James Joyces Ulysses :: James Joyce Ulysses Poem Essays

James Joyce's Ulysses "There's five fathoms out there.... A sail veering about the blank bay waiting for a swollen bundle to bob up, roll over to the sun a puffy face, saltwhite. Here I am" (18). If "Old Father Ocean" (42) is Proteus (Gifford 46), god of "primal matter" (32) corresponding with a viridian tinge of primal soup as well as the tide that washes in the ruined flotsam and jetsam of man's voyages, it makes some kind of sense that there is no corresponding symbolic organ to this episode. We are in the protean realm of the non-organic, or rather unorganized and de-organized matter. The aforementioned bobbing corpse is of course more than a homicide case in Joyce's symbology. The corpse lost to sea's rot and "bladderwrack" is the body of Proteus manifest in a disturbing (dead) human form, bloated and dissolving. It is there to intimately remind us of our eventual return to unformed matter, to entropy at its extreme. This disintegration will lead to a chaotic reintegration with the Ocean, unfathomabl e body of energy, crusher of bodies washed to shore, carried to the sandflats of Dublin via "Cock Lake." Proteus harbingers the "seachange" (42) of all organisms, all matter; the corpse also manifests the "Seadeath, mildest of all deaths" (42), "soft as the hand of mist" (Book XI of The Odyssey). "Full fathom five thy father lies" (41): Father Ocean or Proteus as the drowned, absent father, hidden body of "coral" and "pearls" (The Tempest), always in the "sea change... rich and strange" (ibid.). This macabre dance of matter and energy is witnessed in the undead movement of the corpse "driving before it a drift of rubble" (41), an indeterminate mass of preterite matter. He will rise again "sunk though he be beneath the watery floor" (41). He is a "bag of corpsegas," porous, "a spongy titbit." In his undead, coral-like growth, matter transforms according to unpredictable, heretical logic, which Dedalus is compelled to read as he does "signatures of all things... seaspawn and seawrack, the nearing tide, that rusty boot" (31). This logic only a poet could follow, or perhaps it is simply poetic creation: "God becomes man becomes fish becomes barnacle goose becomes featherbed mountain" (41-2). This fabulation of the chain of being is certainly profane, or at least outside the accepted, predictable logic of any catechism. Ocean is God as an immanent storm and flux; the abstract, ethereal God of Christendom is more ascetic, barren, removed.

Night World : Black Dawn Chapter 13

I think,† Jeanne said, â€Å"that he's here to get Delosto close the Dark Kingdom out Shut up the castleand come join him Outside. And, incidentally, ofcourse, kill all the slaves.† Maggie stared. ‘Kill them all?' â€Å"Well, it makes sense. Nobody would needthem anymore.† â€Å"And that's why you were escaping now,† Maggiesaid slowly. Jeanne gave her a quick, startled glance. â€Å"You'rereally not as stupid as you seem at first sight, you know?† â€Å"Gee, thanks.† Maggie shifted on her branch. Aminute ago she'd been thinking how good it would feel to get away from the twigs poking her. Now she suddenly wanted to stay here forever, hiding.She had a very bad feeling. â€Å"So why,† she said, forming her thoughtsslowly,†doesHunter Redfern want to do thisright now?† â€Å"What do youthink? Really, Maggie, what do you know about all this?† Four Wild Powers,Maggie thought, hearing Delos's old teacher's voice in her mind. Who willbeneeded at the millennium, to save the world-or todestroy it. â€Å"I know that something's happening at the millennium, and that Delos is a Wild Power, and thatthe Wild Powers are supposed to do something-â€Å" â€Å"Save the world,† Jeanne said in a clipped voice.†Except that that's not what the Night People want.They figure there's going to be some huge catastrophe that'll wipe out most of the humansand then they can take over. And that's why Hunter Redfern'shere. He wants the Wild Powers on his side insteadof on the humans'. He wants them to help destroythe human world instead of saving it. And it lookslike he's just about convinced Delos.† Maggie let out a shaky breath and leaned herhead against a branch. It was just like what Deloshad told her-except that Jeanne was an uninterested party. She still wanted not to believe it, but she had a terrible sinking feeling. In fact, she had a strange feeling of weight,as if something awfulwas trying to settle on her shoulders. â€Å"The millennium really means the end of theworld,† she said. â€Å"Yeah. Our world, anyway.† Maggie glanced atP.J., who was swinging her thin legs over the edge of a branch. â€Å"You stillokay?† P.J. nodded. She looked frightened, but not unbearably so. She kept her eyes on Maggie's face trustingly. â€Å"And do youstill want to go to the castle?†Jeanne said, watching Maggie just as closely.†Hunter Redfern is a very bad guy to mess with.And I hate to tell you, but your friend Prince Delosis out for our blood just like the rest of them.† â€Å"No, I don't still wantto go,† Maggie said briefly. Her head went down and she gave Jeanne a brooding look under her eyelashes. `But I have to, anyway. I've got even more reasons now.† â€Å"Such as?† Maggie held up a finger. â€Å"One, I've got to. gethelp for Cady.† She glanced at the motionless figure clinging trancelike to the fir's trunk, then held upanother finger. â€Å"Two, I have to find out what happened to my brother.† Another finger. â€Å"And, three,I have to get those slaves free before Hunter Redfern has them all killed.† â€Å"You have to what?†Jeanne said in a muffled shriek. She almost fell out of the tree. â€Å"I kind of thought you'd react that way. Don'tworry about it. You don't have to get involved.† â€Å"I was wrong before. You areas dumbasyoulook. And you are totally freaking crazy.† Yeah, I know, Maggie thought grimly. It's probably justas well I didn't mention the fourth reason. Which was that she had to keep Delos from aiding and abetting the end of the world. That wasthe responsibility that had settled on her, and she had no idea why it was hers except that she'd been inside his mind. She knew him. She couldn't justwalk away. If anybody could talk to him about it and convince him not to do it, she could. She had absolutely no doubt about that. So it was her job to try. And if he was really as evil as Jeanne seemed tothink-if it was true that he'd killed Miles†¦ well, then she had a different job. She had to do whatever was necessary to stophim. Distant and impossible as it seemed, shewould have to kill him if that was what it took. â€Å"Come on,† she said to the other girls. â€Å"Cady, do you think you can climb down now? And, Jeanne,do you know a way into the castle?† The moat stank. Maggie had been glad to find Jeanne knew a wayinto the castle. That was before she discovered that it involved swimming through stagnant water and climbing up what Jeanne called a garderobe butwhat was all too obviously the shaft of an oldlatrine. â€Å"Just kill me, somebody,† Maggie whispered halfway up. She was soaking wet and daubed with un thinkable slime. She couldn't remember ever beingquite this dirty. The next moment she forgot about it in her worryabout Cady. Cady had managed the swim, still doing everything she was told asif she werein a trance. But now she was getting shaky. Maggiewondered seriously whether this sort of activity was helpful to somebody who'd been poisoned. When they werefinally at the top of the shaft,Maggie looked around and saw a small room thatseemed to be built directly into the castle wall. Everything was made of dark stone, with a cold and echoing feel to it. â€Å"Don't make any noise,† Jeanne whispered. Shebent close to Maggie, who was helping support Cady. â€Å"We need to go down a passage and throughthe kitchen, okay? It's all right if slaves see us, butwe have to watch out for them.† â€Å"We've got to get Cady to a healing woman-â€Å" â€Å"I know! That's where I'm trying to take you.