vicki hearne vs peter singer comparison essay - 782 Words

A quick comparison to Vicki Hearne’s â€Å"What’s Wrong with Animal Rights?† to Peter Singer’s â€Å"Speciesism and Moral Status†, might indicate Hearne’s argument is stronger due to her strategic and effective use of emotional appeals (i.e. pathos). These appeals allow Hearne to connect quickly and easily with her audience. Hearne is also quite clever in terms of stressing her occupation as an animal trainer. However, after a swift comparison of the two articles, it is evident that Singer’s â€Å"Speciesism and Moral Status† offers readers a stronger and more valid argument. Both Singer and Hearne are arguing their position on animal rights and the extent of human involvement. Since Hearne’s article is primarily based on her attempt to persuade her†¦show more content†¦She even goes to label the Humane Society the pound, the place with the decompression chamber or the lethal injections.† (61) as she attemp ts to influence the readers emotional side. In â€Å"Speciesism and Moral Status†, Peter Singers argument is that when it comes to the value of life, we should not discriminate in regards to species, and cognitive ability should play some role in moral status. In comparison to humans with â€Å"profound mental disabilities† (Singer 569), the use of the gorilla Koko’s higher IQ score, not needing constant supervision, or border collies being able to provide useful work to society, serves as a strong logos appeal regarding the relationship between cognitive ability and moral status. Singer is effectively able to support his claims by continuously referencing respected philosophers and individuals such as Immanuel Kant, Jeremy Bentham, and even Pope John Paul II. Validity and integrity are very much solidified in Singers article with the use of counter arguments as well as alternate views to his own arguments. The structure and information Singer provides is clear and organized, and does not leave his audien ce confused due to the strong use of factual, relevant support of his argument. In Vicki Hearne’s article, some may agree with the argument she makes as her pathos appeal may be sufficient in engaging with the

Essay on Analysis of William Blakes Poem London - 521 Words

Analysis of William Blakes Poem London London by William Blake is a poem characterised by its dark and overbearing tone. It is a glimpse at a period of Englands history (particularly London) during war and poverty, experienced by the narrator as he walks through the streets. Using personification it draws a great human aspect to its representation of thoughts and beliefs of the narrator. The author uses a rhyme scheme that mirrors the pace of walking. The pace is moderate using an octameter meter, and each stressed syllable is like each footfall of the narrator. As he walks through the streets near the River Thames, he notices the common distress in the faces of the people he passes along the way. The author uses alliteration in†¦show more content†¦The narrator speaks of what could symbolise the lower or working class the Chimney-sweeper, crying out against the system, and the upper class Church subduing them. Both the chimney and church are personified to symbolise the people they represent. This dominance is also related in the personification of Soldier and Palace. The soldiers fight the wars that the monarchy decides, their blood on the King and Queens hands. They sigh as to their shared plight, but their sighs only end in their deaths. This stanzas rhythm is different in that it follows a heptameter meter. Its pace is faster, which might reflect an inc rease in excitement by the narrator in what might be anger. In the last stanza, the narrator witnesses the young Harlot (prostitute) cursing and reprimanding Blasts the infants cries and tears at what could be the result of being fatherless. The soldiers deaths leaving mothers widowed, turning the joyful occasion of marriage (also personified) into a depressing event â€Å"the Marriage hearse†. This stanza has a very different rhyme structure to the previous ones. It is half octameter and heptameter, making it slightly off beat. Lines thirteen and sixteen are slower (octameter), while lines thirteen and sixteen (heptameter) have a rapid, excited tone. Although written long ago, before the twentieth century, London echoes a theme recurrent in present history. Poverty is still sharedShow MoreRelatedAn Analysis of William Blakes Poem London Essay1852 Words   |  8 Pages In London, William Blake brings to light a city overrun by poverty and hardship. Blake discards the common, glorifying view of London and replaces it with his idea of truth. London is nothing more but a city strapped by harsh economic times where Royalty and other venues of power have allowed morality and goodness to deteriorate so that suffering and poverty are all that exist. It is with the use of three distinct metaphors; mind-forgd manacles, blackning Church, and Marriage hearse,Read More William Wordworths London and William Blakes Upon Westminster Bridge1041 Words   |  5 PagesCompare and contrast London and Upon Westminster Bridge. Show how the two poets