Master Essays - English-language Films, Afrikaner People

Master Harold And The Boys Athol Fugard's "'Master Harold' . . . and the Boys" is about Hally, a white young man, and the damage done by apartheid and alcoholism. The play takes place on the southeast cost of South Africa, 1950, in Hally's parents' restaurant. This is where two black servants, Sam and Willie, work for the white family. Sam and Willie have been a part of Hally's upbringing and are close friends. Hally has educated Sam with the knowledge acquired from school textbooks, but Sam has been trying to teach Hally vital lessons necessary for a healthy lifestyle. With a racist environment and a boorish alcoholic as a father, Sam has been a positive role model for Hally. The question would be, could Sam's influence outweigh the negative environment, shaping the confused boy? There are symbols in the play that illustrate the stimuli contributing to the answer. In "'Master Harold' . . . and the Boys", one can examine the kite, dance, bench, and disease; these are the symbols of the conflicting forces competing for Hally's future. The kite is an object symbolic of transcendence. Even as a child, Hally had an ingrain sense of defeat, disappointment, and failure; that is why Sam made him the kite. He wanted the little boy to be proud of something, proud of himself. Sam gave to him the phenomena of flying, the ideology of climbing high above his shame. The kite triggered neurotic thoughts but exhilarated the despairing boy. "This is it," I thought. "Like everything else in my life, here comes another fiasco." Then you shouted "Go, Hally!" and I started to run. I don't know how to describe it, Sam. Ja! The miracle happened! I was running, waiting for it to crash to the ground, but instead suddenly there was something alive behind me at the end of the string, tugging at it as if it wanted to be free. I looked back . . . I still can't believe my eyes. It was flying. . . I was so proud of us. . . I would have been suicidal if anything had happened to it"(Fugard, pp.1691-92). The kite conjured up ideas and feelings of believing in miracles, of being alive, and free. Sam left Hally up on the hill, with the a sense of pride, beside the bench. Hally wondered why Sam had left him alone that day. The two of them were up there for a long time; the only bench on the hill read "whites only". The bench is the symbol of apartheid, division, hatred, and racism. It is apartheid that Hally hides behind as he uses Sam and Willie as his scapegoat. Hally is filled with so much rage over his father, he is torn between love and hate. When the conflict supernovas, Hally lashes out on his two black friends. He tries to pretend they are not friends by acting strictly like a boss. Carrying on with this little man routine, Hally asks Sam to call him Master Harold. Sam would only do this if they were no longer friends; Hally would be no different from his father. This is the case for, when he spits in Sam's face, Hally becomes Master Harold. Apartheid is victorious in the corruption of another white male as Hally takes his place on the bench of segregation. "If you're not careful . . . Master Harold . .. you're going to be sitting up there by yourself for a long time to come, and there won't be a kite in the sky"(Fugard, p.1709). Along with the kite and the bench, the dance is another symbol in "'Master Harold' . . . and the Boys". After one of the phone calls that trigger his explosions, Hally, once again, is calmed by the idealistic voice of Sam. They begin talking about the art of dancing and how it can be seen as a metaphor of life. The dance is a symbol of inner harmony, social peace, and a world without violence or aggression. This is an ideal world. Sam points out that none of us know the steps; there is no music playing, but it does not stop the whole world from continuing. Even though there are bumps that leave bruises, life keeps on existing. We should just learn to dance life like champions. Hally, who only has words and books without value, falls in love with this analogy. At least until the next bad bump -- when he has a phone conversation with his father.