†Jeanne clamped a hand on P.J.'s shoulder and steered her into a corridor. More stone. More echoes. Maggie tried to walkwithout her shoes squishing or smacking. She wasdimly impressed with the castle itself-it was grandand cold and so huge that she felt like an insect making her way through the passage. After what seemed like an endless walk, theyemerged in a small entryway partitioned off bywooden screens. Maggie could hear activity behind the screens andas Jeanne led them stealthily forward, she caught a glimpse of people moving onthe other side. They were spreading white tablecloths over long wooden tables in a room thatseemed bigger than Maggie's entire house. Another doorway. Another passage. And finallythe kitchen, which was full of bustling people. Theywere stirring huge iron cauldrons and turning meaton spits. The smell of a dozen different kinds offood hit Maggie and made her feel faint. She was so hungry that her knees wobbled and she had to swallow hard. But even more than hungry, she was scared. They were in plain sight of dozens of people. â€Å"Slaves,† Jeanne said shortly. â€Å"They won't tell onus. Grab a sack to wrap around you and come on.And, P.J.,take off that ridiculous hat.† Slaves, Maggie thought, staring. They were alldressed identically, in loose-fitting pants and topsthat were like short tunics. Jeanne was wearing thesame thing-it had looked enough like clothes from Outside that Maggie hadn't really focused on it before. What struck her now was that everybodylooked so†¦ un-ironed. There were no sharp creases. And no real color. All the clothes were an indeterminate shade of beige-brown, and all thefaces seemed just as dull and faded They were like drones. What would it be like to live that way? she wondered as she threw a rough sack around her shoulders to hide the dark blue of her jacket. Without any choice in what you do, and any hope for thefuture? It would be terrible, she decided. And it mightjust drive you crazy. I wonder if any of them ever †¦snap? But she couldn't look around anymore. Jeanne was hustling through a doorway into the open air.There was a kind of garden here just outside the kitchen, with scraggly fnut trees and what lookedlike herbs. Then there was a courtyard andfinallya row of huts nestled against the high black wall that surrounded the castle. â€Å"This is the really dangerous part,† Jeanne whispered harshly. â€Å"It's the back, but if one of them looks out and sees us, we're in trouble. Keep yourhead down-and walk like this. Like a slave.† Sheled them at a shufflingrun toward a hut. This place is like a city, Maggie thought. A cityinside a wall, with the castle in the middle. They reached the shack. Jeanne pulled the door open and bustled them inside. Then she shut the door again and sagged. â€Å"I think we actually made it.† She sounded surprised. Maggie was looking around. The tiny room was dim, but she could see crude furniture and piles ofwhat looked like laundry. â€Å"This is it? We're safe?† â€Å"Nowhere is safe,† Jeanne said sharply. â€Å"But wecan get some slave clothes for you here, and we can rest. And I'll go get the healing woman,† sheaddedas Maggie opened her mouth. While she was gone, Maggie turned to Cady andP.J. They were both shivering. She made Cady lie down and had P.J. help her go through one of the piles of laundry. â€Å"Get your wet things off,† Maggie said. Shepulled off her own hightops and shrugged out ofher sodden jacket. Then she knelt to get Cady'sshoes off. The blind girl was lying motionless on athin pallet, and didn't respond to Maggie's touch.Maggie was worried about her. Behind her, the door opened and Jeanne camein with two people. One was a gaunt and handsome woman, with dark hair pulled untidily back and anapron over her tunic and pants. The other was ayoung girl who looked frightened. â€Å"This is Laundress.† The way Jeanne said it, itwas clearly a proper name. â€Å"She's a healer, and the girl's her helper.† Relief washed through Maggie. â€Å"This is Cady,†she said. And then, since nobody moved and Cady couldn't speak for herself, she went on, â€Å"She's fromOutside, and she was poisoned by the slave traders. I'm not sure how long ago that was-at least a couple of days. She's been running a high fever andmost of the time she's just sort of sleepwalking-â€Å" â€Å"What is this?† The gaunt woman took a step toward Cady, but her expression was anything but welcoming. Then she turned on Jeanne angrily.†How could you bring this-thing-in here?† Maggie froze where she was by Cady's feet.†What are you talkingabout? She's sick-â€Å" â€Å"She's one of them!† The woman's eyes wereburning darkly at Jeanne. â€Å"And don't tell me you didn't notice. It's perfectly plain!† â€Å"What'sperfectly plain?† Maggie's fists were clenched. â€Å"Jeanne, what's she talking about?† The woman's burning eyes turned on her. â€Å"Msgirl is a witch.† Maggie went still. Part of her was amazed and disbelieving. Awitch? Like Sylvia? A Night Person? Cady wasn't at all like that. She wasn't evil. Shewas normal,a nice, ordinary, gentle girl. She couldn'tbe anything supernatural†¦. But another part of Maggie wasn't even startled.It was saying that at some deep level she had known all along. Her mind was bringing up pictures. Cady in thehollow tree, when she and Maggie were hidingfrom Bern and Gavin. Cady's lips moving and Gavin saying I can't feelthem at all. The hound today had said the same thing. I can't follow theirlifeforce anymore. She was blocking them from sensing us, Maggiethought. And she was the one who told us to climbthe tree. She's blind, but she can see things. It's true. She turned slowly to look at the girl lying onthe pallet. Cady was almost perfectly still, her breathingbarely lifting her chest. Her hair was coiled around her head like damp snakes, her face was smudgedand dirty, her lashes spiky on her cheeks. Butsomehow she hadn't lost any of her serene beauty. It remained untouched, whatever happened to herbody. I don't care, Maggie thought. She may be a witch,but she's not like Sylvia. I know she's not evil. She turned back to Laundress, and spoke carefully and deliberately. â€Å"Look, I understand that you don't like witches.But this girl has been with us for two days, and allshe's done is help us. And, I mean, look at her!†Maggie lost her reasonable tone. â€Å"They were bring ing her here as a slave! She wasn't getting any special treatment. She's not on their side!† â€Å"Too bad for her,† Laundress said. Her voice wasflat and †¦plain. The voice of a woman who saw things in black and white and didn't like arguments. And who knew how to back up her beliefs. Onebig gaunt hand, went beneath her apron, into a hid den pocket. When it came out again, it was gripping a kitchen knife. â€Å"Wait a minute,† Jeanne said. Laundress didn't look at her. â€Å"Friends of witchesare no friends of ours,† she said in her plain, heavyway. â€Å"And that includes you.† With one motion, Jeanne wheeled away from herand into a fighting stance. â€Å"You're right. I knewwhat she was. I hated her, too, at first. But it's like Maggie told you. She's not going to hurt us!† â€Å"I'm not going to miss a chance to kill one of them,† Laundress said. â€Å"And if you try to stop me, you'll be sorry.† Maggie's heart was pounding. She looked backand forth from the tall woman, who was holdingthe knife menacingly, to Jeanne, who was crouchedwith her teeth bared and her eyes narrowed. They were ready to fight. Maggie found herself in the middle of the room,in a triangle formed by Cady and Jeanne and theknife. She was too angry to be frightened. â€Å"You put that down,†she said to Laundressfiercely, forgetting that she was speaking to anadult. â€Å"You're notgoingto do anything with that. How can you even try?† Vaguely, she noticed movement behind the woman. The frightened young girl who hadn't saidanything so far was stepping forward. She was staring at Maggie, pointing at Maggie. Her eyes andmouth were wide open, but her voice was an indrawn breath. â€Å"The Deliverer!