express differing views of London with detailed analysis of the texts and using background research . Refer to styles, techniques and effects of the poetry. Give your own responses. Both William Wordworths London and William Blakes Upon Westminster Bridge were written at the turn of the 19th century in Georgian times to illustrate the authors views of London. During this period the industrial revolutionRead MoreSongs of Good and Evil1545 Words   |  7 Pages Simple, limited, and unadventurous all describe William Blake’s life (Greenblatt, Abrams, Lynch, Stillinger). Blake was born November 28, 1757 in London, England and his artistic ability became evident in his early years. Blake had a very simple upbringing and had little education. His formal education was in art and at the age of fourteen he entered an apprenticeship with a well-known engraver who taught Blake his skills in engraving. In Blake’s free time, he began reading writing poetry. At theRead MoreThe Sick Rose vs. London: a Poetic Comparison1225 Words   |  5 PagesSick Rose vs. London: A poetic Comparison William Blake was a renowned poet whose works continue to be recognized long after his death. Blake was more than a poet he was also a painter and printmaker. Often his engraving art would act as the accompanying image to his poetry. Throughout his lifetime the British poet wrote several poems. The vast majorityRead MoreIn Many Ways, Poetry Has The Ability To Shape The Minds1226 Words   |  5 Pageswas William Blake. His poetry has inspired much change in both the past and the present. An analysis of â€Å"The Chimney Sweeper,† one of Blake’s most popular works, can help many to understand the significance of his work in a time period when social riot was visible in the public’s eyes. By exploring the writing style, structure and imagery in this poem, as well as identifying the importance of symbolism, a conclusion can be made concerning the purpose of this poem. Learning more about William BlakeRead MoreWilliam Blake in Contrast of Songs of Innocence and o f Experience1452 Words   |  6 PagesEN 222-Intro to British Lit. II April 21, 2012 William Blake in contrast of Songs of Innocence and of Experience William Blake, an engraver, exemplified his passion for children through his many poems. Blake lived in London most of his life and many fellow literati viewed him as eccentric. He claimed to have interactions with angels and prophets, which had a great influence on his outlook of life. Blake believed all prominent entities, those being church, state, and government had become sick withRead MoreAN ANALYSIS OF WILLIAM BLAKES SONGS2960 Words   |  12 PagesAN ANALYSIS OF WILLIAM BLAKE’S SONGS OF INNOCENCE AND OF EXPERIENCE AS A RESPONSE TO THE COLLAPSE OF VALUES TIMOTHY VINESâˆâ€" Blake’s Songs of Innocence and of Experience are a much studied part of the English canon, and for good reason. Blake’s work depicts a quandary that continues to haunt humanity today: the struggle of high-order humanity against the ‘real’ rationality and morals of institutionalised society. This essay seeks to explore both Blake’s literary reaction to the Enlightenment and theRead MoreOrganized Religion Versus Sprituality in William Blakes Poetry990 Words   |  4 PagesWilliam Blake was a poet and artist who was born in London, England in 1757. He lived 69 years, and although his work went largely unnoticed during his lifetime, he is now considered a prominent English Romantic poet. Blake’s religious views, and his philosophy that â€Å"man is god†, ran against the religious thoughts at the time, and some might equate Blake’s views to those of the hippie movement of the 20th century. In â€Å"The Garden of Love†, the conflict between organized religion and individual thoughtRead More An Analysis of Blakes The School Boy Essay1745 Words   |  7 PagesAn Analysis of Blakes The School Boy  Ã‚     Ã‚  Ã‚   The School Boy is a typical example of Blakes Songs of Innocence and Songs of Experience in its themes and imagery. Like many of the other poems in this work it deals with childhood and the subjugation of its spirit and uses imagery from the natural world. While first published in 1789 as one of the Songs of Innocence there are strong reasons why Blake moved it to the Experience1 section of the 1794 edition. If we compare it to other poems inRead MoreWilliam Blake: London From Within Essay2575 Words   |  11 Pages5. William Blake: London From Within If we want to discover the particularity of eighteenth century London’s appearance or the details of its growth, there are both scholarly and temporary guides to consult. Through the historical background exposed in the previous chapters, in fact, we came across only to the objective point of view of the city, but if we want to discover the feel of London life, its people, its sounds and smells there is a more direct source: literature. Through poems we can

Professional practise in early years settings free essay sample