Master Essays - English-language Films, Afrikaner People

Master Harold And The Boys Athol Fugard's "'Master Harold' . . . and the Boys" is about Hally, a white young man, and the damage done by apartheid and alcoholism. The play takes place on the southeast cost of South Africa, 1950, in Hally's parents' restaurant. This is where two black servants, Sam and Willie, work for the white family. Sam and Willie have been a part of Hally's upbringing and are close friends. Hally has educated Sam with the knowledge acquired from school textbooks, but Sam has been trying to teach Hally vital lessons necessary for a healthy lifestyle. With a racist environment and a boorish alcoholic as a father, Sam has been a positive role model for Hally. The question would be, could Sam's influence outweigh the negative environment, shaping the confused boy? There are symbols in the play that illustrate the stimuli contributing to the answer. In "'Master Harold' . . . and the Boys", one can examine the kite, dance, bench, and disease; these are the symbols of the conflicting forces competing for Hally's future. The kite is an object symbolic of transcendence. Even as a child, Hally had an ingrain sense of defeat, disappointment, and failure; that is why Sam made him the kite. He wanted the little boy to be proud of something, proud of himself. Sam gave to him the phenomena of flying, the ideology of climbing high above his shame. The kite triggered neurotic thoughts but exhilarated the despairing boy. "This is it," I thought. "Like everything else in my life, here comes another fiasco." Then you shouted "Go, Hally!" and I started to run. I don't know how to describe it, Sam. Ja! The miracle happened! I was running, waiting for it to crash to the ground, but instead suddenly there was something alive behind me at the end of the string, tugging at it as if it wanted to be free. I looked back . . . I still can't believe my eyes. It was flying. . . I was so proud of us. . . I would have been suicidal if anything had happened to it"(Fugard, pp.1691-92). The kite conjured up ideas and feelings of believing in miracles, of being alive, and free. Sam left Hally up on the hill, with the a sense of pride, beside the bench. Hally wondered why Sam had left him alone that day. The two of them were up there for a long time; the only bench on the hill read "whites only". The bench is the symbol of apartheid, division, hatred, and racism. It is apartheid that Hally hides behind as he uses Sam and Willie as his scapegoat. Hally is filled with so much rage over his father, he is torn between love and hate. When the conflict supernovas, Hally lashes out on his two black friends. He tries to pretend they are not friends by acting strictly like a boss. Carrying on with this little man routine, Hally asks Sam to call him Master Harold. Sam would only do this if they were no longer friends; Hally would be no different from his father. This is the case for, when he spits in Sam's face, Hally becomes Master Harold. Apartheid is victorious in the corruption of another white male as Hally takes his place on the bench of segregation. "If you're not careful . . . Master Harold . .. you're going to be sitting up there by yourself for a long time to come, and there won't be a kite in the sky"(Fugard, p.1709). Along with the kite and the bench, the dance is another symbol in "'Master Harold' . . . and the Boys". After one of the phone calls that trigger his explosions, Hally, once again, is calmed by the idealistic voice of Sam. They begin talking about the art of dancing and how it can be seen as a metaphor of life. The dance is a symbol of inner harmony, social peace, and a world without violence or aggression. This is an ideal world. Sam points out that none of us know the steps; there is no music playing, but it does not stop the whole world from continuing. Even though there are bumps that leave bruises, life keeps on existing. We should just learn to dance life like champions. Hally, who only has words and books without value, falls in love with this analogy. At least until the next bad bump -- when he has a phone conversation with his father.

Master Essays - English-language Films, Afrikaner People

Master Harold And The Boys Athol Fugard's "'Master Harold' . . . and the Boys" is about Hally, a white young man, and the damage done by apartheid and alcoholism. The play takes place on the southeast cost of South Africa, 1950, in Hally's parents' restaurant. This is where two black servants, Sam and Willie, work for the white family. Sam and Willie have been a part of Hally's upbringing and are close friends. Hally has educated Sam with the knowledge acquired from school textbooks, but Sam has been trying to teach Hally vital lessons necessary for a healthy lifestyle. With a racist environment and a boorish alcoholic as a father, Sam has been a positive role model for Hally. The question would be, could Sam's influence outweigh the negative environment, shaping the confused boy? There are symbols in the play that illustrate the stimuli contributing to the answer. In "'Master Harold' . . . and the Boys", one can examine the kite, dance, bench, and disease; these are the symbols of the conflicting forces competing for Hally's future. The kite is an object symbolic of transcendence. Even as a child, Hally had an ingrain sense of defeat, disappointment, and failure; that is why Sam made him the kite. He wanted the little boy to be proud of something, proud of himself. Sam gave to him the phenomena of flying, the ideology of climbing high above his shame. The kite triggered neurotic thoughts but exhilarated the despairing boy. "This is it," I thought. "Like everything else in my life, here comes another fiasco." Then you shouted "Go, Hally!" and I started to run. I don't know how to describe it, Sam. Ja! The miracle happened! I was running, waiting for it to crash to the ground, but instead suddenly there was something alive behind me at the end of the string, tugging at it as if it wanted to be free. I looked back . . . I still can't believe my eyes. It was flying. . . I was so proud of us. . . I would have been suicidal if anything had happened to it"(Fugard, pp.1691-92). The kite conjured up ideas and feelings of believing in miracles, of being alive, and free. Sam left Hally up on the hill, with the a sense of pride, beside the bench. Hally wondered why Sam had left him alone that day. The two of them were up there for a long time; the only bench on the hill read "whites only". The bench is the symbol of apartheid, division, hatred, and racism. It is apartheid that Hally hides behind as he uses Sam and Willie as his scapegoat. Hally is filled with so much rage over his father, he is torn between love and hate. When the conflict supernovas, Hally lashes out on his two black friends. He tries to pretend they are not friends by acting strictly like a boss. Carrying on with this little man routine, Hally asks Sam to call him Master Harold. Sam would only do this if they were no longer friends; Hally would be no different from his father. This is the case for, when he spits in Sam's face, Hally becomes Master Harold. Apartheid is victorious in the corruption of another white male as Hally takes his place on the bench of segregation. "If you're not careful . . . Master Harold . .. you're going to be sitting up there by yourself for a long time to come, and there won't be a kite in the sky"(Fugard, p.1709). Along with the kite and the bench, the dance is another symbol in "'Master Harold' . . . and the Boys". After one of the phone calls that trigger his explosions, Hally, once again, is calmed by the idealistic voice of Sam. They begin talking about the art of dancing and how it can be seen as a metaphor of life. The dance is a symbol of inner harmony, social peace, and a world without violence or aggression. This is an ideal world. Sam points out that none of us know the steps; there is no music playing, but it does not stop the whole world from continuing. Even though there are bumps that leave bruises, life keeps on existing. We should just learn to dance life like champions. Hally, who only has words and books without value, falls in love with this analogy. At least until the next bad bump -- when he has a phone conversation with his father.