† Maggie hardly heard the gasped words. She wasrushing on. â€Å"If you people don't stick together,what kind of chance do you have? How can youever get free-â€Å" t's her!†This time the girl shrieked it, and nobody could help but hear. She clutched at Laundress's arm wildly. â€Å"You heard what she said,Laundress. She's come to free us.† â€Å"What are you talking a-?†Jeanne broke off, looking at Maggie with her eyebrows drawn together. Suddenly the eyebrows flew up and she straightened slightly from her crouch. â€Å"Hmm.† Maggie stared back. Then she followed all their eyes and looked down at herself in bewilderment. For the first time since she'd arrived in the DarkKingdom she wasn't wearing her jacket and hershoes. She was wearing exactly what she'd beenwearing when her mother's screams woke her threedays beforeher flowered pajama top, wrinkled jeans, and mismatched socks. â€Å"‘She will come clothed in flowers, shod in blueand scarlet,†Ã¢â‚¬Ëœ the girl was saying. She was stillpointing at Maggie, but now it was with something like reverence. â€Å"‘And she will speak of freedom.'You heard her, Laundress! It's her. She's the one!† The knife trembled slightly. Maggie stared at thered knuckles of the hand holding it, then looked up at Laundress's face. The blotchy features were grim and skepticalbut there was an odd gleam of half-stifled hope inthe eyes. â€Å"Is she the one?† she said harshly toJeanne. â€Å"Is this idiot Soaker right? Did she say she'scome to deliver us?† Jeanne opened her mouth, then shut it again.She looked helplessly at Maggie. And, unexpectedly, P.J. spoke up. â€Å"She told usshe had to get the slaves free before Hunter Redfern had them all killed,† she said in her light,strong child's voice. She was standing straight, her slender body drawn to its fullest height. Her blondhair shone pale above her small earnest face. Her words had the unmistakable ring of truth. Something flashed in Jeanne's eyes. Her lipquirked, then she bit it. â€Å"She sure did. And I toldher she was crazy.† â€Å"And in the beginning, when Jeanne showed herwhat they do to escaped slaves here, Maggie said it had to stop.† P.J.'s voice was still clear and confident. â€Å"She said she couldn't let them do thingslike that to people.† â€Å"She said we couldn't let them do things likethat,† Jeanne corrected. â€Å"And she was crazy again.There's no way to stop them.† Laundress stared at her for a moment, then turned her burning gaze on Maggie. Her eyes wereso fierce that Maggie was afraid she was going to attack. Then, all at once, she thrust the knife backin her pocket. `Blasphemer!† she said harshly to Jeanne. â€Å"Don'ttalk about the Deliverer that way! Do you want totake away our only hope?† Jeanne raised an eyebrow. â€Å"Youwere the one about to take it away,† she pointed out. Laundress glared at her. Then she turned to Maggie and a change came over her gaunt features. Itwasn't much; they still remainedassevere and grim as ever, but there was something like a bleak smile twisting her mouth. â€Å"If you are the Deliverer,† she said, â€Å"you've gotyour work cut out for you.† â€Å"Just everybody hang on one second,† Maggiesaid. Her head was whirling. She understood whatwas going on – sort of. These people believed shewas some legendary figure come to save them. Because of a prophecy-they seemed to have a lot ofprophecies around here. But she couldn't really be their Deliverer. She knew that. She was just an ordinary girl. Andhadn't anybody else ever worn a flowered top inthis place? Well maybe not. Not a slave anyway. Maggie looked at Laundress's clothes again with new eyes.If they all wore this sort of thing, hand sewn and plain as a burlap sack, maybe a machine-made topwith bright colors and a little wilted lace would look like something from a legend. And I bet nobody wears red and blue socks, shethought and almost smiled. Especially at once. She remembered how Sylvia had looked at them. Normally she would have been terribly embarrassed by that, perfect Sylvia looking at her imperfections. But the socks had been what started heron this whole journey by convincing her that Sylviawas lying. And just now they'd saved her life. IfLaundress had attacked Jeanne or Cady, Maggie would have had to fight her. But I'm still not the Deliverer, she thought. I haveto explain that to them†¦. â€Å"And since she's the Deliverer, you're going tohelp us, right?† Jeanne was saying. â€Å"You're going to heal Cady and feed us and hide us and everything? And help Maggie find out what happened toher brother?† Maggie blinked, then grimaced. She could see Jeanne looking at her meaningfully. She shut hermouth. â€Å"I'll help you any way I can,† Laundress said.†But you'd better do your part. Do you have a plan, Deliverer?† Maggie rubbed her forehead. Things were happening very fast-but even if she wasn't the Deliverer, she hadcome to help the slaves get free. Maybe it didn't matter what they called her. She looked at Cady again, then at Jeanne, and at P.J., who was staring at her with shining confidence in her young eyes. Then she looked at thegirl named Soaker, who was wearing the sameexpression. Finally she looked into the gaunt, hard-bittenface of Laundress. There was no easy confidencehere, but there was that half-stifled look of hopedeep in the burning gaze. â€Å"I don't have a plan yet,† she said. â€Å"But Ill comeup with one. And I don't know if I can really helpyou people. But I'll try.†

Psy 201 Research Methods And Statistics - 738 Words

Khloe Copeland 1509716 PSY 201 Research Methods and Statistics in Psychology Assignment 2- Short Answer Quiz Question 1. Research, no matter what field, is often conducted and analysed in accordance with two basic approaches: quantitative and qualitative. The quantitative approach aims to test a hypothesis and examine the relationship through generating numerical data or other information that is than converted into numbers, whereas the qualitative approach is more exploratory, aiming to gain a deeper understanding of the research subject. Through breaking down and examining the key features in each of these approaches it is evident that although they both begin with a problem the researcher aims to understand they fundamentally differ. The table below shows side by side comparisons, highlighting the differences that can be used to differentiate these approaches, described broadly across three main categories. Qualitative Quantitative Methodology Interviews, focus groups, document analysis , observation Surveys, questionnaires, measurements and other numerical or measurable data and pre-formulated questions Analysis Considered to be Subjective, researchers interpretation important occurrences, analysis tends to be more time consuming, and less able to be generalized Pursues accurate measurement analysis of topic, Identifies statistical relationships. Outcome A Record with contextual description direct quotations from research participants.Show MoreRelatedVisual Perception and the Pop-Out Effect2369 Words   |  10 Pagesfor this can be found in the series of studies that were undertaken by Treisman (Ashby, Prinzmetal, Ivry Maddox, 1996). To find evidence to support their theory, Treisman and Gelade (1980) undertook numerous studies that greatly inspired more research in this field. In the first one it was found that the number of distracters in the array had very minimal impact on the time it took to identify the target when the features were only differed by one feature, example shape or colour. A second experimentRead MoreHuman Resources Management150900 Words   |  604 PagesEmployment 1996 212 216 506 202 84 495 225 30 115 16 2006 461 451 1,025 374 151 873 391 53 196 26 Change, 1996—2006 Number 249 235 520 171 66 378 166 22 81 11 Percent 118 109 103 85 79 76 74 74 71 69 SOURCE: U.S. Department of Labor, Bureau of Labor Statistics, http://stats.bls.gov/ecopro.table6.htm GLOBAL COMPETITION One major factor affecting these shifts is the globalization of economic forces. As seen the past few years, the collapse of Asian economies had significant effects on U.S.-based organizationsRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesIncome Medicare Beneficiaries Subtitle B—Reducing Health Disparities Subtitle C—Miscellaneous Improvements TITLE III—PROMOTING PRIMARY CARE, MENTAL HEALTH SERVICES, AND COORDINATED CARE TITLE IV—QUALITY Subtitle A—Comparative Effectiveness Research Subtitle B—Nursing Home Transparency Subtitle C—Quality Measurements Subtitle D—Physician Payments Sunshine Provision Subtitle E—Public Reporting on Health Care-Associated Infections TITLE V—MEDICARE GRADUATE MEDICAL EDUCATION TITLE VI—PROGRAM

