Compare and Contrast At Least Two Poems Which Deal With Love Essay Example For Students

Look into At Least Two Poems Which Deal With Love Essay I have decided to thoroughly analyze Les Sylphides by Louis Macneice composed after 1900 and Sonnet 116 by William Shakespeare composed before 1900. I am looking at these two sonnets as the artists have totally different assessments on genuine romance. Shakespeare accepts that genuine romance will never end significantly after life while Macneice feels that after marriage individuals become separated in view of regular day to day existence. The two sonnets were written in various hundreds of years so this could be the reason their conclusion on adoration contrasts. The sonnet presents the life in a day. The man who writer is expounding on observes as long as he can remember in a day. He can't see the artful dance being childish, which shows that he cherishes the young lady in the sonnet as he is setting off to the expressive dance despite the fact that he can't see it unmistakably. Figuratively he is oblivious in regards to the future; he isn't seeing it unmistakably. He is limited about marriage and figures it will be great. The white skirts represent the virtue and guiltlessness as they don't have the foggiest idea what marriage holds for them. The, white skirts in the dim is foggy and sentimental yet in addition shows again that the man can't see plainly and what's to come is muddled to him. The tone in this refrain is marvelous, similar to music. The swell of the music makes us think about the swell of water which causes us to envision the ballet performers as boats in the ocean. The ballet dancers dresses resemble calyx upon calyx, blossom buds opening and the various layers of the bloom buds represent various layers of importance. The canterbury chimes could represent wedding ringers yet in addition notice chimes saying that marriage won't be as impeccable as he might suspect it will be. The perfect representation of the blossoms represents balance and the writer thinks there is evenness in artful dance and throughout everyday life. He feels that it will be great and even. He figures he will simply float along in life moving like ocean growth with no heading. In the third verse he believes that marriage will be great, no partition and they will be together until the end of time. The white silk and red scarf is an exceptionally hopeful perspective on sentiment. He figures love and marriage will resemble an expressive dance. In the fourth verse, the beat changes suddenly, the music halted. The artful dance is finished and he needs to return to the real world. The stream had gone to a lock where he should quit dreaming. The projects mix as individuals leave and the expressive dance closes and the sentiment closes. To enter the lock and drop is to stop and go into marriage and drop down into the real world. The following verse is brisk and sharp, not, at this point fantastic. They find that as opposed to uniting them marriage brings them separated. They are isolated by truth of regular daily existence. At the last refrain, the sonnet changes to the womans perspective. All gets from her spouses breathing is solace and it is dismal all she has in her marriage is security. She thinks her life has cruised by, the waterway had streamed away and everything she could ever want are no more. The sentiment has vanished and like the artful dance, is no longer in their lives. Shakespeare starts the sonnet by saying he wouldn't like to hold up traffic of genuine affection. He discloses to us that genuine romance won't change when the things around us change: Love isn't love which modifies when it modification finds, or twists with the remover to evacuate. .u14e1e091126b30401da9801c790a13b7 , .u14e1e091126b30401da9801c790a13b7 .postImageUrl , .u14e1e091126b30401da9801c790a13b7 .focused content region { min-tallness: 80px; position: relative; } .u14e1e091126b30401da9801c790a13b7 , .u14e1e091126b30401da9801c790a13b7:hover , .u14e1e091126b30401da9801c790a13b7:visited , .u14e1e091126b30401da9801c790a13b7:active { border:0!important; } .u14e1e091126b30401da9801c790a13b7 .clearfix:after { content: ; show: table; clear: both; } .u14e1e091126b30401da9801c790a13b7 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; murkiness: 1; change: mistiness 250ms; webkit-progress: haziness 250ms; foundation shading: #95A5A6; } .u14e1e091126b30401da9801c790a13b7:active , .u14e1e091126b30401da9801c790a13b7:hover { darkness: 1; change: obscurity 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .u14e1e091126b30401da9801c790a13b7 .focused content zone { width: 100%; position: relative ; } .u14e1e091126b30401da9801c790a13b7 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-improvement: underline; } .u14e1e091126b30401da9801c790a13b7 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u14e1e091126b30401da9801c790a13b7 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-fringe range: 3px; text-adjust: focus; text-beautification: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u14e1e091126b30401da9801c790a13b7:hover .ctaButton { foundation shading: #34495E!important; } .u14e1e091126b3040 1da9801c790a13b7 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u14e1e091126b30401da9801c790a13b7-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u14e1e091126b30401da9801c790a13b7:after { content: ; show: square; clear: both; } READ: How the subject of similarity is investigated in Peter Weir's