Homer Simpson Quotes on Beer

Homer Simpson Quotes on Beer Homer Simpson and beer are inseparable. Homers goofy attitude towards beer lends a whole new perspective to alcohol. Stupidity Homer no function beer well without. Insults Youve been rubbing my nose in it since I got here! Your family is better than my family, your beer comes from farther away than my beer, you and your son like each other, your wifes butt is higher than my wifes butt! You make me sick! Opinions Beer... Now theres a temporary solution. Opinions I like my beer cold... my TV loud... and my homosexuals flaming. Opinions Ah, the college road trip. What better way to spread beer-fueled mayhem? Opinions You must love this country more than I love a cold beer on a hot Christmas morning. Opinions Ive figured out an alternative to giving up my beer. Basically, we become a family of traveling acrobats. Opinions Bart, a woman is like beer. They look good, they smell good, and youd step over your own mother just to get one! Parenting Aw, theres only one can of beer left and its Barts. Parenting Now son, you dont want to drink beer. Thats for Daddies, and kids with fake IDs. Wise Cracks All right, brain. You dont like me and I dont like you, but lets just do this and I can get back to killing you with beer.

The Role of Food in Understanding Chinese Culture Assignment

The Role of Food in Understanding Chinese Culture - Assignment Example Hierarchically, culture is a significant factor that divides food variability. Individuals’ with the same culture share same eating habits. As a result, they share the same food variables assemblage. Individuals belonging to distinct cultures share different food variables assemblage (Chang 1). This is a clear proof that food choices vary from culture to culture. Within similar cultures, food homogeneity is not mandatory. As a matter of fact, there exist a small range of food variable manifestations in various social situations. Individuals belonging to distinct occupations or social classes eat differently. People in mourning, on festive occasions or on routine occasions consume differently. Different eating codes are upheld by different religious sect. In various life stages, women and men eat differently. The eating differences might be as a result of taste preferences, but some are determined by an individual culture. Explaining these differences, identifying and relating them to other social life facets are of great significance. The availability of natural resources determines the food style of a culture. That is the main reason why the Chinese food is characterized by the animals and plants assemblages that have existed in their land for a long period of time. Thus, the purpose of this paper is to elucidate the role of food in understanding Chinese culture. Role of food in understanding Chinese culture Chinese cooking involves the combination of food stuffs. For example spices, meats, fruits, vegetables, legumes and starch staples. In the category of spices we have the ginger, red pepper, cinnamon and spring onion, for meats we have dog, pork, mutton, beef, chicken, goose, venison, fishes and pheasant, with fruits we have the apricot, peach, plum, apple, pear, jujube date, mountain haw, orange, litchi and longan, under vegetables we have Chinese cabbage, amaranth, malva, turnip, mushroom, radish and mustard green, legumes consists of broad bean, s oybean, mung bean and peanut and lastly starch staples comprises of rice, millet, maize, wheat, sweet potato and kao-liang. Given the fact that ingredients varies from culture to culture, Chinese foods have a local attribute due to the used ingredients. It is not efficient and effective to use ingredients for purposes of characterization; however, they can be used as a good start. With regards to food, Chinese are not that nationalistic as they do not resist imports. This is evidenced by the presence of foreign foodstuffs adoption since the beginning of history. Goats, sheep and wheat were perhaps brought into China in the prehistoric time from Western Asia, whilst many vegetables and fruits came into the country from Central Asia. Furthermore, sweet potatoes and peanuts originated from the coastal traders (Jacques 135). As a result, all these ingredients became part and parcel of Chinese food. Up to date, dairy products and milk have not occupied a place that is prominent in the Ch inese cuisine. In comparison to other food traditions, the Chinese culture of preparing food from ingredients that are raw to morsels that can be eaten involves the combination of interrelated and complex variables. Shopping for fresh fruits on daily basis is significant for all the cooking in China. Unlike the United States fast food society, live sea food, vegetables and seasonal fruits are often selected to ensure freshness. In that case, snappy crabs,