Converting Cubic Centimeters to Liters Example Problem

This example problem demonstrates how to convert cubic centimeters to liters (cm3 to l). Cubic centimeters and liters are two metric units of volume. Cubic Centimeters To Liters Problem What is the volume in liters of a cube with sides of 25 centimeters? Solution First, find the volume of the cube.**Note** Volume of a cube (length of side)3Volume in cm3 (25 cm)3Volume in cm3 15625 cm3 Second, convert cm3 to ml1 cm3 1 mlVolume in ml Volume in cm3Volume in ml 15625 ml Third, convert ml to L1 L 1000 ml Set up the conversion to cancel out the desired unit. In this case, we want L to be the remaining unit. volume in L (volume in ml) x (1 L/1000 ml)volume in L (15625/1000) Lvolume in L 15.625 L Answer ï » ¿A cube with 25 cm sides contains 15.625 L of volume. Simple cm3 to L Conversion Example If youre lucky enough to have the original value already in cubic centimeters, conversion to liters is easy. Convert 442.5 cubic centimeters into liters. From the previous example, you should realize a cubic centimeter is the same volume as a milliliter, so: 442.5 cm3 442.5 ml From there, you just need to convert cm3 to liters. 1000 ml 1 L Finally, convert the units. The trick is to check the set-up of the conversion to make sure the ml units cancel out, leaving you with liters for the answer: volume in L (volume in ml) x (1 L/1000 ml)volume in L 442.5 ml x (1 L/1000 ml)volume in L 0.4425 L Note: Whenever a volume (or any reported value) is less than 1, always add the leading zero before the decimal point to make the answer easier to read.

Summary Private Investigator - 1321 Words

Elvin Jaimon Mrs. Bush Language Arts Adv., Period 4 9 October 2014 Final Draft Private Investigator, Jack Adams, a tall, 26-year old, built, blonde man, slowly walked into the bricked, domed National Gallery of London. It was crowded with London’s richest people. The famous museum was showing the elegant Mona Lisa by Leonardo da Vinci for a one night show. Jack was there with his assistant, Jon Johnson, a tall, 17-year old, with broad shoulders, and sandy blonde hair, to make sure no trouble happened. It had finally hit 8:30 p.m. Mr. Collins, the museum owner, a stout man who was clearly old, due to his graying goatee, slowly stepped out from behind the curtains. â€Å"I am sure many of you are very elated and exited to see the Mona Lisa†¦ Well here it is† he exclaimed as he took off the gray draping. All of a sudden he fainted from seeing what was behind the draping. It was a crude drawing of the Mona Lisa, obviously not the real one because the distinguishing smile was replaced with a frown. â€Å"Sir, do we have a mystery on our hands?† questioned Jon excitedly. â€Å"I believe so,† replied Jack, â€Å"Let’s go see the owner.† The owner had finally woken up assisted by his wife, Betty. Jack stepped forward and introduced himself and Jon saying, â€Å"Hello, Mr. and Mrs. Collins. My name is Jack Adams, Private Investigator and this is my assistant Jon. I was sent to this museum to watch and take on any mystery involving the Mona Lisa.† Mr. Collins looked confused. He didn’t remember hiringShow MoreRelatedCareer Profile of a Private Investigator623 Words   |  2 PagesA private investigator is a person who can be hired by a person or company to carry out investigative law services. Private investigators usually work for attorneys in civil cases. Many work for insurance companies to investigate doubtful claims. 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The New Deal was not a complete success Free Essays

Due to the Wall Street Crash in 1933 the New Deal was introduced. The New Deal helped the unemployment problem but did not solve it. The New Deal stopped things from getting any worse in the short term, however in the long term only World War two solved the unemployment crisis. We will write a custom essay sample on The New Deal was not a complete success or any similar topic only for you Order Now Some historians believe that the New Deal was partly a success and partly a failure. In the opinion I think that the New Deal was a success. The New Deal had aimed to provide relief through the Federal Emergency Relief Act (FERA), this aimed to provide direct cash to the needy. $500 million has been given to states to help the starving and homeless people. The money was also used for employment schemes, nursing schools (so parents could go out during the day to find a job), soup kitchens, and blankets. The FERA was up to some point a success, for this aim many things had to be provided, if the government had stopped providing money this aim wouldn’t be a success. The New Deal planned to re-build the economy by introducing the Emergency Banking Act, which aimed to solve the financial crisis after the Wall Street Crash. Every bank was closed for a four-day ‘bank holiday’ and only honest, well-run banks with enough cash were allowed to re-open. The Securities Act forced companies giving out new shares to provide full information about the company to the public. The New Deal never solved the underlying economic problems and the US economy took longer to recover than most European countries. Confidence remained low. Throughout the 1930s Americans only spent and invested about 75% of what they had before 1929. When Roosevelt cut the New Deal budget in 1937, the country had gone back into recession. The Civil Works Administration (CWA) also helped relief. This aim provided temporary work for four million men, school, airport, roads and even 150000 public toilets. The Public Works Administration (PWA) was given funds of $3300 million. It was used to buy materials and employ millions of skilled workers to build schools, housing, hospitals, bridges, courtrooms and dams. The PWA also built ten ships and 50 airports. But this solution was only short-term. The New Deal laws clearly dealt with the problem of poverty among black people and the poorest sector. The Agricultural Adjustment Act (AAA) gave the government power to control the prices. They paid farmers to produce less and destroy some of the food they had already produced. They hoped that food prices would rise because there were short supplies. The idea worked-between 1933 and 1939, farmers’ incomes doubled. However, the government was heavily criticized for this idea, the government was destroying food and forcing up prices to help farmers at a time when millions in the city were starving. The New Deal did a lot to help agriculture, however did have some problem it helped large firms the most and the problems of ‘dustbowl’ continued. Projects such as the Tennessee valley authority (TVA) brought work and had improved peoples standard of living to deprived parts of the city. The Civilian Conservation Corps (CCC) was made to assure that all unemployed 18 to 25 year olds were given food and shelter in the countryside. They got paid 1 dollar a week they did conservation work-planted trees, dug canals, cleared footpaths and strengthened riverbanks against flooding. The Civilian Conservation Corps provided jobs for 2.5 million men. But the New Deal