“Not My Best Side” U A Fanthorpe Essay

In â€Å"Not My Best Side† U A Fanthorpe challenges the traditional, stereotypical characters in the legend Of St George and the dragon only to replace them with another equally stereotypical set In the poem â€Å"Not my best side† U A Fanthorpe has challenged the orthodox images of the characters in Uccello’s painting of St George and the Dragon. She has successfully manipulated them into modern day caricatures. Through traditional stereotypical views and legends, Uccello has portrayed the fire-breathing dragon as grotesque and beastly. Yet this is the dragon whom a boy no older than a teenager, can tame. The poem contrasts any stereotypical view the reader may have taken and reveals that the dragon is no more innocent than the other characters. In the first sentence of the first stanza, the reader is confronted by a dress conscientious victim of fashion; this is hardly a fire-breathing monster. The dragon criticises all but himself, from the painter Uccello who, â€Å"didn’t give me a chance to pose properly† to the, â€Å"horse with a deformed neck†. Fanthorpe has given such a beast a pitiful personality the painter is described as a, â€Å"poor chap† however this is not an obvious reaction expected from such a beast. The phrases used by the dragon portray how the poem is the inverse of the painting itself. The fact that the angle of the picture was not in his favour has proven to disappoint the dragon deeply but he forgets the fact that he is about to be defeated and overcomes this with an answer; â€Å"I always rise again†. The character is quick to point out such supposed absurdities as, â€Å"what, after all are two feet to a monster?† and how his conqueror travels on a horse, â€Å"with a deformed neck†. His questions convey his unhappiness of being mocked, from his point of view his killers and victims appear to be blind, juvenile or ugly. Not taking things, as seriously as he should, the dragon tends to ask rhetorical questions: â€Å"should my conqueror be so ostentatiously beardless?† and, â€Å"Why should my victim be so unattractive as to be inedible?† The character does not think why they should take him anymore seriously than he is prepared to take them. Two diametrically opposed personalities, one from Uccello’s painting of St George and the Dragon, the other from U A Fanthorpe’s poem of â€Å"Not My Best Side† are never the less the same person. Painted unnaturally white and almost glowing, the young woman in the painting could be described as a symbol of virginity. She would be insulted to be given such a personality to the one in the poem where her casual sexual attitude is most noticeable in the double entendres: â€Å"wearing machinery† and, â€Å"see all his equipment† throughout the stanza. How these phrases are interpreted, is up to the reader. Half way through the second stanza the reader infers that she would have focused her attention on another issue but instead she is now talking of how she would â€Å"enjoy† being eaten by the dragon and assumes that all girls would like the same. Fanthorpe has prescribed to the girl a rather a modern woman’s personality rather than the image of a more biblical girl. Her language and her sentences are modern and appear slightly immature. One would usually associate phrases like, â€Å"And the way he looked at me† with a teenager. One would not assume a religious orthodox figure to be using phrases such as, â€Å"he might have acne, blackheads or even bad breath†. As well as being critical she also insults her hero’s manhood, â€Å"when this boy turns up†. Indeed her declaration† I didn’t much fancy him† shows her first thought that apparently ran through her mind when she was about to be rescued from death by the very same boy. Fanthorpe has created a similarity between the two characters of the dragon and the young woman. Both are far more concerned with their image and what others think of them than the reality of the situation. It could be said that her second stanza creates a less than glamorous image of today’s new woman. St George. The legendary character who is said to be the fearless slayer of the almighty dragon. However in this stanza, St George shatters our illusions as Fanthorpe allows St George to speak for himself. He is boastful about his, â€Å"machinery† and brags how he is educated to a degree in â€Å"Dragon management† and so-called â€Å"Virgin Reclamation†. Even his horse now sounds more like a car as he mentions it has, â€Å"Automatic transmission†. The first five lines of the stanza show how the traditional story has been put into a modern context. They also show how his own stupidity can make a mockery of him. His words, â€Å"Virgin Reclamation† are an example of his arrogance because he hopes to impress by using words longer than two syllables. Also he thinks that killing is a form of â€Å"management.