EssayNo one can remove it from you in the event that it is genuine affection. In the event that affection adjusts it isn't genuine romance. In the second quatrain he starts O, no! which accentuates what he is stating. The tone is confident which shows he is secure with what he is stating. He says it is consistently there and resembles a controlling light to a boat. Love will guide and help you through life. Additionally he contrasts love and the star as a star is excellent as is love. He is stating at that adoration is precious and it will stay consistent: It is the star to each wandring bark, whose worths obscure, in spite of the fact that his stature be taken. In the following quatrain he is says cherishes not times fool implying that adoration will remain in spite of the fact that we become old and lose our childhood and excellence, love can withstand it. Time slices through everything with its twisting sickle compass, it doesn't back off. Everything except for adoration is influenced by time and it remains steady. Love doesn't transend. In the last quatrain of the sonnet Shakespeare says that genuine affection goes on until the apocalypse and even lives through death: Love adjusts not with his short hours and weeks, yet bears it out even to the edge of fate. It can transcend the short life of life. The rhyming couplet toward the end is an enigma and isn't exactly as genuine as the remainder of the sonnet. He is stating that if what he is stating isn't accurate he has composed nothing and no man has ever cherished. This shows he accepts emphatically in what he is stating in this sonnet. These artists perspective on affection contrast incredibly. Maybe it is on the grounds that they were written in various hundreds of years and love was seen distinctively in light of way of life and so on. Ladies before 1900 cared for the kids and must be content since they were viewed as peasants. They cared for their spouses and maybe they were more joyful in their relationships. After 1900 ladies started working and after they got hitched they found employment elsewhere and got discontent with just dealing with their kids and this could influence their marriage. Les Sylphides, which is composed after 1900, has a cynical tone to it and is stating genuine affection doesn't exist. Love closes with marriage and the truth of regular day to day existence will isolate a couple. At long last all we get from marriage is security. It appears that Macneice doesn't have confidence in Shakespeares assessment of genuine romance. Piece 116 has an increasingly hopeful view on adoration. Shakespeare accepts love to be endless and genuine romance will suffer through anything life tosses at you. He even accepts that genuine affection keeps going past life.

Implementing organizational change plan Assignment

Actualizing hierarchical change plan - Assignment Example To recognize the components required to execute change in the guard area, center around methodologies for change usage, assess techniques to screen the execution of such change, analyze connection between organization’s work force, procedures and frameworks, and so forth. In the earlier years, armed force life should be probably the most ideal vocation inferable from the advantages it gave. Disregard the hardship of the fighters, they were furnished with high installments and different civilities. As time went on, and with the approach of exceptionally paying help area, the troopers are contrasting their lives and those of the generously compensated assistance experts who don't confront an amazing danger. Added to this, the inconvenience of separating from their relatives and the work mortification by their bosses is constraining the youths to reconsider their profession choices into armed force. Be that as it may, as the country’s security lies in the hands of these ad olescent, it gets basic to realize significant authoritative change in this sector.A far reaching plan should be created to stifle the impact of these components. Techniques for fruitful usage of proposed change: After analyzing previously mentioned factors, the proposed change can be a greeting in the military just when the subordinates are additionally remembered for the arranging procedure. This is called Management by Objectives. In this procedure, 1. The hierarchical targets and their motivation are unmistakably characterized: As for the barrier division, the fundamental goal is to keep up harmony in the nation and guard a foe when such circumstances emerge. This ought to be clarified to each military faculty. 2. The key Performance Areas (KPA’s) must be drawn down sensibly by the bosses: The bosses need to give incredible significance to the security of their faculty to pick up their certainty. Point by point plans must be attracted about the activities to be utilized i n the warfronts and they must be conveyed obviously. 3. Setting of targets for sub-ordinates: The KPA’s for each individual could be to keep up harmony and agreement in the division, overhaul individual abilities to soak up new warfront advancements, display common sense at the wartime and perform what is required at that exact instant. The sub-ordinates ought to be clarified of their jobs in arriving at the targets to limit the hole between the desires and their presentation. 4. Objective coordinating with the assets: The bosses should raid into innovation, assignment and structure related changes and plan the best procedure for the subordinates.