was blamed for giving jobs out for the sake of it, in 1941 6 million people were still left unemployed. Only when the USA entered the war the unemployment problem was solved. The New Deal aimed to create a fairer society by using the National Recovery Administration (NRA), The NRA aimed to improve working conditions in the industry and strengthened the position of labour unions against industrial giants. The Wagner act forced all employers to allow trade unions to operate in their companies. The New Deal saw women achieving prominent positions. Eleanor Roosevelt became an important campaigner. The Supreme Court thought that the New Deal did too much. They had to judge whether the New Deal was in line with the terms of the US Constitution. The judges in the court were conservative and did not like the way the New Deal allowed the government to become so involved in the economy. The judges found the National Industrial Recovery Act and the Agricultural Adjustment Act (AAA) unlawful. Roosevelt did not want the judges to dismantle the whole New Deal. A After he was re elected in 1936 he tried to change the judges so the court was pro New Deal. This did not work, but the court realized they could not change the New Deal. In conclusion I think that The New Deal was a success as the Federal Government got involved for the first time. As well as this acts such as the WPA and the CWA provided relief for the economy. The Banking Act and the Securities Act helped solve financial problems and the AAA helped agriculture. The NRA improved working conditions in industry and women became high achievers. However there were some failures the problem of ‘dustbowl’ continued, unemployment did not go away, most New Deal laws were designed to help women rather than men and the New Deal had a lot of opposition. It was the war that finally solved the problem of unemployment. How to cite The New Deal was not a complete success, Papers The New Deal was not a complete Success Free Essays string(116) " and white unemployed people obviously wanted to support the New Deal because they would prosper from the policies\." In the subsequent pages I will explain the failures and successes of the New Deal. I will show how statistics do not show the true accomplishment of the New Deal. I will look at the criticisms Roosevelt faced and how he had come to power when America was on her last leg. We will write a custom essay sample on The New Deal was not a complete Success or any similar topic only for you Order Now When Franklin D. Roosevelt came to power in March 1933 he had America dazzled by his magnetic personality and captivating charisma. He embraced America and held it closely to his heart. He loved it and could see that Herbert Hoover’s reign over America had destroyed her. His New Deal was a fresh and exciting way of repairing the once great America. His popularity was undeniable and showed the support he was getting for the New Deal among the Americans. He gave assurance and hope to those who lived in ‘Hoovervilles’ to those who queued up for ‘Hoover Stew’. These nicknames were given to the food handouts and shanty towns to demonstrate what Hoover had done to them. Roosevelt’s aims were simple and tackled all that was wrong with America; Get the unemployed back to work, protect their savings and property, provide aid for the sick, old and unemployed, get the industry and agriculture back to it’s norm and finally restore confidence in the banks. He set up many Alphabet Agencies and passed many Acts to try and conquer the evil that was Hoover’s pandemonium. First of all I shall explain the successes. Roosevelt stopped the depression getting any worse. When he came to power in 1933 America had a much greater confidence in her economy. His own poise helped development in Wall Street. The GDP increased by sixty percent between 1933 and 1939, in six years private investment in industry increased by five times and consumer products bought increased by forty percent. People queuing up for food a was just another image of the past. Millions of people got relief, food, clothes and shelter, and it was this emergency relief that prevented them from starving. Many ordinary people were helped with government social security and welfare schemes. This wasn’t just for emergency either, it continued in the future. The most affected by the depression were farmers and Roosevelt made sure they were looked after in the New Deal. By the mid 1930s farmer’s incomes were rising, especially those with larger farms. Farmers definitely benefited. The New Deal assisted in letting farmers and home owners to stay in their homes. The HOLC was set up and low interest loans were given to home owners. This helped them to cope with mortgage repayments, that were previously out of control, when out of employment. For farmers they were given help through the Farm Credit Administration. For the old, sick and unemployed they had no security, financially or socially. In 1935 the Social Security Act set up a system of national insurance. The elderly were given old age pensions, the unemployed had benefits and the handicapped had financial support. The government, employers and workers paid contributions that funded it. The unemployed were a priority so the Federal Emergency Relief Administration (FERA) gave grants to state and local governments to stabilise the jobless. The projects the New Deal provided helped to build the foundations for future affluence. The schools, roads, dams and many more buildings rekindled America. The Public Works Administration (PWA) constructed many public buildings of the USA such as hospitals and city halls. The ‘Dustbowl’ regions were seriously affected by the depression and over-farming had led to the ruin of the land and serious lack of interest from business. But the Tennessee Valley Authority (TVA) restored the valley in seven states. It built several major dams to generate cheap electricity for those ninety eight percent who hadn’t got it. It also offered leisure activities on recently built lakes. The Tennessee river developed into being navigable and brought great business interest to the valley. The land was poor so the Civilian Conservation Corps (CCC) completed useful schemes like strengthening river banks, fighting forest fires and combating malaria by controlling the mosquitoes. Mainly to help the land though they planted approximately two hundred million trees, which significantly reduced soil erosion and supplied the crops with shelter belts. Not only did it help the environment but the members benefited. For the three million men under twenty five, who were members of the CCC, it gave them a first involvement in work. Hoover’s laissez-faire attitude had made people get used to the fact that federal government had no concern for singular states. But the TVA changed the relationship that was acknowledged by America. State and federal government now were a lot closer and in some cases federal government cut through the powers of state governments. The weaker sections of American society needed central government to get them out of despair. The homeless, old and poor were most desperate and state government couldn’t give all the help that was required. The Tennessee Valley was in such a dire condition that one state could not deal with all the difficulties that the valley was suffering with and the seven states were finding it problematic to liaise with each other. Consequently the TVA was made and did in some instances cut through the powers of the state governments. However it did help the area substantially – electricity and irrigation was provided through the building of the dams in addition to employment. Finally, and most importantly, it gave much appreciated and needed hope to America at her nadir and, in some opinions, saved American democracy. The 1930s were looking bleak at the end of the twenties but Roosevelt came