Explication Of Jacques Derridas Signature Event Context English Language Essay

Explication Of Jacques Derridas Signature Event Context English Language Essay Derridas essay Signature Event Context was first delivered in the form of a spoken conference paper in Montreal in 1971 on the theme of Communication, and published initially as an essay as part of the conference Proceedings. The context of Derridas essay is relevant in relation to the theme of the paper itself. In its initial form, a spoken essay preformed or produced in the French language, the essay (now in its written English form), discusses the importance and differences of context in both the written language and in speech.  [1]   The essay was then published in 1988 in Graffs collection Limited Inc., which highlighted the differences between Anglo-American and European-Continental towards the theoretical debate on literary analysis.  [2]  The historical context of the essay is relevant to the themes of original meaning and context which are discussed within the essay. Derrida discusses the distinction between the nature of truth and language, and he presents arguments on the privileging of spoken words, which is deemed as being closer to the speaker and thereby the intended meaning; whereas written words are given a secondary status and the meaning is derived by the understanding of the listener. Derrida examines the meaning of context, and then the significance of context in relation to other factors surrounding a text, such as events, discourses and signature. He argues that these issues all factor into the meaning of the text as it is produced by the writer or speaker, and then understood by the listener or reader. Derrida begins the essay in a discussion on the nature and definition of Communication, when Derrida states: à ¢Ã¢â€š ¬Ã‚ ¦one must first of all ask oneself whether or not the word or signifier communication communicates a determinate content, an identifiable meaning, or a describable value. (Derrida 1). The word or signifier communication occurs twice, in the marked form communication, and again as the verb form communicates. For the reader the use of the word in this way signifies a question which must be explored in the text of the essay. For Derrida this is a rhetorical question. As readers and as a writer approaching the text, if the word communication had a definite or indisputable meaning, there would be no need for a discussion or essay on the subject. This is typical of Derridas stylistic approach in the rhetorical questioning which occurs throughout the text of the essay. The essay is then structured into three sections discussing the factors mentioned in the title Signature Event Context, and Derrida uses examples from other theorists in order to present his arguments for each element. In the first section on Writing and Communication Derrida looks at the arguments of Condillacs essay  [3]  because it : à ¢Ã¢â€š ¬Ã‚ ¦contains an explicit reflection on the origin and function of the written textà ¢Ã¢â€š ¬Ã‚ ¦which organizes itself here within a philosophical discourse that, in this case and throughout philosophy, presupposes the simplicity of the origin, the continuity of all derivation, of all production, of all analysis, and the homogeneity of all dimensions [orders]. (Derrida 4) In using Condillac Derrida is presenting the philosophical ideas on theories of writing from a classical theoretical perspective, whereby writing is taken as presenting the original ideas of the writer and all contributing factors to the writing such as origin, production, derivation and analysis and essentially equal in nature and quality. There is thus no hierarchical system to the elements which form writing, and all contributing factors producing a text, are equal in their importance and relevance to the formation and understanding of the text. Derrida suggests that Condillacs ideas on writing mean that: à ¢Ã¢â€š ¬Ã‚ ¦the birth and progress of writing will follow in a line that is direct, simple, and continuousà ¢Ã¢â€š ¬Ã‚ ¦writing will never have the slightest effect on either the structure or the contents of the meaning (the ideas) that it is supposed to transmit [vehicular]. (Derrida 4) Here Derrida presents Condillacs analysis, whereby if writing is taken as a higher medium of communication than spoken language, the origin and progression of the writing remains an absolute which is uncomplicated and incorruptible; this therefore means that the written form is also constant in its meaning, and for the understanding of the reader. Derrida takes issue with the notion of an absolute meaning of the written later in his essay, and instead suggests that the only absolute in writing is the idea of absence. For Condillac, all writing denotes an absence. There is firstly the: à ¢Ã¢â€š ¬Ã‚ ¦absence of the addressee. One writes in order to communicate something to those who are absent. The absence of the receiver [destinateur], from the mark that he abandons, and which cuts