Free Essays on The Ending Of Huck Finn

Numerous who read The Adventures of Huckleberry Finn see the consummation as the most fragile piece of the novel. They contend that it is excessively incidental and that Tom’s insane, impetuous plans struggle with the reality of Jim’s issue. Nonetheless, I can't help contradicting that guarantee, and believe the closure of be one of the most engaging pieces of the novel. Pundits of the consummation of the novel contend that it is excessively adventitious, and I can concur to some degree with this case. The King and the Duke sell Jim to a rancher named Silas Phelps. Huck goes to the homestead to attempt to make sense of an approach to free Jim, just to find that the Phelps are the auntie and uncle of Tom Sawyer, who simply happens to show up to visit them on that very day. It appears to be somewhat unrealistic, however it’s not by any means the only luck that happens in the novel. For instance, while Huck and Jim were still back on Jackson’s Island, they found a house gliding by with a dead man in it. Jim immediately concealed his repulsive face to shield Huck from seeing it, however later uncovers that the man was as a matter of fact Huck’s father, Pap. Another frequency happens when the King and the Duke endeavor to take the Wilks girls’ cash by acting like their at no other time seen uncles. Huck expects to hand them ove r and flee with Jim, yet before he can, the genuine Wilks siblings appear at the most badly arranged time and ruin his arrangement. The consummation of the novel might be unintentional, yet it is certainly by all account not the only part that is. On the off chance that you will scrutinize the closure along these lines, you should denounce the entire book. Another explanation that a few people oppose the consummation is that Tom’s sentimental break plan is unseemly considering the gravity of Jim’s circumstance. It might be wrong, yet I believe that Mark Twain implied it to be that way. The Adventures of Huckleberry Finn is an engrossing experience story, an image of pre-Civil War America, and furthermore an entertaining story rich with parody. To... Free Essays on The Ending Of Huck Finn Free Essays on The Ending Of Huck Finn Numerous who read The Adventures of Huckleberry Finn see the consummation as the most fragile piece of the novel. They contend that it is excessively adventitious and that Tom’s insane, impractical plans struggle with the earnestness of Jim’s problem. Nonetheless, I can't help contradicting that guarantee, and believe the completion of be one of the most engaging pieces of the novel. Pundits of the completion of the novel contend that it is excessively incidental, and I can concur to some degree with this case. The King and the Duke sell Jim to a rancher named Silas Phelps. Huck goes to the ranch to attempt to make sense of an approach to free Jim, just to find that the Phelps are the auntie and uncle of Tom Sawyer, who simply happens to show up to visit them on that very day. It appears to be somewhat unrealistic, yet it’s not by any means the only chance that happens in the novel. For instance, while Huck and Jim were still back on Jackson’s Island, they found a house drifting by with a dead man in it. Jim immediately concealed his appalling face to shield Huck from seeing it, yet later uncovers that the man was as a matter of fact Huck’s father, Pap. Another occurrence happens when the King and the Duke endeavor to take the Wilks girls’ cash by acting like their at no other time seen uncles. Huck expects to hand them over and flee w ith Jim, however before he can, the genuine Wilks siblings appear at the most badly designed time and ruin his arrangement. The completion of the novel might be incidental, yet it is certainly not by any means the only part that is. In the event that you will scrutinize the closure along these lines, you should censure the entire book. Another explanation that a few people dislike the consummation is that Tom’s sentimental getaway plan is unseemly considering the gravity of Jim’s circumstance. It might be wrong, yet I feel that Mark Twain implied it to be that way. The Adventures of Huckleberry Finn is a retaining experience story, an image of pre-Civil War America, and furthermore a clever story rich with parody. To...

Role of Sexual Politics in Louise Mallards Possession of Self Assertion Essays

Job of Sexual Politics in Louise Mallards Possession of Self Assertion Essays Job of Sexual Politics in Louise Mallards Possession of Self Assertion Paper Job of Sexual Politics in Louise Mallards Possession of Self Assertion Paper Louise Mallard, Kate Chopping The Story Question: Discuss the job of sexual governmental issues in Louise mallards ownership of self declaration. Answer: Kate Chopin is an acclaimed American author of the nineteenth century. She was a free lady who didn't bind to the socio-political obligations of the general public. Hacking short story The Story of an Hour distributed in 1894 is about a lady who gets the updates on the demise of her better half and the feeling of opportunity that she encounters after his passing. The hero of the story The Story of an Hour, Louise Mallard is experiencing heart inconvenience when she becomes more acquainted with that her significant other has passed on in a rail mishap. She encounters disturbance of feelings as she gets comfortable with the possibility that there won't be any individual who will control her life from now. Her emotions changes from the tempest of melancholy to the immense JOY that she feels as she understands she is an autonomous lady starting now and into the foreseeable future, and she herself would be answerable for her life and the main individual she would live for the present would be just herself and nobody else. Lawrence l. Deprive in his exposition, Fatal Self- Affirmation in Kate Chopping The Story of a HOLE says that Louise is a juvenile, vain and her very own casualty self declaration. He says that the motivation behind why Louise encounters the Joy is on the grounds that she would at last have the option to live for herself and have her free personality. Since she was not experiencing an awful hitched life, so as indicated by him, there is no sexual orientation legislative issues engaged with the self affirmation of Louses character. He says that the story isn't about marriage or society however just about Louise Mallard and her personality emergency. The contention that