Competitor analysis of wedding companies in London Essay

Competitor analysis of wedding companies in London - Essay Example After people are becoming more and more interested in having destination weddings, several companies have been introduced to offer services such as planning a destination wedding which can really be hectic for an individual. Destination Weddings.com is among the most popular in London (DestinationWeddings.Com 2015). Lindy Dowling Wedding & Event Planners is another upcoming wedding planning company in London that is quickly gaining a fan base. Those who do not prefer traditional weddings and are willing to put in as much money as possible in making a wedding their most memorable moments go for the luxury weddings. The best thing about the weddings is that they are top notch in everything that a package offers. The food, drinks, reception, and every part of the wedding is characterized by glamor. There are increasingly large number of luxury wedding planners entering the market today. One of them is orchid Inspirational event planning (OrchideEvents 2015). The company is a new entrant and it is not established very well though it still attracts good number of clients. Sarah Haywood Luxury Wedding Planners & Event Designers have been in the market longer and the company is hailed as the best luxury wedding in London. There are several advantages that come with choosing a company to arrange a wedding event. Naturally, there are too many things involved in planning a wedding (Brown 2013). The choosing of a suitable location for a wedding could be tricky itself. A wedding planner offers so much help as they ask for the type of place one would prefer, sometimes bringing with them several pictures that the clients can choose from and providing insights on the best places to go (Brown 2013). The whole planning involved getting a wedding attire, choosing its colour, dressing people up, and what is required in the reception and the food (Brown 2013). These companies, at a fee, simplify all these so that the clients only worry about showing up for the

Theories and Principles of Learning and Communication Assignment Essay Example for Free