† Such euphemisms and vocabulary choices not only make him look ignorant and boastful but also are not the words that should be coming out of the mouth of a true hero. His, â€Å"custom built spear† makes him sound like a modern day hero, a James Bond, type but as he is only a boy he has a good few years remaining before he takes on the role. By giving St George elaborate twentieth Century technical vocabulary Fanthorpe has escaped from the biblical sense of the picture to a stereotypical and has equalled him to a modern day Essex man. He attention seeking makes him appear snobbish, â€Å"You can’t do better than me†¦I’m qualified and equipped†. The reader would expect that it would be highly discomforting to be rescued by a hero with this bragging persona. Fanthorpe has created a complete inverse of the legendary character. St George’s more chauvinist qualities leak through when he intimidates the woman by asking her how or if she would like to be rescued. He is expecting her to take on the role of Sleeping Beauty waiting for the strong and handsome prince. St George’s expectations are worked when he tells her that she could be, â€Å"endangering job prospects† if she does not wish to cooperate. Here, he has taken on a very sexist attitude, and although it seems as if he would like to save the lives of others, once again he shows his ignorance by telling her, â€Å"What†¦does it matter what You want? You’re in my way†. He is only thinking of himself. Here in the third stanza is the third vision of a selfish personality. Fanthorpe’s modern day caricatures are not complementary! The three characters in this poem hold quite different opinions yet are extremely similar in the way that each character is as different as the other. They do not like being criticised but do not think how their insults to others are even more critical, â€Å"Unattractive as to be inedible.† In each of the stanzas the characters start off with good-natured comments but as they progress to the end of the stanza the points they have made appear ruder and their egotism reveals itself. The last lines all end with a sarcastic comment. All the characters are not too worried about anyone but them self. Over all they are looking after the image of number one, which seems to be the only thing that matters. Fanthorpe’s images of three types have little of the spiritual among them. As I read about thoughts, which are materialistic, vain or lustful, I learn that Fanthorpe seems concerned with showing us not our best sides.

Inferno essays

Inferno essays In the Inferno, by Dante Alighieri he discusses the different stages of hell, he starts off with the least harmful sinners, which are the opportunities and end with the worst sinners of all the fraudulent. Somewhere in between the least harmful sinners and the worst sinners of all is where Francesca da Rimini and Count Ugolino were found. Dante acts very differently to each of these people when he sees them. Dante acts differently to each person because he sympathizes with Francesca so he treats her with somewhat respect, but when he see Ugolino he does not feel any sympathy for him because of what he did when he was on earth. Dante meets Francesca in Canto 5, which contains the Carnal, their punishment is to never feel hope. This is one of the most touching cantos in the book; it tells a story of how Francesca fell in love with another man and was killed because of it. I believe that Dante did not believe that the lustful sinners were that bad, because people do not have control over whom they fall in love with. However, it is obvious that Dante did feel that the lustful sinners did belong in hell, because even though you cannot help whom you fall in love with you can control the way you act toward that specific person. When Dante saw Francesca there you knew that he truly felt sympathy for her when he said What you suffer here melts me to tears of pity and of pain (5.61). This shows that he feels sorry for her and he does not totally blame her for what she did. Dante meets Ugolino in canto 33, treacherous to country, one of the worst parts of hell. The punishment here is to spend eternity in ice up to their necks, depending on how bad their sins were was much higher the ice came, and their tears froze their eye lids shut. I feel that when Dante meets Ugolino it is one of the most graphic and dramatic cantos in this book. When Dante meets Ugolino he is gnawing at Archbishop Ruggieri. Ruggieri was once Ug...