Bereave gives in his exposition is a title deficient, saying that Louise was experiencing just a character emergency would not be right to state since the entire thought that she needs self attestation reveals to us that she was experiencing self destruction in her wedded life, and this powers us to inquire as to for what reason was she experiencing this destruction in her life; is it simply because of her own self or is there something more to it like the social and conjugal bonds, and was she glad in her wedded life, or her significant other commanded her so that is turned out to be for all intents and purposes outlandish for her to live as a free person. Saying that it was just her own personality emergency would really make us disregard every one of these potential outcomes of her massive JOY. The point that is particularly obvious with the nearby perusing of the content is that, Louise Mallard is a dependent upon the manly talk of the story. She is presented as Mrs Mallard and alluded to as she for the vast majority of the account, just once is she called by her own name and that too by her sister, Josephine. As she sits in her room and beverages the very solution of life, she encounters another life coming into her, and she understands that she has now nobody who might control her. She was not ouch vexed reason for her spouses demise however she was really anticipating what lies in front of her. This shows she is characterized as a magnanimous lady who is appended or fairly partnered to Presently Mallard as his significant other, somebody who doesn't have her own societal position and who without a doubt needs self personality. This women's activist perusing of the content shows to us the reasons of her confronting self destruction in her wedded life and thus her requirement for self declaration. It can likewise be contended that Louise absence of self was only her own issue and the social standards or her conjugal life didn't assume a job in it. N possibly happen when she realizes that her personality is in question since she more likely than not had encountered independence before her marriage, this most likely implies that she was happy with herself before her marriage and she comprehended what it is resemble a free lady, however after her marriage this vani shed and she lost the control of herself. Likewise the entire thought that she begins her self-declaration and the ownership of herself simply after the demise of her better half discloses to us that she was in a manner not happy with her marriage life and the entire emergency of her absence of character is a direct result of her significant other and her defaced life. It plainly gives us that Presently demise gives her a brief look at another life that she was continually searching for likewise gives us motivation to imagine that she was not having the option to act naturally in the talk of her wedded life. We are in this way drawing nearer to the view that the sexual governmental issues of her significant other assumed a predominant job Louses self affirmation, however to state that she was confronting self emergency simply because of her family would not be right to state. That would propose that Louise was having a terrible wedded life and that Mr Mallard was not a caring spouse. The story in truth expresses the inverse, it obviously says that Mr Mallard was a delicate and kind spouse who adored her genuinely and it additionally says that even she cherished him. It again constrains us to pose the inquiry that on the off chance that her wedded life is so great, at that point why she feels Joy after the demise of her significant other. Consequently the entire issue of character emergency becomes dangerous in light of the fact that it isn't simply because of her own self yet it is likewise related with her familial limits. Possibly Chopin is proposing that all relationships, even the kindest ones, are characteristically harsh. Louise, who promptly concedes that her better half was caring and adoring, in any case feels Joy when she experience that he has passed on, most likely in light of the fact that she was abused by her significant other. We would thus be able to see that the sexual governmental issues assumes a significant job in Louses experience of the tremendous JOY, yet there lies an interior incongruity in the content, from her feelings to her self-statement, the reasons are vague. Yet, it is inaccurate to state that her personality emergency is simply because of herself. The self statement and the desire to be free is blended with the sexual legislative issues that she looked in her marriage life, on the grounds that had they been isolated, she would not hang tight for her spouses demise to advocate for herself. Had Mr Mallard been a getting spouse, he would have comprehended that she is an autonomous lady who needs not to be constrained by any other person and henceforth she would feel Joy after his passing. Along these lines, we can see that Louise Mallard sufferings and the requirement for self declaration was a result of her character emergency as well as in light of the sex governmental issues that she was looking in her wedded life. Chopin makes her an autonomous lady who was abused by the social bonds and needed to break liberated from them. Louise comes out to be a self looking through lady who needs to discover her independence, which her wedded life is howl not permitting her to do. Almost certainly she was looking for a self, and she needed to be autonomous however that doesnt totally implies that she was disappointed with her wedded life. She needed to be known Louise, an autonomous lady, and not as someones spouse and that is likely the motivation behind why she felt that she had an ownership of herself after her husbands demise, and not as a result of her awful marriage life. Henceforth, the motivation behind why she was encountering bliss after the demise of her significant other is principally that she would have the option to act naturally at long last, that she

8 Lesson Plans to Promote Lifelong Learning

