that George might not be with Lennie purely out of a sense of pity or duty to Lennie’s aunt Clara. From the start of the novel Steinbeck raises the questions in the minds of the reader about why these characters should be involved in such an unlikely partnership: George is short of stature, intelligent and projects self-confidence, Lennie on the other hand, is a giant of a man, ponderous in his gait and his mind of a young child. The course of events that unfold are tragic, most of it starts with Curley and his insecurity about his height and his always willing to pick a fight with bigger men to prove he is not weak. Steinbeck calls him calculating and  pugnacious and gives him reptilian animal like qualities representing his behaviour to a crocodile while Lennie is shown to have bear and horse like qualities compared to animals with admirable traits. Ch 3 begins when Curley busts in looking for Slim who he thinks is with his wife. When Slim re-enters the room telling Curley that he’s sick of Curley asking him about his wife. Curley can’t fight with Slim so he moves to Carlson who warns him not to pick a fight with him, as they all join in Curley feels defenceless and so turns on to Lennie given any excuse to fight with him. As Curley begins to fight him, Lennie gives out a cry of terror and turns to George for help as he was too frightened to defend himself. George immediately gets onto his feet yelling ‘Give it to him Lennie, don’t let him do it’. George was afraid of Lennie’s strength but he wouldn’t let Lennie go down like that he was protective over him. As Curley goes for another blow to the blood covered face, Lennie grabs his fist. Curley is described to be flopping as a fish. Then just like in weed Lennie held on to the closed fist being crushed by Lennie’s hand. It took both George and Slim to make Lennie let go. Curley was warned not to say a word about what happened. After this Curley’s wife became very interested in what happened actually happened to Curley’s hand but nobody spoke to her. When Lennie kills the pup in the barn, while wondering what to do Curley’s wife comes in. even though he shouldn’t talk to her he does, she tells him how she is lonely and just wants someone to talk too, also how unhappy she is in her marriage to Curley, this is the only point in the novel where her story comes out, how she was never loved at home, how she married Curley to get away from her life, her dreams of becoming famous in movies. As Lennie feels her hair vents repeat themselves he can’t let go and in her struggle to get free and Lennie’s fear that she will call George he breaks her neck in attempt to silence her again his inability to control his strength has taken a turn for the worst. He realises what he has done and remembers that if he did anything bad George said to go to the brush where he’d find him there, so Lennie quickly and quietly leaves. Candy is the first to find her in the barn and gets George who knows instantly what has  happened he tells candy to let him go to the bunk house first then tell the rest of them so he doesn’t look involved. There dream is destroyed and candy blames Curley’s wife, when he tells the rest of them Curley shows no sign of remorse all he can do is think about getting Lennie back. As they all take off to find Lennie, George manages to find him first by the lake; even now he is still afraid he won’t be able to tend the rabbits. George knows that there is no way out for them, knowing Curley he would just want to kill him he wouldn’t put him in jail, and if he let him go the Lennie couldn’t look after himself he would die without food, shelter and someone to look after him. George knew that he would have to kill him when he found Lennie. Just like Candy’s dog to put him out of his misery for the sake of Lennie. Also he couldn’t let someone else do it he told Lennie about their dream one last time as he told it he quietly put the gun to the back of Lennie’s head without him realising and shot him, it was a sympathy kill. At the end it is Slim who comforts him in telling George that he had to do it. Bibliography: Of Mice and Men by John Steinbeck

Hold the Future in Your Hand

â€Å"Hold the Future in your Hand† In 1962, Sony put an ad out to introduce one of the first micro televisions (TV). This tiny box was a milestone in television viewing at that point in time. Who could believe that in is era that Sony would create a television that could actually be held in the palm of the hand? At only 8lbs. it is not much larger than your telephone. Think of it, it’s the early 60’s and a typical household only had one television, then suddenly an advertisement comes out describing a television that can be held in your hand.Imagine it, a rechargeable TV, one that could be used by normal battery, auto battery or by plugging it into the wall. Now all of a sudden this was not only a small TV to fit in a person’s hand, but one that could be brought anywhere. No longer was a family tied to watching TV just at home, now television was able to be watched anywhere. The 1962 ad â€Å"Hold the Future in your Hands, by Sony† is an effective advertisement that in it’s time was cutting edge technology; Sony shows appeal to men and women, versatility as well ad keeping up with a demanding future.To begin with, Sony’s attempt in bringing portable televisions to the horizon was very effective in the way they advertised. They created a television that was not only designed to appeal to both sexes but to show their leap in technology as well. Sony did not just put out a hand held television they also made one that you could use without having to watch television in the home, but rather one that you could watch on the road or outside.Secondly, over the past 66 years, Sony has continually shown us that they are always on the cutting edge of something big. Even back in the 1960’s when they were well ahead of their competitors; Sony produced a product that was not only new and inventive but versatile as well. Sony jumped ahead in the competition by creating a television that was not only useful at home but on the go as well. At that point in time they were the first on the market to design a television with portability.When Sony created this ad showing a woman holding the television in her hand Sony created an appeal to both sexes with this Micro TV, which made it an easier sell. In the 1960’s men were the primary television watchers when they got home from work, but by Sony using the type of ad they did they were able to appeal to the women. Although, this is not as characteristic today as it was in 1960, back then more woman were stay at home wives and mothers and their job was to ensure that dinner and housework was completed.Having this Micro TV that did not have to be plugged in was a blessing for women to be able to watch television wherever they were in the home. Finally, over the years Sony has continually surprised me with their ability to create electronics that make our life easier, as well as give us items to make our life more enjoyable. I would fully recommend Sony to anyone who was in the market for cutting edge electronics. References Yue, Michelle (2012, November). Retro Ad of the Week Retrieved from: http://mascola. com/insights/? p=5460