1.1 Explain how the range of early years setting reflects the scope and purpose of the sector. During the Second World War nurseries were set up for childcare so women could go and join the work force to replace their men who had to serve in the war. They needed women to work on farms, shops, factories etc, but when the men returned home and back to their jobs, women went back to caring for their children and therefore nurseries were closed. At that time the early year’s sector in the UK was complex, as opposed to European counties as they were not developed by government policy. During the second half of the twentieth century the focus was on parents who needed more help and came from deprived areas, from poorer backgrounds and â€Å"Family Centres† were established to give the support and advice needed because the only other support was given by the private sector and couldn’t be afforded by them, such as childminders, nannies and nurseries. We will write a custom essay sample on Professional practise in early years settings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1948 nurseries and childminder acts monitored the private sectors for the early year’s provision, this lead to changes in children’s act in 1989 and the care standards act in 2000. Parents in the 1960’s wanted more for their children, so they set up and organised playgroups using church halls, and community facilities allowing the children to have fun while learning through play. Parent’s childcare needs varied. Here are a few examples of what they wanted from childcare: †¢Parent’s wanted full and part time child care cover enabling their child to learn and play in a safe environment, providing an opportunity to go back to work or study to gain some qualifications. †¢Parents thought it would be nice to stay with their child when attending playgroups. They could watch their child have fun while socializing with other parents. †¢Some parents like the idea of a setting where it was specifically aimed at children to play and learn. †¢Some parents thought their child would be suited for a smaller home based care. †¢Some parents were not in the position to pay for childcare provision. Now we have various forms of childcare for parents to choose from if they decide they wish to go back to work. There is good support for each parent’s individual needs to be met from babies, toddlers and school aged children. Here is a table I copied from Children Young People’s Workforce which highlights these forms. 2.1 Identify current policies, frameworks and influences on the early years. We have used a lot of theorists study results to identify and help guide us in how we should best set up our teaching and professional practices with regards to children. Theorists such as Vygotsky, Skinner, Maslow and Bowlby are still very influential in how we do this. Vygotsky is a cognitive theorist and influenced how we teach children by stating that it is important to work alongside children that they need to socialise and do activities with each other. He felt ‘direct teaching’ was very important but that equally important was that children are active in their own learning. Skinner was a behaviourist theorist and came up with 3 theories to do with actions and consequences; they were Positive Reinforcement, Negative Reinforcement and Continuous Reinforcement. Positive reinforcement is highly used in school teaching and within the child care profession. The use of positive reinforcement through attention, praise, stickers and sweets are used all the time as a way of getting the most out of children. He also worked out that these positive reinforcements had to be sporadic and not continuously given to get the best result as children tried harder all the time just in case this would be the time they would get a treat, as Continuous Reinforcement tends to be counter-productive in the long run. Also the reward would have to be immediate not held back until the end of the week. Negative reinforcement does not necessarily mean punishment, merely the removal of something annoying i.e. a noisy washing machine can be quietened by closing a door. The intervals between these reinforcements were also studied, a variable period being found to deliver the best results. Maslow theorised that people need their basic needs met first before they can achieve self-actualisation. His studies have helped people working with children understand that we must satisfy their basic needs such as food, warmth, love, affection, shelter and emotional support first. We have to consider the environment we put them in and build and strong relationship with them. Bowlby had a lot of theories about attachment and they are still used to this day. He understood the need in the early years for a child to have a strong bond with a carer and how a child’s life could be affected if they didn’t get that. Another thing that has influenced change is since the 1990’s more moth ers to under 5’s are working. Some of the reasons for this are: †¢a rise in expectations and aspirations due to better education and opportunities for girls †¢an increase in single parent families, with the  lone parent usually being a woman †¢the government is trying to reduce the number of people receiving benefits and the children who find themselves living in poverty by promoting training and work. Due to these the demand for childcare has massively increased since 1990. It has been private nurseries that have met this demand. 