8 Lesson Plans to Promote Lifelong Learning A little while ago, the European Parliament recommended a list of 8 key competencies which they believe all educational institutions should provide their students with, to promote lifelong learning. These key competencies consist of knowledge, skills, and attitudes which are central to the development of well-rounded children, young people and eventually adults. It’s hoped that taking a cross-curricular approach, known as phenomenon-based learning, will support the development of a cohesive and engaged society, made up of active and knowledgeable citizens. It’s a big aim, but across the world, education specialists are getting on board with this approach to lifelong learning. Promoting Lifelong Learning in  8 Lesson Ideas Finland isn’t the first country to recognize the value of ‘lifelong learning’ but  Finland is the first country to base their teaching curriculum around the eight key competencies. Instead of focusing on classic academic subjects, like History or English, Finnish schools will now structure lessons around broader, cross-cutting and interdisciplinary “topics”. Speaking on why Finland decided to make this shift towards lifelong learning, Pasi Sahlberg, Visiting Professor at the Graduate School of Education, Harvard University, said: “educators in Finland think, quite correctly, that schools should teach what young people need in their lives…What Finnish youth need more than before are more integrated knowledge and skills about real world issues” As Professor Sahlberg explains, the key competencies don’t focus on knowledge acquisition and test score results, but on developing skills for longer term learning, with an emphasis on social and emotional development. So there’s a run down of the theories behind the key lifelong learning competencies. For teachers looking to put these theories into practice, here are the eight key competences with an accompanying lesson idea for each.  This way, you’re able to take this teaching directly to your classroom, using mind mapping: 1.  Communication in the mother tongue Communication skills are hugely important in enabling children and young people to both express themselves and develop positive relationships. They’re also important for employability.    A  UK study found that 98% of business leaders think communication and teamwork skills are necessary for people entering the workplace.  However, only 32% believe that schools are doing enough to equip pupils with these lifelong learning skills. This competence covers written and reading comprehension too. It’s been found that mind mapping offers a more natural way for the brain to absorb and comprehend information, in comparison to linear text. To  develop the language skills of students, try using this reading comprehension template map with students. This mind map will help to break down the different aspects of a book you’re studying. You could create a similar mind map collaboratively in class, to develop your students’ spoken communication skills too. To use any template mind maps within this article, simply sign into MindMeister (or sign up free) and maximize the map via the ‘map actions’ icon. Once maximized, click again on the ‘map actions’ icon and choose to clone the map. From there, you can edit or embellish the topics to make the map suitable for your classrooms age and stage. 2.  Communication in foreign languages As explained previously in the MindMeister series, How to Learn A Second Language with Mind Maps Part 1 and Part 2, mind mapping is the ideal way to develop proficiency in a foreign language. By presenting information in a visual way, mind mapping has been found to improve memory retention. As a result, mind mapping makes the lifelong learning skill of acquiring a second language easier, faster and more fun. For your next language lesson, set your students the task of creating a mind map on learning conversational vocab at their level. Ask them to create a topic for each key category such as food, clothing, directions, shopping etc. and try including visual cues that students can then associate with the new words. Acquiring foreign languages will hopefully be something your students will go on to do throughout their lifetime. By providing them with the skills to learn foreign vocab now, youll subsequently provide them with a lifelong learning skill, which they can go on to utilize in both the workplace and for holidays abroad. Your browser is not able to display frames. Please visit German Food Vocabulary on MindMeister. Introduce mind mapping in your classroom! with MindMeister with MindMeister 3. Mathematical competence and basic competences in science and technology Science and maths can be unfairly branded by students as boring subjects. However, it’s really important that students leave school with at least a basic level of arithmetic to navigate everyday situations. Similarly, students must develop the lifelong learning skill to analyze studies and methodologies. With the breadth of inaccurate news available online, its essential that students are able to critically assess whether information is neutral and well-grounded. If you’re trying to make science and maths seem more fun, try asking students to create their next lab report and methodology study via a mind map. You could provide them with the template below or ask them to create their own from scratch. Your browser is not able to display frames. Please visit Lab Report on MindMeister. 4. Digital competence The development of technology and access to the internet has brought huge opportunities to our children and young people but has also brought threats. As a result, this competency is not only about developing the Information and Communication Technology (ICT) skills of students. Its also about providing them with the skills and knowledge to be responsible and critical internet users. By utilizing mind mapping as a digital learning tool, you will develop your students’ understanding and abilities in ICT. This will enable students to not only create mind maps  but to learn to collaborate with class mates on their maps and create engaging presentations. In order to develop your students’ understanding of how to use the internet critically and responsibly, try using ChildNet’s free online safety teaching resources. Ask students to create a collaborative mind map on the projector focusing on one of the topics mentioned. For example, they could present on how we should think carefully about what we share publicly over social media channels. Subsequently, this lifelong learning competence should help to keep your students safe  while navigating the online world. Your browser is not able to display frames. Please visit Staying Safe on Social Media on MindMeister. 