Risk Assesment Essay Example | Topics and Well Written Essays - 250 words - 1

Risk Assesment - Essay Example If the 100, 000 people were financially well off, they would have left the city before the storm. In addition, if the number were small, say less than 5,000, the government would use its resources to evacuate them. There is a high association between poverty and crime. From a sociological perspective, the poor are more prone to criminal activities such as stealing and looting whenever such a chance occurs. Bearing in mind that the people left behind were the poor, this theory holds true as they participated in the looting in the city. Additionally, the high number of the affected delayed the recovery process, as the government had to wait for the storm to end before implementing any program. There was a large population of the sick, injured, homeless, and psychologically tortured residents. For this reason, it required more resources to provide rehabilitation facilities, medical services, and housing. As a result, the recovery process was slow compared to a situation where the number of victims was manageable, and the affected had personal resources to assist in various projects such as housing and

Critically analyse the arguments for and against the codification of Essay

Critically analyse the arguments for and against the codification of Scottish criminal law - Essay Example The commission did not articulate its own view on the appeal of using the draft as the foundation for passing a Scottish criminal code by articulated the belief that an extensive public discussion on the issues emerging from the draft code would be essential. Consequently, it provoked comments on December 15, 2003. The draft code was aimed at substituting the common law crimes, in addition to several constitutional offences, in the same sector with those crimes. It did not try to substitute decrees like the Acts on road traffic or drug-related crimes or on health and safety at workplaces, or gaming which are already controlling certain issues in an inclusive manner (Chan et al., 2009). The authors were not opposed to involving such matters ultimately by any means. This is because a better code is one that is highly inclusive. Not only did it appear less essential to involve crimes already in mind-codes, but also numerous issues of this kind are preserved issues under the Scotland Act 1998. Hence, the draft code was incomplete code. Because of this reason, many people argued for and against this code citing many succinct reasons as to why they took their position. While the codification of Scottish criminal law was aimed at improving current laws, it had shortfalls which if not amended, will have adverse effects on the Scottish people. The codification of Scottish criminal law had both advantages and disadvantages. For instance, the codification of Scottish criminal law would avoid the need for recurrence and stop certain kinds of gap in new legislation. Nevertheless, it did not appear to be a lucid case for substituting the current criminal law with a code (MacQueen et al., 2003). Courts will be required by the introduction of a code to stick to the letter of the code even where it create outcomes that are unjust on, not in accordance with sound principle. It might not be sure on how far it would be helpful to refer to institutional authors and preceding decisi ons. The codification of Scottish criminal law could have involved a variety of constitutional crimes encountered frequently in legal practice. According to Reid & Zimmermann (2000), it was difficult for the Sheriffs Principal to reach a view on whether the codification of the criminal law was in principle a project to be pursued by the Scottish Law Commission. They realized that illustrious judges in England had called for codification of the criminal law and called for a fully informed discussion on the matter in the Scotland. Scottish Law Commission is supposed to think to supplement the draft with a debate paper in a conservative style analyzing the misbehavior to be tackled, the section of the current law believed to be substandard and the different alternatives for reform. They were especially anxious to discover what had been the experience of judges and practitioners in other ordinary law authorities where the criminal law had been codified. Smith (1962) asserts that even th ough the codification of Scottish criminal law was approved initially at the abstract, it is now considered that when human rights needs had a helpful impact on the ordinary law; it was not time to codify the Scottish Criminal Law. This is because a code is supposed to codify the entire law including constitutional crimes. In the code, offence-creating conditions should be framed in a exceedingly

Detecting the Cylindrospermopsin using HPLC-PDA and NMR Assignment

Detecting the Cylindrospermopsin using HPLC-PDA and NMR - Assignment Example Nuclear magnetic resonance (NMR) on the other hand is an analytical technique that uses magnetic nuclei which absorb and re-emit electromagnetic radiations at a specific resonance frequency. This frequency is however dependent on the strength of the magnetic field. The resonance obtained in a magnetic field for any particular compound analyzed is always directly proportional to the strength of the magnetic field. Detection and analysis of cylindrospermopsin using HPLCCylindrospermopsins have few methods of detection compared to the well-known microcystins and saxitoxins. High-performance liquid chromatography-photodiode array (HPLC-PDA) has been shown to be a good method for the detection of cylindrospermopsins and its analogs because of their characteristic UV spectra (ÃŽ »max at 262 nm). The only limitation of this method is that sample purification is necessary because it is normally co-eluted with other contaminants (Welker et al. 2002). Purification of cylindrospermopsin is norm ally performed using HP-20 resin, which removes most of the ionic components from the fraction.Before the detection of cylindrospermopsins by HPLC, they have to be extracted. Water samples containing the cyanobacterial cells are filtered by glass fiber filters.Extraction procedure The air-dried frozen filter samples should be placed on the borosilicate glass tubes and freeze-thawed twice to obtain maximum recover after which 1.2ml of methanol is added and mixed in the bath ultrasonicator for 15 minutes. The samples should further be ultrasonicated individually for 1 minute and the aliquots of the extracts centrifuged at 10,000 ? g for 10 min after which 500 Â µl of the supernatants are transferred to borosilicate vials and evaporated to dryness at 40Â °C under argon. The dried extracts can then be reconstituted in 100 Â µl of 75% methanol and centrifuged in vials at 10,000 ? g for 10 min or filtered through the HPLC grade filter. Before running the HPLC, the HPLC system should be set up as described in the manufacturer’s instructions including degassing, priming and changing columns. The column oven should be set at 40?C and the HPLC changed gradually to starting conditions. The chromatogram samples and standards should be set as per the recommended HPLC gradients using 10