in as a superhero, to save those who were despondent and long suffering. Those, once omitted by the depression and unfair politics, black people and farmers, were now involved. Why certain people supported the New deal is apparent but others are uncertain. Farmers and white unemployed people obviously wanted to support the New Deal because they would prosper from the policies. You read "The New Deal was not a complete Success" in category "Papers" They gained financial support and the economy boosted meaning that the ‘Roaring Twenties’ looked achievable once again. But what really stumps many historians is why so many black people supported Roosevelt and voted democratic (the largest number of black people to vote democratic since the American Civil war of 1861-65). Many of the New Deal agencies and acts discriminated against black people, even resulting in the NRA being commonly renamed the ‘Negro Removal Agency’ as they were pushed out when levels of wage were regulated. Roosevelt did not take actions to get black people equal rights for fear of losing his majority of voters, white southerners. However he did sign an anti-lynching bill. Directly the president showed little concern for them but on the contrary did have people who worked for him that did care and even employed some black people. Even his wife Eleanor showed her care for their welfare. Overall the New Deal mainly reduced employment from 1933 to 1937 (1933 – fifteen million unemployed, 1937 – under eight and a half million unemployed) and millions of jobs were created. Despite his critics few turned to extremism in the form of communism or fascism unlike his European counterparts. Nonetheless the New Deal did have some failures and it’s own opposition. One of the problems was not with the New Deal but in fact Roosevelt himself, in that he was paradoxicaland kept changing what he wanted to do. The laws he set were changed so quickly that the American people didn’t know where they stood. Some felt that he was dictator like and had too much control. Because of this his critics spoke out more confidently and made some reconsider their opinion of him. The Supreme Court was wholly against the New Deal and declared some acts like the PWA and AAA as unlawful. This caused parts of the New Deal to be overruled by Congress. Another problem was that big businesses still continued to be powerful and emasculated Roosevelt’s policies. Hoover’s laissez-faire attitude was appreciated by employers and because of this many begrudged the New Deal. They didn’t want government prying into business and economy and as a result larger companies hired thugs to assault union leaders and terrorize workers on strike for better working conditions and increased pay. In 1937 ten demonstrators were shot dead by police and ninety wounded during a steelworkers strike in Chicago. This discouraged employees to ask for pay and was potentially a threat to the economy. The New Deal helped the poor, sick and unemployed financially. But the very poorest were left out in the cold. The Social Security Act came to power to help monetarily but it excluded twenty percent of the workforce as well as five million farm workers and domestics in anguish. There was no source for state-paid medical care. In 1941 the poorest twenty percent were earning only four percent of the national income while the richest twenty percent were contributing forty nine percent to it. There were many poor people who could barely afford food at the price it was but when the AAA helped rise prices to increase farmer’s salaries this caused an even bigger problem for the millions of jobless Americans. Farmers with big farms profited from the New Deal but the small time farmers felt it hindered them along with farm labourers and sharecroppers, who were mainly black. These sufferers tended to live in rural America where poverty was rife, specifically southern America. An enduring drought in 1934-5 hit these already destitute states and turned the soil to dust. There was no rain and desert was spreading like wild fire. Texas, Kansas, Oklahoma and Colorado were known as ‘Dustbowl’. The ‘Okies’ set off to find work in California but instead experienced adversity. Another huge group who suffered at the hands of the New Deal were black people. There was attempts in the New Deal to tackle their civil rights but they did not go far enough. Unfortunately Roosevelt put his ego first and knew that by giving black people rights he would lose his support from the southern democratic who were deadly against giving black people equality. The emergency relief was essential for the thirty percent of black people who depended on it but there was no specific laws to combat their own distress from the depression. The 1920s were the high point of American history and industry. Everyone was confident and had no worries. Spending was high and investment was soaring. But when the crash hit everyone became disheartened. The Americans put up with Hoover’s pathetic excuse for a presidency and there seemed to be no future. When Roosevelt came there was hope again that the ‘Roaring Twenties’ would be resurrected but America was far from it. Despite Roosevelt’s best efforts by 1937 Americans were only spending and investing about seventy five percent of what they had in 1929. The most considerable and, in my opinion, the most reputation ruining encumbrance of the New Deal was that unemployment remained high for a majority of Roosevelt’s years as President. Up to 1937 the figures were decreasing from a 1933 figure of fifteen million to eight million, three hundred thousand in 1937. But because of the rising national debt of two hundred and fifty million dollars (big compared to the Hoover debt of nineteen billion dollars) Roosevelt had to cut back on government spending. This was calamitous and accordingly the economy plunged. Unemployment rose to ten and a half million as a direct result of industrial production falling by a third. By 1938 Roosevelt saw his faux pas and increased government spending in the hope to recover from this fiasco but by 1940 the 1937 level was still not met. Agencies like the CCC and PWA were labelled as forced labour because of the low pay and creating work for the sake of it. The government money funded all this so in effect by lowering the money spent by government you stopped all the jobs. Others critics said that yes America gained from the schools, hospitals and courthouses courtesy of the PWA and WPA but it was pointless work created to make Roosevelt look good. The New Deal was viciously attacked by economists who complained that the New Deal policies were short term affairs and the future of America was still dubious. They believed that those who counted on the New Deal were being conned as all the evidence clearly showed that in the near future their jobs would be gone. Also the government could reduce unemployment but could never stop it fully. They endeavoured to contain it but it was not enough. William Leuchtenburg thought that World War two got America out of the depression. Finally the last failure was that the cost was too great and a lot was wasted. For the WPA millions of dollars were spent on wages and money was given out like sweets. There was all the loans to banks, money for farmers, money to soup kitchens for necessities like blankets. All of this was seen as vital but some felt that money was being literally thrown away because Roosevelt couldn’t hope to spend the real amount needed on solving unemployment. The rich and Republicans were bitter because of the taxes increasing. They felt that government should maintain a laissez faire attitude and stop controlling their traditional freedoms. They had liked Hoover’s way of thinking. They liked his idea that people should be individually strong, help themselves and that the wealthy should be left alone to make money and not reprimanded for