Theories and Principles of Learning and Communication Assignment Essay Learning is something that takes place everyday for most people in some way, shape or form and varies depending on certain circumstances. The principles can be simple or radical depending on opinion, some you may agree with while others you might discount straight away. Whether it is in the classroom or sat at home, it is important to understand that learning takes place all the time and people can learn new things everyday regardless of age, culture or background. The education system is the best example to connect these theories as it is so varied in its delivery depending on factors such as again age, skill sets and ability in particular. Overall it is important to understand that by following some of these theories and principles it will help all tutors in performing better within the classroom and delivering better sessions which means that you will enhance the experience for the learner. Theories and Principles of Learning It is important to understand the significance of learning theories and principles as it is important for tutors to understand them, which will then help ensure that effective learning is taking place. It can support the tutor and the learner through the process which allows for success within the taught subject. I believe that certain theories such as Maslows Hierarchy of Needs Motivation and Personality, Third Edition, Harper and Row Publishers are not relevant in regards to all learning sectors today, in particular not in the lifelong learning sector. I agree with Geert Hofsteds’s (1984). The cultural relativity of the quality of life concept. Academy of Management Review that Maslow’s hierarchy of needs neglects to illustrate and expand upon the difference between the social and intellectual needs of those raised in different societies. I think that with our society as it is today, due to such a huge and diverse range of cultures now within the United Kingdom that i t is impossible for this to still completely apply. Within the lifelong learning sector I think that andragogy is perhaps the best principle to apply. Malcolm Knowles researched and penned the four crucial assumptions to his theory which are as follows: 1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. 4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness. He later added a fifth assumption in 1984:  5. Motivation to learn: As a person matures the motivation to learn is internal. Within the post 16 sector individuals are more geared up to follow in what they want to do and have the experience and hopefully the right mindset to try and achieve this. Therefore this theory is one that can support a tutor by simply understanding why the learners are there, which is normally through choice rather than in the school system were pedagogy seems to take precedent and is a legal requirement. Analysing such theories will always help towards my own personal development and will hopefully allow myself to develop and improve the experience for the learners. Communication â€Å"The imparting or exchanging of information by speaking, writing, or using some other medium: The Oxford Dictionary† Effective communication is essential within any teaching field and perhaps more so in the lifelong learning sector. Without this then even the simplest of tasks can become difficult or done wrongly simply by misinterpreting what the instructions are. The important thing to remember is that it is a two way process. It is all very well telling the learners what to do but if you do not allow them to ask questions to double check what you have said or even as the tutor you were may not have been clear enough to the learners in your delivery. I believe also that gaining a good rapport is essential with the age group that I deal with as some of the information being given is sometimes completely new to them. As it can be a lot to take in within such a short time period then openly discussing their opinions and what they are aware of is important to their and in some cases my understanding of the subject matter that we are delivering to them. Impact of Learning Theory on Practise Describing how a Foundation Learning course operates is not that simple, but in effect it ties in with the learner and should adapt and cater for the learners specific needs and can be tailored to incorporate different aspects of what we deliver and what they want to complete. Our end goal even though it is not within our YPLA contract is to gain them employment after they have improved on their qualifications, which we are contracted on for our funding. My role within this is the delivery of the third week of the induction completing an Employability Award, whilst also helping the learners select which direction and qualifications that they would like to complete with us. Within the classroom I am doing career progression and interview techniques and these are essential to the learner in helping them choose what career direction they would like to go in when they eventually leave us. My main delivery method is to openly discuss with the learners their knowledge and opinions on certain aspects about what is needed for their future employment. While also making sure that there is class participation by everyone and hopefully building on their confidence as individuals. By doing this it helps me gain knowledge and hopefully a good rapport with the individual, which is necessary as I complete their Individual Learning Plan with them. This then helps them decide what they are going to do and provides support to them so they can tailor what they want from the Foundation Learning Programme that we offer at CTS Training Ltd. There are two theories that I believe are best applied to the lifelong learning sector and that they specifically apply to my own role on a day to day bases. The first is the Humanistic approach which I have looked at is Carl Rogers and I believe that out of his all his hypotheses that the following one is the most important. â€Å"A person cannot teach another person directly; a person can only facilitate anothers learning. This is a result of his personality theory, which states that everyone exists in a constantly changing world of experience in which he or she is the center. Each person reacts and responds based on perception and experience. The belief is that what the student does is more important than what the teacher does. The focus is on the student. Therefore, the background and experiences of the learner are essential to how and what is learned. Each student will process what he or she learns differently depending on what he or she brings to the classroom.† Rogers, Carl (1951). Client-centered therapy: Its current practice, implications and theory. For the Foundation Learning programme to work it should be understood that the learner must bring themselves to the table as they are responsible for the choice and control of what they want to achieve. They must also be able to self evaluate their own performance in regards to how they feel they are doing and whether they will be successful, with or without support, in regards to what qualifications they are completing and what career choices that they have made. We can guide the learners but I would suggest we let them guide themselves so I try to apply what I should be doing in the following quote when delivering in the classroom: The tutor or lecturer tends to be more supportive than critical, more understanding than judgmental, more genuine than playing a role. The next theory that I apply is also tied into this and is one that I have discussed early in this assignment and that is the theory of andragogy. I believe that this also ties up well with the humanistic approach as well and by using the two together they complement each other and hopefully reinforce confidence within the learner that they will be able to succeed. Allowing them to be more in control and understanding that they make the decisions which is what the essence of Foundation Learning is, means that I am able to tailor my sessions depending on the groups I get. As I deliver to a different group on a weekly basis, this means I can focus on what is either more important or specific for that group rather than them just completing the same work each week and not addressing what they bring as a whole or on an individual basis. This can be challenging as it can change my aims and objectives on a daily basis which I believe is also good as it keeps the sessions fresh and up to date. By getting the learners to communicate with each other and myself I believe they can then take control of their learning. Giving their input to the direction that they want to choose and ultimately even without them knowing, breaking away from practises such as pedagogy which on the whole, has not worked for many of my learners which is why they have not made a success of the school system. Reflections on Insights Gained from Application of Learning Theory Overall on reflection I believe that this has helped immensely in regards to my approach to how I deliver within the classroom. My experiences of teaching are only within one aspect of the lifelong learning sector but I can see that my delivery has improved by realising and believing that the learner needs to be more active in the decision process of what subjects that they want to learn. A majority of my learners have been told in the past you’re doing this or that next and the decision have been taken away from them as individuals, whether this is directed from their school or even their parents. But I think regardless of where the influences of previous decisions have come from allowing the learner to take a more active role, in particular within the 16 19 category I work in, is essential as it will hopefully change the way that they learn forever and make their choices in the future.