Slavery, Abolition and the South Essay Example | Topics and Well Written Essays - 2000 words

Slavery, Abolition and the South - Essay Example ed in hard battles and continued to sacrifice their lives throughout the war despite the fact that they were faced with death, being mutilated, being attacked by diseases and even being separated from their homes (Beckles 2000). Much of the fascination however is drawn from the willingness of the common Union and Confederate soldiers to engage in a war that was so ferocious and terrifying that today’s America cannot even imagine in engaging in such a fight (Blackmon 2008; Davis 1975). In For cause and Comrades: Why Men Fought in Civil War, James McPherson, who is the author, has a unique opinion on his argument on why the soldiers initially went to war, He argues that the soldiers were encouraged to join the army as a sign of duty, loyalty and honour. He further argues that the images of manhood were just as essential to soldier motivation as group unity was. Moreover, McPherson believes that fanatic religious belief and ethnic animosity were not the main factors (McPherson 2002). One of the most seeming motivations that spanned the entire four soldier account was the enthusiasm of a sense of nationalism by having common discussion on the preservation or creation of a new government and nation. Both the Unionist and Confederate soldiers greatly used rhetoric and the country’s symbols of freedom, legacy and the constitution in expressing their drives of volunteering for service (Shankman 2014). However the North and South had a different logic and mode of approach to the use of these symbols. The South attained their nationalism and government due to their motivation for having fought in the civil war in a more tangible way as compared to their Union counterparts (Grayling 2007; Engerman 2001). One of the greatest seeming motivations that spanned the entire four soldier accounts was the motivation of a strong sense of patriotism by conversing the creation and or the preservation of a government and nation. Both the union and Confederate soldiers were

Practice of Insight Meditation: Types, Uses and Benefits

Practice of Insight Meditation: Types, Uses and Benefits The Liberating Practice of Insight Meditation The practice of meditation has many benefits for its practitioners. Apart from enabling the person to experience a sense of freedom from oneself and at the same time oneness with the self, meditation can also be used to govern essential aspects of life. This has led to the development of several forms of meditation, including mindfulness meditation and insight meditation. Among these two most commonly practiced forms of meditation, this module would focus on insight meditation and how the practice of insight meditation can lead to the liberation of the mind while being able to understand things you would have not been able to without its practice. The Meaning of Insight Meditation Insight meditation, also known as VipassanÄ  in Pali or VipaÅ›yanÄ Ã‚  in Sanskrit is a form of meditation practice with Buddhist origins. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. These terms therefore are used to denote that insight meditation does indeed help an individual practicing it gain a deeper sense of knowledge of the reality of things and their true nature. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. VipassanÄ  also has a synonym in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things before one’s eyes, expressing the perception of things based on experience. Owing from its roots in VipassanÄ , there is a direct experience (or seeing) that leads to the perception of things. This perception is what would allow meditators using VipassanÄ  to be able to derive meaning and knowledge from things, which can be said to be far better since they have experienced it. The practice of insight meditation is also done in cultures other than those originating from Pali and Sanskrit. In Tibet, VipassanÄ  has a counterpart in the word lhagthong. This term is formed through a combination of two shorter words lhag and thong. Lhag means something that is greater, superior or higher; while thong is used to denote the phrase to see, or to view. Therefore, the Tibetan meaning of Insight meditation can be seeing things in a superior way, or being able to look into the essential nature of things. This means that VipassanÄ  can also be expressed as being able to lucidly see things, or view them clearly. The Roots of VipassanÄ  VipassanÄ  has its roots in Buddhist and Yogic meditation practices, but it is not often mentioned in most suttas, although in the discourses and other old documents (most of which dates back to the time of the Buddha) written in the Pali language, terms such as samatha and VipassanÄ  existed. In these old writings, VipassanÄ  is used to denote clear-seeing, but then again the word itself is not directly quoted to be coming from the Buddha’s lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to VipassanÄ  or any similar meditation techniques. Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of VipassanÄ  and its practice, although it is through the interpretation of the suttas that gave rise to the meaning of VipassanÄ . These interpretations were based on the debates in the ancient times about the teachings of the Buddha and how they are to be interpreted, classified and put into a hierarchy. This is expressed in the Visuddhimagga. How the Practice of VipassanÄ  Helps Gain Insight The manner in which VipassanÄ  is practiced is different from other Buddhist meditation practices in the modern times. It also has differences from other meditation forms that are not Buddhist in origins. This difference lies on one key aspect of VipassanÄ , and that is because of the inclusion of techniques that aims to develop insight in the individual practicing it. This development of insight includes the practice of one’s ability to contemplate on things, do an introspection in the meaning of these things, observe how his body experiences sensations, be able to meditate analytically and do observations on to this day-to-day life. In Theravada Buddhist practice VipassanÄ  meditaion is done together with the practice of mindfulness of breathing. Also, the impermanence of things and gaining insight into them is another key area of practice. This can be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These are: The kaya or body (also sometimes interpreted as breath); The vedana or the feeling tone of the person (mostly in terms of sensations); The citta or the consciousness (sometimes interchanged with mind); and The dhamma or the mind objects (phenomena). Moreover, practices leading to development of insight are also used to be able to meditate using VipassanÄ  are cited in the suttas. These consists of being able to practice mindfulness breathing and the capacity to contemplate on impermanence of things. Mindfulness of breathing. To be able to successful practice VipassanÄ , it is essential for the meditator to practice mindfulness of breathing first. This can be done by having the meditator watch his or her breathing patterns and notice them simply for what they are. This means that if he or she notices that the breaths are either long or short, these would be interpreted as such. Contemplation of permanence (Sampajaà ±Ãƒ ±a). This is usually done after the meditator has successfully practice mindfulness of breathing. It is based on the belief that if you are aware of the changes your body goes through as you carry out breathing, then you can understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things. Stages in the Practice of VipassanÄ  The practice of VipassanÄ  has the aim to allow the meditator to gain different levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a stage in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are replaced by subtle sensory flow throughout the body. This subtle flow of sensations is called the bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupassanÄ  à ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a in the (Pali language, and bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupaņºyanÄ jà ±Ã„ na in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od mental purification. The meditator practicing VipassanÄ  is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. After this happens, the stage of saà ¡Ã‚ ¹Ã¢â‚¬ ¦khÄ rupekkhÄ Ãƒ ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a (in Pali, or saà ¡Ã‚ ¹Ã†â€™skÄ ropekà ¡Ã‚ ¹Ã‚ £Ã„ jà ±Ã„ na in Sanskrit) will be attained, where the meditator would have a strong foundation of knowing that all formations or things are equal. This state of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice. The Benefits of Insight Meditation VipassanÄ  or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it possible for the meditator to be liberated from such things permanently. The longer the time that a meditator practices insight meditation, the better the improvement that he or she will gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice. Coming from a different perspective, the practice of insight meditation also has benefits backed by science and medicine. In a study that were conducted among Western people who were practicing insight meditation, MRI images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain of those practicing insight meditation can be helpful in slowing the progression of cognitive decline especially in those experiencing it as part of the normal aging process. Requirements in the Practice of VipassanÄ  or Insight Meditation Starting any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help bridge the gap between successful practice and the willing meditator. The key lies in having set clear guidelines and explanation of the steps needed to be taken to establish a good foundation for good meditation practice. Doing insight meditation or VipassanÄ  is therefore no exception. The following steps may be helpful in attaining good foundation in insight meditation. Find a special place. Insight meditation would require its practitioners to free their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do VipassanÄ  undisturbed would be best. This place may be a small corner in the house or inside the meditators room or even in his or her garden. As long as the place is free from all things that can have negative impact in the practice of good meditation, then it is okay. Feel comfortable. Most modern-day meditators come from environments that are high in stress and negative vibes. These things can work adversely if the person would want to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be achieved through cleaning the body first and the face before the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and increasing the person’s comfort level. Ensure proper posture. Ideally, meditation does not require its practitioners to assume a certain position, but it would be quite difficult to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most literature would be the Lotus Position, although its modified Half-Lotus can also be used for those who have difficulty assuming the former. However, any position can be used as long as the back of the meditator is straight (or the spine is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. Free the mind. This can be started when the meditator seated comfortably and in peace and quiet. Relaxation is one of most important things to bear in mind when trying to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Emptying the mind from all thoughts that have a negative implication on gaining insight is important to successful meditation. Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. While doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should. Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a positive feeling tone would help block these thoughts from disrupting the attainment of insight. Smiling is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation is better. Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules. Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, understanding and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the destruction of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it. More Tips into the Practice of Insight Meditation Since the successful practice of insight meditation requires time and practice, it is important for anyone teaching or guiding meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is conducive enough is a must. The use of soft lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to create a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles burning can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of reference when freeing the mind and allowing the meditator to detach himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based. In coaching the meditator on the practice of Insight Meditation, the teacher must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator positively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especially VipassanÄ  teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well. References: Henepola Gunaratana, Mindfulness in plain English, Wisdom Publications What is Theravada Buddhism?. Access to Insight. Access to Insight. Bikkhu Bodhi, The Connected Discourses of the Buddha Ajahn Brahm, Mindfulness, Bliss, and Beyond: A Meditators Handbook. Wisdom Publications, 2006 Thanissaro Bhikkhu, One Tool Among Many: The Place of Vipassana in Buddhist Practice Glickman, Marshall (1998), Beyond the Breath: Extraordinary Mindfulness Through Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4 Behaviour Management in Schools | Theories Behaviour Management in Schools | Theories Professional Issues: Learning Behavior Abstract This essay explores ways in which children can learn to behave appropriately in school, and so in society. The main aim was to critically analyse strategies which schools and individuals (teachers, support staff and children) use to manage behavior and to consider how behavior management might (or might not) lead to children learning generally appropriate behavior. For this purpose, information was gathered through a case-study report and through analysis of materials presented in books, course materials and professional publications. The results of this study show aspects of value in the many different models of behavior management currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated approach (involving school, home and the wider community) when applying behavioral policy is emphasised; these conclusions were supported by evidence from case-studies and from my own teaching experience. Reflecting wider concerns in society about the behavior of young people, the DFES has identified behavior management as one of its key policy areas. Each head-teacher is expected to have a system in place which: Promotes self-discipline and proper regard for authority among students Encourages good behavior and respect for others Ensures students standard of behavior is acceptable Regulates students conduct (DFES, 2007) Such a system, however, is necessarily only â€Å"part of the story†. Pupils’ behavior is influenced by a myriad of factors, including their interactions with staff, parents and wider society, their own personalities, their health problems and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that â€Å"the majority of teachers consider home background to be the most significant factor in problem behavior†. School policy cannot and does not aim to control all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to eliminate â€Å"problem† behavior and promote positive relationships. There is great debate in the literature about the methods and final aims of achieving acceptable behavior standards in schools. Initially at least, behavior management is a simple requirement of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects pupils’ behavior in wider society is unclear – and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the education system. This paper critically examines a variety of different behavioral theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence supporting and undermining each case. Analysis in each case is based on two main criteria: Does the policy provide effective behavior control for classroom management? Does the policy influence extra-curricular behavior? This work is supported by reference to a case-study and to other relevant classroom experience, and concludes with a summary of the information gained. Section 1: Behavior in Schools: Theory and Practice This area of education is extensively referenced in the literature, but there are few summary documents that compare and contrast different approaches. This section provides critical analysis of some current policies and theories, and highlights the general importance of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility. Policies that focus on Behavior Management -modifying behavior through regulation and discipline. The Work of B F Skinner (1974, 1976) The psychologist B F Skinner is credited with creating the first comprehensive theory of educational behavior management, based on the rewarding of positive behavior and the punishment of negative behavior. Skinner based his work on his broader theory that human behavior is determined by â€Å"positive reinforcement†, and adopted this idea to account for the more controlled environment of the classroom. Fundamentally, Skinner’s approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognised by application of a punishment, and particularly good work is reinforced by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit slips and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinner’s system is a form of ‘operant conditioning’, in which the teacher gives almost constant feedback to students in order to help them modify their behavior step-by-step. This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinner’s system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midland’s secondary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this. It will be noted that in this example, the teacher did not strictly follow Skinner’s formula in that B’s negative behavior was not punished. One problem linked with the negative reinforcement approach is that it can lead pupils to associate negativity with particular classroom situations – especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases. Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a child’s desire for attention and therefore be counter-productive. During a recent science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not loud or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commented on, and joined in the discussion – allowing me to positively reinforce her contributions. The source material for this paper, â€Å"Behavior Management in Primary Classrooms†, comments on the use of ‘planned ignoring’ in primary schools: â€Å"This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a p encil, annoying hand waving, handling objects, combing hair, etc†. I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupil’s own choice to behave, whereas the negative response is often seen as the teacher’s imposition of ‘rules’ on a pupil. This conclusion is reinforced by Wragg (1993), and by â€Å"behavior management†, where it is stated â€Å"It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom†. That having been said, there are instances where negative reinforcement is necessary: punishment for bullying and direct rudeness and disruption can act as a deterrent to other members of the class, as well as establishing the teacher’s authority. Several authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities. In terms of classroom management, then, Skinner’s work can be useful and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupil’s behavior in society? By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinner’s original theory. However, the simplistic system necessitated by classroom needs does not directly compare with anything that children will encounter in wider life: positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem distant from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is â€Å"left at the school gate† in the same way that uniform rules are not seen as applying outside of the classroom. b) Developments of Skinner’s work. Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below: -Butcher (2001) assessed Skinner’s contribution to education, and discussed its integration in to other, more recent work. She states that â€Å"some contemporary educators might object to using rewards and punishments to shape behavior†, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinner’s), and found that differences in teachers’ approaches had a defining effect on the success of a strategy. -Emmer (1980) investigated the importance of the first few weeks of the school year in establishing a positive classroom management stance, and highlighted â€Å"the central role of rule setting† in successful teaching: this aspect of Skinner’s theory had not previously been comprehensively reviewed. -BATPAC (Wheldall et.al, 1985), or the â€Å"Behavioral Approach to Teaching Primary Aged Children† is a model developed from Skinner’s work by researchers at Birmingham University. I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a supporting training measure between 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the secondary equivalent, BATSAC) form â€Å"a rather behaviorist approach, emphasizing the now-familiar Praise and Reward approach of positive teaching, intended for use by trained tutors only†(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources. -â€Å"Building a Better-Behaved School† (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy â€Å"largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvin’s model is the first that attempts to deal with the pupil’s need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this paper’s introduction, â€Å"influencing extra-curricula behavior†. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development. This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinner’s original work, and therefore of the models derived from it. The chief criticism is that the behaviorist model assumes that pupils act as â€Å"units†; that is, that they will all respond to punishment or praise in the same way. This is obviously not the case, and is an important flaw; hence the earlier comments about teachers needing to adopt the system to meet individual needs. The problem with this is that individual teachers also vary in how they apply behavior policy, which can lead to inconsistencies within a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for determining what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary school’s numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on silence during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of â€Å"acceptable behavior† changed between classrooms, but such variation is a simple reality in everyday schooling. Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior ‘as it happens’. The next section discusses some of these alternative approaches. Policies that focus on Developing Responsibility -developing a system of behavior through experience and personal growth. Assertive Management One of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates â€Å"teaching pupils to accept the consequences of their actions in a form of rewards and punishments†. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is ‘good’ or ‘bad’. A school psychology handbook sums up the Canter’s approach as â€Å" based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations†. (Dosani, 2007). The major development that assertive management incorporates is the provision of a stated link between a pupil’s behavior and its consequences – a vital step towards encouraging young people to develop a responsible approach to behavior in wider society. As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies within a school. A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. Positive Assertive Management This approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process: the school behavior policy is discussed, agreed and modified in response to pupil’s ideas. The benefits of this approach are twofold: firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider society’s use of ‘rules’: the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences. Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives. In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated approach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline: this will obviously vary with the age and maturity of the pupils involved. This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein. The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils’ wider behavior. Section 2: Empirical Experience and Evidence As stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy are: Decision-making: The head-teacher is ultimately responsible for the policy, and thus will maintain overall control. Heads of subject and the senior management / governing team will also have a prominent role to play. There must also be scope for feedback from staff, pupils and parents. Rules and Sanctions: These must be defined in advance so that both teachers and pupils know where they stand. Role delegation: This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff. As Rogers (2000) noted: Effective behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management. a) Example of a Classroom management policy In my current school (a large secondary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior management team to lead â€Å"classroom management† every year, whilst still maintaining overall control to ensure continuity. New members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision. On a basic level, behavior in each lesson is monitored by a system of ‘Rewards’ ( R’s) and ‘Consequences’ (C’s). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to write a small ‘R’ in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recorded: C: Recorded in the diary discussed with form teacher later C1: 5-minute break detention. C2: 30-minute lunchtime detention C3: After school detention: parents informed C4: Withdrawal from lessons, parents informed and invited to school. Posters detailing the â€Å"R’s and C’s† system are prominently displayed in all classrooms. The school also adopts a â€Å"positive reinforcement† system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip). Although merely a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy. Example of classroom behavior management This paper was written with reference to a case-study, involving a Child (A) with behavioral problems. A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study details the response of the teaching assistant supporting A, who uses a combination of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations. Of particular interest are the assistant’s comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to A’s behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993) The failure of communication within the school and between the school and parents is also recognised; child A’s behavior problems are reoccurring because of a lack of parental support: in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that â€Å"The majority [of parents in this school] show little responsibility towards developing good behavior and positive attitudes in their children, making the effective management of behavior extremely difficult†. Summary It is unlikely that there will ever be a â€Å"universal† school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers. The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model. Conclusions Given the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this paper’s completion, it can be concluded that: Behavior management is an integrated process, and must involve input from all relevant groups if it is to be successful. The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. Theoretical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned. Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be treated as such. It is the responsibility of the classroom teacher and their support staff to intelligently apply their schools’ behavior policy to the benefit of all in their learning environment. â€Å"More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given† – Bertrand Russell. Bibliography Bigge, M (1976): â€Å"Learning theories for teachers†.  Harper Row. Chapters 1 and 2. Blandford, S (1998 ): â€Å"Managing Discipline in Schools†Ã‚  Routledge Falmer, Chapter 8. Butcher, K (2001): â€Å"Exploring the foundations of middle-school classroom management†. Childhood Education, 78 (2), 84 – 90. Canter and Canter (1976): â€Å"Assertive Discipline†.  Canter Associates (Publisher), 2001. Cohen, J [et.al] (1993): â€Å"Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments†.  Jossey Bass Wiley, Page 3. Croll, P [et.al] (1985): â€Å"One in Five: The Assessment and Incidence of Special Educational Needs†. DFES (2007): â€Å"Behavior and Discipline in Schools†. Retrieved on 10/07/07 from: www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool Dosani, S (2007): â€Å"Managing a Challenging Class†.  Buckinghamshire Schools Educational Psychology Service, Vol 5, Page 1. Emmer, E (1980):â€Å"Effective Classroom Management at the Beginning of the School Year†. 80 (5), 219 – 231. Fuller, B [et.al] (1994): â€Å"Raising School Effects whilst ignoring culture?†.  Review of Educational Research, 64 (1), 119 – 157. Galvin, P [et.al] (1990): â€Å"Building a Better-Behaved School†. Logman. Gunter, P (1997): â€Å"Negative Reinforcement in Classrooms†.  Teacher Education and Special Education, 20 (3), 249 – 264. Jack, S (1996): â€Å"An analysis of the relationship of teachers reported use of classroom management strategies on types of classroom interactions†.  Journal of Behavioral Education, 6 (1), 67 – 87. NCC Course Handout (2004): â€Å"Nottinghamshire Behavior Support Plan, 2001 – 2004†.  Appendix A-2. Rathvon, N (2003):â€Å"Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence†.  Brunner-Routledge. Rockwell, S (2006):â€Å"You can’t make me! From Chaos to Cooperation in the Elementary Classroom†. Sage Publications, Chapter 1. Skinner, B (1974): â€Å"About Behaviorism†.  Random House. Tassell, 2001 â€Å"Classroom Management†. Retrieved on 10/07/07 from:  http://www.brains.org/classroom_management.htm Tauber, R (1988): â€Å"Overcoming Misunderstanding about the Concept of Negative Reinforcement.†. Teaching of Psychology, 15 (3), 152 – 3. Wheldall, K [et.al] (1985): â€Å"The Behavioral approach to teaching package (BATPACK)†. Positive Products. Wolfgang, C (2001):â€Å"Solving discipline and classroom management problems†.  John Wiley Sons. Wragg, E (1993): â€Å"Primary Teaching Skills†. Pages 18 – 37 and 58 – 88.  Routledge.