itself off from him and continues to produce effects independently of his presence and of the present actuality of his intentions [vouloir-dire]à ¢Ã¢â€š ¬Ã‚ ¦ (Derrida 5) The act of writing denotes an absence of the writer (absent at the time of reading), and the absence of the reader (absent at the time of the writing), which means that the writing exists independently of both reader and writer and is yet paradoxically linked to a presence. The writer is present in the writing at the time of reading because his/her intentions are made in the words that are written; the reader is present at the time of writing because the writer is intending to communicate an idea in his/her writing through the act of writing. The act of writing therefore implies the absence of both reader and writer. The writing is an independent entity which stands on its own merits after it is abandoned by the writer, yet still causes an effect on the reader; this effect is also autonomous from the actual intentions of the writer, as the understanding and interpretation depend on the reader. This brings Derrida to the second absolute in writing, which is the absence of a definitive meaning. As Derrida states: Representation regularly supplants [supplà ©e] presenceà ¢Ã¢â€š ¬Ã‚ ¦as a continuous and homogenous reparation and modification of presence in the representation. (Derrida 5) The presence of the writer is therefore denoted in the manner in which the text is received by the reader, whose understanding and interpretation of the text are founded not in the ideas which the writer is trying to communicate, but rather in a more practical system of understanding signs. The systematic rules of writing are based on the understanding of the written word; this is founded in language systems, which according to Derrida are only understandable because of their familiarity. Although signs give a representation of the idea which itself represented the object perceived (Derrida 6), it is only the familiarity which makes them understandable. Derrida states: My communication must be repeatable iterable in the absolute absence of the receiverà ¢Ã¢â€š ¬Ã‚ ¦writing that is not structurally readable iterable beyond the death of the addressee would not be writing. (Derrida 7) The signs (words) must therefore be repeatable and repeated in different circumstances in order to be perceived and understand as to what they are signifying; and more importantly for Derrida what they are denoting or connoting. If the purpose of writing is to convey or communicate the writers ideas, the nature of language and words are a representation of something which is repeatable, no matter who the reader (or writer). Whereby writing is initially a means of communication, the actual physical marks and the meaning must have iterability, citability or citationality. All writing can be copied, or must be copyable in order to be classified as writing; therefore it must be open to both iteration and reiteration. For Derrida signs or writing, are essentially infinite in their iterability, in any capacity whether epistemic, grammatical or semiological; thus lies the distinction between written and oral communication (Derrida 9). Derrida also states that in the classical concept of writing, writing simultaneously carries with it a force that breaks with its context (Derrida 9). Derrida goes on to present an analysis of spoken language/signs from Husserl.  [4]  Again the iterability of spoken language is essential to the understanding of what is signified, denoted and understood by the listener, because language operates within a à ¢Ã¢â€š ¬Ã‚ ¦system of rules of universal grammar, not from a linguistic point of view but from a logical and epistemological one. (Derrida 12). This means one must be able to make certain other cultural, social and epistemological references which are understood, and thereby enable an understanding of words or spoken language. Derrida once again opens up his discussion of writing into a wider analysis of language, communication and cultural relevance. For Derrida the significance lies in that understanding is thereby taken à ¢Ã¢â€š ¬Ã‚ ¦in a context determined by a will to know (Derrida 12). The understanding of language and words, whether spoken or written lie in the wider context in which they are read or heard, rather a specific literal context of semantic meaning. This leads to the second section of the essay where Derrida discusses the notion of truth in language, through an examination of the event. Derridas analysis centres on criticism of Austins  [5]  ideas of communication in speech: à ¢Ã¢â€š ¬Ã‚ ¦speech acts only as acts of communicationà ¢Ã¢â€š ¬Ã‚ ¦.Communicating a force through the impetus [impulsion] of a mark à ¢Ã¢â€š ¬Ã‚ ¦the performative does not have its referent à ¢Ã¢â€š ¬Ã‚ ¦outside of itself or any event, before and in front of itself. (Derrida 13) Derrida suggests here that John Austins ordinary language philosophy is in fact determined and restrictive, working