it. Their opinion differed greatly from the average American and so Roosevelt could not oblige everyone. These rich republicans tried to say that Roosevelt, the saviour of America, was setting up a dictatorship. Their evidence was when in 1936 he had tried to fill the Supreme Court with his loyal democrats so that his policies and ideas would not be overruled. They also said he had socialist ideas as all his policies were aimed at working class, the unemployed and the poor. My opinion is this. Franklin D. Roosevelt was a great man who defended those who were in inexplicable poverty. At some points he did change his mind but I think that he thought he didn’t need a plan b or something to resort to. When he set up the New Deal agencies and acts he thought he could appeal to America as someone who takes action. When some acts were declared unlawful I think he was shocked. After the depression everybody was like zombies, dead to their surroundings because there was no one to help. Yet here is someone who is trying to help and he is criticised and made out to be a dictator. Personally I find this shameful. Repairing the broken situation was the clear way forward. But Herbert Hoover had chosen to leave America to lick her own wounds and only took action when it was too late. Hoover had given big businesses the foot up they needed and they were more powerful that the government itself. Roosevelt cannot be blamed for larger companies’ power. Money equalled power and the wealthy were always going to come out on top. He set up all these acts and agencies and successfully saved many farmers from inevitable mountains of debt and stopped starvation for millions. There were some who were left out of this but these were the people that every society has, even today. They are the ones who are destined to fail, never seize an opportunity and lack a killer instinct. There is no desire to get out of their situation and therefore Roosevelt could not help these people. Black people did suffer and those who lived in rural areas and Roosevelt did neglect the rights of black people but he did show his support in subtle mannerisms. For instance his wife cared deeply for their wellbeing, he employed black people to work on major projects like Mary McLeod Bethune who was in charge of the National Youth Administration and he also signed an anti-lynching bill. If he was to declare his undying support for them he would be outcast himself and lose his voters. He did put his own self-importance above them but Hoover did far worse and Roosevelt had done so much good he could be forgiven for being restrained in his approach to black people. To help the rural areas he greatly increased business through the TVA and dams. His ideas were fresh and the valley took advantage of the waterways. Unemployment was the biggest issue but there is an explanation. Using the 1928 figures as a comparison Roosevelt didn’t get the figures back but after such a profitable economical peak and then an immense misfortune it would be absurd to expect him to get them back, in fact impossible. But the main issue I have is that the critics were usually the people who were not affected by the crash. The wealthy had a small dent in their bank accounts and nothing that couldn’t be fixed with some expensive wine and caviar. The Americans that really suffered valued his unexplainable care for them. He himself was from a wealthy background and could easily have just ignored the poor and get on with helping himself to profits in big companies. But something was so charismatic that it was hard to hate someone who spoke such sense, such vision and concern. Care was like a swear word to Hoover who had no regard for his country’s opinion of him. â€Å"I ask you to judge me by the enemies I have made. † Wise words from Roosevelt, and true. Wealthy economists disliked him because he cared. They wanted a laissez-faire, stone-hearted President who didn’t give a damn. But Roosevelt took a stand against the Republicans and thank God he did. Regarding the statement I agree to the extent that nothing can be perfect as things have to go back to the drawing board. But I think that considering the circumstances in which Roosevelt was handed America, he did extremely well. He completed his aims. Unemployment was it’s lowest since 1933 by 1940, with fluctuations obviously, property was saved thanks to low interest loans and savings were protected, industry and agriculture bounced back, pensions were provided for the old and benefits given to the unemployed and handicapped. Finally America was confident again. The great country America was back and the world was beckoning her to call out her glory once more. And so she did, with Roosevelt firmly behind her all the way. How to cite The New Deal was not a complete Success, Papers

Music and Dance Education

Question: Discuss about theMusic and Dance Education. Answer: Key Curriculum Elements Elements such as singing, playing instruments, moving, composing, listening are all part of music and dance education. It is important to teach these key elements to the children for both developing music skills and knowledge, ultimately contributing to education. The importance arises from the fact that music and dance brings forth the creative instinct in the children (Lesiuk, 2005). The aesthetic sensibility of the children also is honed once they are exposed to the elements of music. Education allows children to gain knowledge of different aspects of life and about life governing lessons by uplifting values, skills, beliefs (Ferreri, Bigand Bugaiska, 2015). The personal and social development of the children is encouraged by incorporation of music and dance as part of their education curriculum. The children are inspired to develop competency on a social level, which would help them cultivate values to survive in todays society (Barrett Webster, 2014). Music, most of the times, has a liberal effect on the children. Children seem to express better through art and music than they do by speaking or writing. It is believed that the intellect of children develops due to active participation in music. It has been scientifically proven that listening to music, activates several sections of the brain and paying a musical instrument allows the proper utilization of both the right and left-brains, simultaneously (Fattorini Gallagher, 2015). Therefore, children should always be encouraged to take up some element of music and develop it. The hand eye coordination highly improves while playing a musical instrument or while dancing by keeping a tab on the musical notes in the background. This process allows the children to understand the capacity and the limitations of their bodies better (Sigtia Dixon, 2014). With time, they can work on both the aspects and push beyond their limitations and attain mastership over their skills. From the aspect of a classroom setting, music helps children their passages better by composing a song out of a portion that they find particularly difficult. This will help them simply to recite the song to recall the details (Ferreri et al., 2013). Music helps in creating awareness among the children and makes them alert and this facilitates in swift uptake of information. Rhythm, incorporated with rhymes, helps in better learning of lessons among the children. Education should be aimed at enriching the body, mind and the spirit of the children (Frank, 2014). A healthy ambience of a classroom is achieved by incorporating music while imparting lessons. Music binds the body as well the soul and a teacher who realizes these facts helps the children in understand their life experiences and gain knowledge (Corrigall, Schellenberg Misura, 2013). In respect to the classroom scenario, by incorporating the key elements of music in the curriculum, will help the children to have an all round development, something that the concept of education had