2.2 Explain the impact of current policies, frameworks and influence on the early years sector. It is now widely known that the early years are very important and have a huge impact on how a child’s life will pan out. Politicians, the government, parents and teachers have all realised the more help, intervention and parental input a child receives (in the early years more so) the better the outcome will be, they will be less likely to be involved in crime, addiction, teenage pregnancy or anti social behaviour issues. Help is being made available to all not just those who struggle or who are from low income families because of the knowledge of the above. However some people feel excluded from getting the help they need because of their â€Å"social situation†. It might be because they are lacking in education which leads to not getting offered good jobs. It might be because of poor housing opportunities, disability or prejudice. Any policies made to try to eradicate or overcome these feelings of exclusion will serve to promote inclusion. The Sure Start Program is trying to do this in the UK and is available in most communities. Its aim is to be â€Å"a one stop shop† giving help, advice and support with health, early education and social care. Below is the structural educational framework for England’s children aged 0-5 years old, the things we should be focusing on developing:- †¢Personal, Social and Educational Development †¢Creative Development †¢Physical Development †¢Knowledge and Understanding of the World †¢Communication, Language and Literacy †¢Problem Solving, reasoning and numeracy 2.3 Describe what is meant by evidence-based practice and give examples of how this has influenced work with children in their early years. Everybody  has knowledge about how we should teach and bring up children and we gain this information in a variety of ways. However if you are a professionally qualified child carer you have to use an evidence based practice. An evidence based practice is where there has been a full and big study of a given subject in order to find out what is best and true for the given subject. The idea is not to assume, it is to gather evidence to prove your findings. Theorists mentioned in 2.1 have done this and have proven their findings enough for us to use them in today’s life. As a professional you are expected to keep yourself up to date with all current studies and findings with regard to children and apply them within your setting. Sometimes though this can be difficult because of things such as contradictions, some findings could have been gathered with too small a number of children therefore not giving an accurate result and sometime the media can report findings badly giving the wrong interpretation and impression. The EPPE have done a vast study of 3000 children in the UK from different diverse backgrounds and given sound results that have confirmed that â€Å"guided play† is great for early years learning especially within low income families. They have also proven that those who attend pre-school have an enhanced development as oppose to those who don’t attend one. They say that an early educational start relates to better intellect, improved independence and concentration and will improve their socialising skills. Full-time children have no bigger gain than those who are part-time and they also state that children from disadvantaged backgrounds benefit greatly from good quality pre-schooli ng, especially if the centre has a diverse mixture of children. 3.1 Explain what is meant by:- Diversity- Diversity means a difference between people. It includes things like ethnicity, culture, religious beliefs, gender, disability, family structure, sexuality and appearance. The more you explore these diversities the better your understanding will be. The better you understand the more you promote equality. Inclusion- To include everyone equally regardless of diversity. Make sure they know they are included and feel included. Treat one child’s opportunity just as important as the next. Discrimination and prejudice will not help with equality and inclusion, it just helps solidify  things such as lesser value, inferiority, less significant and terms such as â€Å"they’re not normal†. Inclusion promotes diversity and equality. To include is to state there is no difference that is wrong. That a child is a child no matter what the differences, we have a duty to break down any barriers real or imagined Participation- Is including everyone who you are working with in your provision. Allow children, adults and elderly to have a voice to express their opinions. All this can be achieved by having meetings and discussing whatever is concerning them. Letting people participate can be done formally, asking the person what works for them. What kinds of things would they like to be put in place to achieve a good result in solving their problems? Or even to get involved in a task that is going on around them. People may want to get involved in the development of a project and they would all like to