only within a framework of definitively absolute unordinary exclusion; as Austin suggests that the performative nature of language takes precedent in communication. Austin analyses all utterances as performative, yet excludes performative speech acts which are quoted, which Derrida finds essentially problematic. This approach is limiting and restrictive, by focussing primarily on analysing the perlocution and illocution, Austin is forced to: à ¢Ã¢â€š ¬Ã‚ ¦free the analysis of the performative from the authority of the truth value, from the true/false opposition (Derrida 13). If language or words take on a performative dimension, this means that the utterances of the words will be placed within a situation (or context) which is independent of either the true essential meaning, or any false interpretation, of the intended meaning. The problem for Derrida is that the meaning of the words are essentially subordinated to the actual utterance or event of the speech, and/or the context within which they are uttered; which in turn produces an event in the meaning as it is understood by the listener. Derridas criticism of Austin also raises questions as to the totalising element of context whereby there is emphasis on the: à ¢Ã¢â€š ¬Ã‚ ¦conscious presence of the intention of the speaking subject in the totality of his speech act (Derrida 14) In the event of the speech act the presence of the speaker places an importance and foregrounding to the intention of the speaker; if the intention of the speaker is prominent in the speech act, then it must follow that the understanding of the receiver/listener becomes secondary. This leads to the inevitability that à ¢Ã¢â€š ¬Ã‚ ¦performative communication becomes once more the communication of an intentional meaningà ¢Ã¢â€š ¬Ã‚ ¦ (Derrida 14) This poses a wider philosophical problem for Derrida in the context of literary or language discourse, as Austin also discusses the criterion of what actually constitutes a successful or failed speech act with elements of correctness and completeness (Derrida 15). This again is restrictive and finite, and goes against Derridas general philosophical openness and approach to literary theory. For Derrida there is an inherent possibility in the success of the event which lays in the possibilities of for example the infelicities in the event, and may not in fact be distinguishable from a successful event. For Derrida the failure of the event, whether deliberate or accidental, serves a greater purpose. Derrida suggests that the presence or potential of failure is what in fact constitutes the event as an ideal. The scope for error and the negative impact on the event, whilst it may destroy the idealistic approach to the event, in fact serves the paradoxical purpose of making the event ideal; by in its very nature in introducing an element of danger to the event. A perfect or ideal event would therefore have an element of danger, which is avoided. Although Austin cites theatrical events, recitations of poetry or literature as examples of felicitous speech events, as Derrida points out there is still scope for mistakes or errors in the utterances. Derrida ends the section on Event by taking an opposing view to Austin, in the similar vein to his opposition to Condillacs views and refers to the itability of the sign in general. Derrida states that speech utterances, or events have an itability. Austins view of the relative purity of performatives (Derrida 18) must be taken not: à ¢Ã¢â€š ¬Ã‚ ¦in opposition to citationality or iterability, but in opposition to other kinds of iteration within a general iterability which constitutes a violation of the allegedly rigorous purity of every event of discourse or every speech act. (Derrida 18) Derridas view on the event of the speech act is that there is a background to the iterability or possible repetition of an utterance, which means that each utterance or speech act must be taken in the context in which it is said. This has an inevitable effect on the operation or understanding of the words which are spoken and what they signify. Contrary to Austins view that emphasise understanding of the thing and the notion (Derrida 18), Derrida stresses that we must also consider that the: à ¢Ã¢â€š ¬Ã‚ ¦motivations, indestructible necessity and systematic effects would be subject to analysisà ¢Ã¢â€š ¬Ã‚ ¦ (Derrida 18) Here the importance of context is fore grounded in relation to the event and is subject to the same metaphysical origins (Derrida 18) which Austin appropriates to the event. Derrida concludes by suggesting that in order to understand context, the conscious intentions of the speaker (and receiver) must be definite. However consciousness is not a definite and is open to discussion and discourse. Therefore although utterances may be specific, the specificity is not exclusive to having an opposite or contrary effect on the listener and thus the event is open to further metaphysical debate. In the final section of the essay Derrida