5. Learning to learn As Jesse Berg, visual learning specialist, recently explained in his article on differentiated learning, mind mapping provides a universal thinking strategy which enables students to organize ideas and can be applied to just about any topic. By laying out text, concepts, themes and connections in a visual and colorful way, mind mappers utilize their visual, spatial and kinesthetic senses. Jesse Berg found this makes learning easier to understand and information easier retain. By teaching your students how to mind map you can support this lifelong learning competence. Mind mapping provides your students with a fun, easy and memorable method which will help to instill a love of learning in your students. One lesson idea for developing this competence is  to ask students to create a mind map on study skills in class. Ask students to insert a YouTube video on study skills at the center of their mind map. This can be done via the video insert feature on the MindMeister sidebar. Students can then press play on the video in the center and create topic branches based on the content of the video as it plays,  ultimately creating a useful study resource. Your browser is not able to display frames. Please visit The 9 Best Scientific Study Tips on MindMeister. 6.  Social and civil competencies These competencies refer to an understanding of key structures and values such as democracy, justice, equality, citizenship and civil rights. The competencies aim to develop the personal, interpersonal and intercultural abilities of students, providing them with the lifelong learning skills to be active and ethical citizens. For this type of highly personal learning, which could bring up family stories and vary depending on socio-economic situations and beliefs, it’s important that you first create a safe learning environment. The aim is to create a classroom environment where students will listen to one another and know only to disclose personal information and worries when appropriate. In this case, directly to the teacher rather than in front of the whole class. It’s also important to ensure your teaching begins at your students’ level, in terms of prior knowledge. To begin a class focusing on this competence, create a mind map on the projector based on the topic you’re looking to cover. Then, invite students to add details on what they know about the topic so far. You could make each topic on the map a question you’re looking to establish their current understanding on, then ask pupils to contribute what they already know or believe. Your browser is not able to display frames. Please visit Human Rights on MindMeister. 7.  Sense of initiative and entrepreneurship A sense of initiative and entrepreneurship will assist your students in becoming creative, proactive and well-organised young people. This competence should also provide the lifelong learning skills to succeed in the workplace. Try setting your students an entrepreneurial task where they work in small teams to come up with a product. The product should cost less than $5 per item to produce, but students should feel they could either make a profit or support a social cause. Ask them to create a mind map and share it with their whole team, so everyone can contribute to the map. The map should include their research, justifying why the product would have a Unique Selling Point. It could also include details of how they plan to produce and market the product. The groups can then take it in turns to present or ‘pitch’ their idea to the rest of the class. Your students could use MindMeister to  vote on which product they believe to be the best idea. Your browser is not able to display frames. Please visit The Big Idea on MindMeister. 8. Cultural awareness and expression Creativity and cultural awareness go hand in hand. In order for students to appreciate the value and enjoyment of music, performing arts, literature and visual arts, why not encourage your students to learn about these exciting topics in a creative way. Organize a school trip to a local cultural event, such as an age-appropriate film festival or a Shakespeare theater performance. Ask students to write down their thoughts and reflections for homework. When back in class, ask your students to create a mind map, detailing their opinions on the performance. These could include cast members, character relationships, key themes and perhaps notes on the accompanying music, in order to form the basis of a newspaper review. Ask them to then export the mind map, to convert it into a word document and finalize their review with a headline, subheading and a 1 to 5-star rating. To export a map, simply open the map and click on the bottom right-hand cloud icon. You can then choose the format you would like to export the map in, for example as a Word document, shown below. The below Word document was exported directly from this mind map review  of  Othello, directed by Iqbal Khan. So those are our suggestions on how to bring the eight key competencies for promoting lifelong learning, known as phenomenon-based learning, straight to your classroom. As always, if you have any ideas, questions or comments, please do share them with us in the comments below! Try online mind mapping in your classroom MindMeister for Education From $1 per student! MindMeister for Education If you enjoyed this article you might also like 5 Ways to Apply Project Management Ideas in Your School

8 Lesson Plans to Promote Lifelong Learning

8 Lesson Plans to Promote Lifelong Learning A little while ago, the European Parliament recommended a list of 8 key competencies which they believe all educational institutions should provide their students with, to promote lifelong learning. These key competencies consist of knowledge, skills, and attitudes which are central to the development of well-rounded children, young people and eventually adults. It’s hoped that taking a cross-curricular approach, known as phenomenon-based learning, will support the development of a cohesive and engaged society, made up of active and knowledgeable citizens. It’s a big aim, but across the world, education specialists are getting on board with this approach to lifelong learning. Promoting Lifelong Learning in  8 Lesson Ideas Finland isn’t the first country to recognize the value of ‘lifelong learning’ but  Finland is the first country to base their teaching curriculum around the eight key competencies. Instead of focusing on classic academic subjects, like History or English, Finnish schools will now structure lessons around broader, cross-cutting and interdisciplinary “topics”. Speaking on why Finland decided to make this shift towards lifelong learning, Pasi Sahlberg, Visiting Professor at the Graduate School of Education, Harvard University, said: “educators in Finland think, quite correctly, that schools should teach what young people need in their lives…What Finnish youth need more than before are more integrated knowledge and skills about real world issues” As Professor Sahlberg explains, the key competencies don’t focus on knowledge acquisition and test score results, but on developing skills for longer term learning, with an emphasis on social and emotional development. So there’s a run down of the theories behind the key lifelong learning competencies. For teachers looking to put these theories into practice, here are the eight key competences with an accompanying lesson idea for each.  