previously aimed at. Today, education has a utilitarian aspect, which only equips a child to grow up and earn money. The very essence of education, learning, knowledge is lost. Music on a spiritual note, binds soul, moves masses in a single note. Nothing can help the children to develop the spiritual aspect in them, other than music. I am hoping that with the incorporation of music in education, the children will have a peaceful approach towards life. They will be keen on taking an interest on the personal front to learn about things unknown to them. This trait has been rare among children these days where they have been disinterested in attending schools and looking for reasons for not completing lessons (Wilkinson, 2013). Integrating Music into the Curriculum The Human Society and Its Environment (HSIE), has three stages, namely, Early Stage 1, Early Stage 2 and Early Stage 3, as per the Units of Work. Early Stage 1 comprises of several units such as, Workers in the Community, Transport, Families Past and Present, Identifying Us, the Need for Shelter, the Way we Are, Wet and Dry Environments and Celebrations (HSIE, 2016). I have chosen the unit called Celebrations from the first stage. Celebrations help the children to come across others having different customs and practices in relation to their respective culture. Every community has their own way of celebrating festivals, where they sing songs and dance. For example, Christians sing carols during Christmas (James, 2015). In Brazil, during the Rio Carnival, people dance to celebrate the advent of the Easter month (DeSouza Corey, 2015). Hence, in this way, the children can be taught about songs and dances that are related to different cultures in order to learn about them. Early Stage 2 comprises of several units, such as, Co-operating Communities, Australia: Youre Standing in it, British Colonization of Australia, Places: Then, Now and Tomorrow, People and their Beliefs, State and National Parks, Living in Communities, Who will Buy? I have chosen the unit called People and their Beliefs from the second stage (HSIE, 2016). Globalization has made us stand at a threshold where cultural background is no longer a limitation that hinders people from mixing with each other and learn about each others beliefs. However, many countries are hostile with the idea of mixing of culture. So I have decided, yet again, through songs and by the accompaniment of an instrument, comprehend the faiths and beliefs of others. Given that, the multicultural aspect of Australia, it is necessary for the children to grow up into tolerant and sensitive people who will be respectful towards the faiths and beliefs of other communities (Harris, 2013). Early Stage 3 comprises of several units, such as, Gold, Identity and Values, Australian Democracy, State and Federal Government, Global Environments: Rainforests, Global Connections, Current Issues: Antarctica, Study of a Cultural Group: Bali. I have chosen the unit called Global Environments: Rainforests from the third stage (HSIE, 2016). The education of this particular unit is necessary for the children because they need to understand the importance of the green cover as the rainforests, for restoring the balance on Earth. Children need to be educated to protect the green cover and reduce means of pollution, harming the ecosystem. Children should be made to realize that they are the very future of the planet and the wellbeing of the planet is in their able hands. Therefore, I have decided to make them participate in a musical and organize for a simulation session where they will hear the pre-recorded sounds of the animals, birds and insects that inhabit the rainforests. Lesson Plan for the Musical Activities in the Units of Work of HSIE Lesson Plan for the first unit is in relation to Celebrations. Learning about celebrations can help the students in understanding the morals and beliefs of others cultures. Children can only understand their importance and values and will learn to be sensitive towards others cultures, only when they will learn about them. Learning about others cultures can be facilitated with the help of music and dancing styles and connotations in relation to each community. In this way the children would also learn how similar the celebrations are and how far they differ. I would organize for a samba class for the children, which would help them to learn about both the dance style as well as about the Rio Carnival and how it is important to be aware of this famous Brazilian festival. Since, children are quite acquainted with Christmas carols, sung in churches, or in movies, I can arrange for a free period where the children can be taught some famous carols. This exercise would help them to understa nd the background on the significance of Christmas. Lesson Plan for the Second Unit is in Relation to People and Beliefs. I would organize for sessions where I would ask the students, belonging to different cultural backgrounds as well as practicing different faiths, to come forward and perform, a prayer song that they sing. They will also be asked to explain the meaning of the songs so that the others belonging to other culture can understand its meaning and significance. I would also ask them to compose a prayer song and sing it along with an instrument, which they might be acquainted with. A compound activity as this will help the child to lay greater effect in trying to understand not only his own culture well, but uphold his cultural heritage with pride. Lesson Plan for the Third unit is in Relation to Global Environments: Rainforests. I would organize for a short musical with the children where they will be dressed up as trees, birds, insects and animals. They will sing and dance, similar to a typical musical. In their songs, they will state how pollution is damaging the rainforests and the care we need to take to protect them. They will be enacting real scenes that cripple our society such as hacking trees, burning forests cover, adverse measures of deforestation. Prior to the musical, in order to inspire the children to understand the importance of making the musical, I will conduct a simulation session where I will play sounds that one can generally hear when we step into a rainforest. From the chirping of the birds, to the loud shrieks of the arboreal, I will be playing these to the students so that they learn to identify the names of all these animals and birds. This method will help them learn and retain in their memories the names, much faster than the conventional learning method of looking at a book with pictures and a long description in relation to it (Falconer Green, 2014). In this way, for the three early stages as chosen from the Unit of Works, the lesson plans has been framed, by incorporating music and dance. The efforts will facilitate the children to learn the lessons from the units effectively. References: Barrett, J. R., Webster, P. R. (Eds.). (2014).The Musical Experience: Rethinking Music Teaching and Learning. Oxford University Press. Corrigall, K. A., Schellenberg, E. G., Misura, N. M. (2013). Music training, cognition, and personality.Frontiers in psychology,4, 222. De Souza, D., Corey, A. C. (2015).Samba, mulatas and the social meaning of carnival(Doctoral dissertation, UNIVERSITY OF FLORIDA). Falconer, L., Green, J. (2014). Music in 3D virtual environments: Exploring learning affordances. Fattorini, I., Gallagher, L. M. (2015). MusIc and the BraIn.The Performer's Voice, 7. Ferreri, L., Aucouturier, J., Muthalib, M., Bigand, E., Bugaiska, A. (2013). Music improves verbal memory encoding while decreasing prefrontal cortex activity: an fNIRS study.Frontiers in human neuroscience,7, 779. Ferreri, L., Bigand, E., Bugaiska, A. (2015). The positive effect of music on source memory.Musicae Scientiae, 1029864915604684. Frank, G. K. (2014). 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