give some ideas towards it. 3.2 Explain the importance of anti-discriminatory/anti-bias practise, giving examples of how it is applied in practise with children Anti-Discrimination is where we treat all adults and children equally in their settings, such as workplace, school, nurseries etc. It is to give equal opportunities for every individual person regardless of their age, culture, gender and disability. It is to involve everyone that is in your setting and not to exclude t hem from an activity that you may be doing. For instance, if you have a child and they don’t celebrate Christmas and you are making Christmas cards for the parents, you can encourage the child to take part but make a picture instead. Every child is then taking part in the activity. If a child is left out in an activity and not encouraged to join in this could lead to low self-esteem and self-worth. A child could find it hard to mix in next time there is an activity going on in the setting. It is all about how we can adapt what we are doing in our settings and how we can involve everyone and identify any differences that may accrue during our provision. It is to take positive action towards other people’s feelings and not to discriminate against anyone. THE IMPORTANCE OF ANTI –BIAS It is important that children do not become biased or prejudiced. In our settings we should apply materials for children to see how different we are in our cultures. It will help children with their education on the world if  we supply them with as much information about life and where people live in different countries. How we can apply this in practise: Is to allow boys and girls to play with each other toys and not label it by saying to a boy, for example, â€Å"you can’t play with that pink pram as it’s for girls only†. We could have multicultural costumes for dressing up in and provide hand puppets for children to play with. We as carers or childminders can explain why we use different clothing for jobs and what that job entails. E.g. a chef would wear chef whites and may cook Pizza which originates from Italy and then you could expand on that, by showing pictures and books about the country, talk about the cities and what transport you need to see that part of the world. If children talk about family life then they can see that parent’s jobs vary from day to day and it’s not just one genders role. 3.3 Explain how the active participation of children in decisions affecting their lives promotes the achievement of positive outcomes. By including children in the decision making process we promote their self-determination and get them used to making decisions for themselves. By deciding for themselves what they want to do, or what they want to play with they are more likely to play longer at that activity and perhaps be more engrossed in what they are doing. This atmosphere of deciding for themselves is more likely to instil in the children a sense of decision making which will be of benefit to them in later life, rather than being used to ‘following the herd’ or being told what to do. In situations where the parents have separated consideration is given to the child’s wishes when deciding which parent they should live with. In the early years foundation stage we as childminders know it is important to work with the parents, getting them involved in their child’s activity. Having their parents show an interest in their play gives a positive impact on their learning and the child may become more confident in creating new ideas. We need to guide children in making the right decisions in life, for example, when discussing food or snacks, give them a choice between an apple or banana rather than a sugary sweet. All this may help when they get older, although it may not go down too well at the time. 4.1 Explain the importance of reviewing own practice  as part of being an effective practitioner As a childminder it’s important that we reflect back on the week and see what we have managed to achieve and that what we did that was effective in our settings. These will help us to analyse the way in which we have done things and how organised we were, and if all the children benefited from each session. When you reflect back on the past week you may realise that a child may have needed more â€Å"one to oneâ€Å" with you. Throughout your working life you should always reflect back as this will give you a clearer view on the running of your business going forward. We can always make improvements and amend things that don’t work and need to be changed. Showing parents that you are taking steps to improve and developing new ideas will help you to provide a better service for everyone, giving you, and the parents, confidence in your work role. Also, if a question was asked from a child and you were not quite sure how to answer it, or if you didn’t know how to explain it properly, then you will be able to reflect back to get the answer and have a clearer understanding and knowledge of the answer to give to the child the following week. Should the question arise again, or if the child even remembers the question. 4.2 Undertake a reflective analysis of own practise.