This way, you’re able to take this teaching directly to your classroom, using mind mapping: 1.  Communication in the mother tongue Communication skills are hugely important in enabling children and young people to both express themselves and develop positive relationships. They’re also important for employability.    A  UK study found that 98% of business leaders think communication and teamwork skills are necessary for people entering the workplace.  However, only 32% believe that schools are doing enough to equip pupils with these lifelong learning skills. This competence covers written and reading comprehension too. It’s been found that mind mapping offers a more natural way for the brain to absorb and comprehend information, in comparison to linear text. To  develop the language skills of students, try using this reading comprehension template map with students. This mind map will help to break down the different aspects of a book you’re studying. You could create a similar mind map collaboratively in class, to develop your students’ spoken communication skills too. To use any template mind maps within this article, simply sign into MindMeister (or sign up free) and maximize the map via the ‘map actions’ icon. Once maximized, click again on the ‘map actions’ icon and choose to clone the map. From there, you can edit or embellish the topics to make the map suitable for your classrooms age and stage. 2.  Communication in foreign languages As explained previously in the MindMeister series, How to Learn A Second Language with Mind Maps Part 1 and Part 2, mind mapping is the ideal way to develop proficiency in a foreign language. By presenting information in a visual way, mind mapping has been found to improve memory retention. As a result, mind mapping makes the lifelong learning skill of acquiring a second language easier, faster and more fun. For your next language lesson, set your students the task of creating a mind map on learning conversational vocab at their level. Ask them to create a topic for each key category such as food, clothing, directions, shopping etc. and try including visual cues that students can then associate with the new words. Acquiring foreign languages will hopefully be something your students will go on to do throughout their lifetime. By providing them with the skills to learn foreign vocab now, youll subsequently provide them with a lifelong learning skill, which they can go on to utilize in both the workplace and for holidays abroad. Your browser is not able to display frames. Please visit German Food Vocabulary on MindMeister. Introduce mind mapping in your classroom! with MindMeister with MindMeister 3. Mathematical competence and basic competences in science and technology Science and maths can be unfairly branded by students as boring subjects. However, it’s really important that students leave school with at least a basic level of arithmetic to navigate everyday situations. Similarly, students must develop the lifelong learning skill to analyze studies and methodologies. With the breadth of inaccurate news available online, its essential that students are able to critically assess whether information is neutral and well-grounded. If you’re trying to make science and maths seem more fun, try asking students to create their next lab report and methodology study via a mind map. You could provide them with the template below or ask them to create their own from scratch. Your browser is not able to display frames. Please visit Lab Report on MindMeister. 4. Digital competence The development of technology and access to the internet has brought huge opportunities to our children and young people but has also brought threats. As a result, this competency is not only about developing the Information and Communication Technology (ICT) skills of students. Its also about providing them with the skills and knowledge to be responsible and critical internet users. By utilizing mind mapping as a digital learning tool, you will develop your students’ understanding and abilities in ICT. This will enable students to not only create mind maps  but to learn to collaborate with class mates on their maps and create engaging presentations. In order to develop your students’ understanding of how to use the internet critically and responsibly, try using ChildNet’s free online safety teaching resources. Ask students to create a collaborative mind map on the projector focusing on one of the topics mentioned. For example, they could present on how we should think carefully about what we share publicly over social media channels. Subsequently, this lifelong learning competence should help to keep your students safe  while navigating the online world. Your browser is not able to display frames. Please visit Staying Safe on Social Media on MindMeister. 5. Learning to learn As Jesse Berg, visual learning specialist, recently explained in his article on differentiated learning, mind mapping provides a universal thinking strategy which enables students to organize ideas and can be applied to just about any topic. By laying out text, concepts, themes and connections in a visual and colorful way, mind mappers utilize their visual, spatial and kinesthetic senses. Jesse Berg found this makes learning easier to understand and information easier retain. By teaching your students how to mind map you can support this lifelong learning competence. Mind mapping provides your students with a fun, easy and memorable method which will help to instill a love of learning in your students. One lesson idea for developing this competence is  to ask students to create a mind map on study skills in class. Ask students to insert a YouTube video on study skills at the center of their mind map. This can be done via the video insert feature on the MindMeister sidebar. Students can then press play on the video in the center and create topic branches based on the content of the video as it plays,  ultimately creating a useful study resource. Your browser is not able to display frames. Please visit The 9 Best Scientific Study Tips on MindMeister. 6.  Social and civil competencies These competencies refer to an understanding of key structures and values such as democracy, justice, equality, citizenship and civil rights. The competencies aim to develop the personal, interpersonal and intercultural abilities of students, providing them with the lifelong learning skills to be active and ethical citizens. For this type of highly personal learning, which could bring up family stories and vary depending on socio-economic situations and beliefs, it’s important that you first create a safe learning environment. The aim is to create a classroom environment where students will listen to one another and know only to disclose personal information and worries when appropriate. In this case, directly to the teacher rather than in front of the whole class. It’s also important to ensure your teaching begins at your students’ level, in terms of prior knowledge. To begin a class focusing on this competence, create a mind map on the projector based on the topic you’re looking to cover. Then, invite students to add details on what they know about the topic so far. You could make each topic on the map a question you’re looking to establish their current understanding on, then ask pupils to contribute what they already know or believe. Your browser is not able to display frames. Please visit Human Rights on MindMeister. 7.  Sense of initiative and entrepreneurship A sense of initiative and entrepreneurship will assist your students in becoming creative, proactive and well-organised young people. This competence should also provide the lifelong learning skills to succeed in the workplace. Try setting your students an entrepreneurial task where they work in small teams to come up with a product. The product should cost less than $5 per item to produce, but students should feel they could either make a profit or support a social cause. Ask them to create a mind map and share it with their whole team, so everyone can contribute to the map. The map should include their research, justifying why the product would have a Unique Selling Point. It could also include details of how they plan to produce and market the product. The groups can then take it in turns to present or ‘pitch’ their idea to the rest of the class. Your students could use MindMeister to  vote on which product they believe to be the best idea. Your browser is not able to display frames. Please visit The Big Idea on MindMeister. 8. Cultural awareness and expression Creativity and cultural awareness go hand in hand. In order for students to appreciate the value and enjoyment of music, performing arts, literature and visual arts, why not encourage your students to learn about these exciting topics in a creative way. Organize a school trip to a local cultural event, such as an age-appropriate film festival or a Shakespeare theater performance. Ask students to write down their thoughts and reflections for homework. When back in class, ask your students to create a mind map, detailing their opinions on the performance. These could include cast members, character relationships, key themes and perhaps notes on the accompanying music, in order to form the basis of a newspaper review. Ask them to then export the mind map, to convert it into a word document and finalize their review with a headline, subheading and a 1 to 5-star rating. To export a map, simply open the map and click on the bottom right-hand cloud icon. You can then choose the format you would like to export the map in, for example as a Word document, shown below. The below Word document was exported directly from this mind map review  of  Othello, directed by Iqbal Khan. So those are our suggestions on how to bring the eight key competencies for promoting lifelong learning, known as phenomenon-based learning, straight to your classroom. As always, if you have any ideas, questions or comments, please do share them with us in the comments below! Try online mind mapping in your classroom MindMeister for Education From $1 per student! 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Discussion - Changing role of IT Essay - 275 Words

Discussion - Changing role of IT (Essay Sample) Content: The role of ITNameInstitutionDateInformation and Technology (IT) integration to business is one area that has become a center of operations in most of the worlds top businesses. Today, it has become a defining element between most industries from their competitors. Those who are able to leverage the numerous platforms offered by IT differ from their competitors in that they view IT as a business enabler instead of a cost center. They work to maximize their efficiency of their operations so that they can focus on delivering more value to their customers (IT Business Value par 1). The four most important aspects that drive IT in business are; cost, agility, quality in service and Governance, Risk Management and Compliance (IT Business Value par 1). IT reduces cost and thereby improves the productivity of the involved groups. When it comes to agility, it offers immediate connectivity of voice and data as well as visual images. This makes reliable information to be readil y available for efficiency, transparency and also accuracy which are important elements in business. It also increases the choices in market places and also provides access to goods and services otherwise hardly physically available. For this reason, quality can be guaranteed as one can choose from a variety of choices. Administration also becomes easy as sometimes one does not have to be physically present to execute an important process (Kramer et al 2007).Often, IT increases efficiency, productivity and access to goods, services, information and markets. Demand for these benefits is high. Cuts in budgets demand companies to do with less. In such cases, the first thin...