focuses on Signature' as an indicator and measure of the presence of the writer or author. The signature denotes the writer as the source of the text, or the speaker of an utterance, and they hold the form of regulation for the sign or words which are spoken or written. Derrida illustrates that the possibility and inevitability of repetition and iterability is essential to the signature; as with earlier discussions on the nature of signs and language. By its very nature the signature is iterable, as it must be, and is always repeated in order to be recognisable as a signature specific to the author. As Derrida points out although a signature is singular to the author, yet again paradoxically, there is an inevitable plurality to its production; in that it is repeated time and again as a sign of the presence of the writer. Derrida refers back to earlier arguments stating that: By definition, a written signature implies the actual or empirical nonpresence of the signer. (Derrida 20) The signature thereby signifies the absence of the writer, while at the same time denoting the presence of the signer in the past, and can be taken as a substitute for their physical presence; it also implies the presence of the reader in the future or present. Derrida also rather playfully adds his own signature to the end of the essay, as a performative example of an event. As readers we are made aware that Derrida must have at some point made the signature to the paper, however the printed copy of the signature in front of us is not the original or authentic mark/sign made by Derrida, it is an repeated printed copy of the same. This act highlights key elements of Derridas arguments from the essay, as to the nature of iterability, repetition, absence and context. The communication of Derridas ideas in the preceding essay are somehow signified as more genuine, or sincere because he has placed his signature at the end of the essay and placed a mark/sign of authenticity to the essay. Derridas conclusions to the essay tie in with this idea, in that while language can be philosophised in an ordinary manner, as a means of communicating semantics, there is always an underlying and infinite possibility to other factors such as presence, knowledge , representation, and truth. For Derrida the practice of communication and the spoken word or writing must be inclusive of these elements in order for a text to be understood or communicated in its entirety. Derridas stylistic presence is evident in the title and structure of the essay, in the use of questions, often at times rhetorical, and the proposition of paradoxes. The essay is actually structured in the reverse order of the title Signature Event Context: Context is discussed first in presentation of Condillacs ideas, followed by Austins arguments on the Event, and the essay ends with Derridas thoughts on Signature.  [6]  This playing with the order of the elements which Derrida is discussing is somewhat typical of Derridas stylistic and consciously playful approach to writing. At times the language and style is analogous to the spoken word or a speech; which again is self-referential to the form of the text, as it was initially a spoken text/utterance. The form and structure of the essay reiterates the ideas and arguments that Derrida presents. The essay is structured in a fairly accessible yet formal manner whereby Derrida at times breaks arguments or ideas down into listed or numbered sections. Although the complexity of the ideas and concepts presented are perhaps more complicated than the stylistic form of the written language. Derrida repeats certain points and arguments, by presenting his theories in a manner which reiterates the essence of his arguments, and by repeating the same central arguments in a slightly altered form. He uses repetition of the arguments to make the ideas that he is presenting familiar and understandable to the reader, and this is his general approach to the function and understanding of language, signs and words the more familiar we become with words, the easier they are to understand in their true meaning. The meaning lies in the repetition and iterability not only of the words, but also in the concepts and ideas which lie beneath the semantics of the sentences and content of the essay. Derridas arguments are therefore communicated to us as readers when we read and understand the text in the context of the structure of the essay, and experience the text as part of a wider cultural discourse.

The Origination Of Punk Rock Essays -- essays research papers fc

The Origination of Punk Rock   Ã‚  Ã‚  Ã‚  Ã‚  The time was in the mid-seventies, there was a void in the music industry that needed to be filled. This need for a new sound was aptly filled by punk rock, a new type of sound that had evolved from mostly rock and a little pop music. The focus of this paper is on punk rock and it’s ample beginnings, early pioneers of the new sound, punk rock listener’s cultural background and their ideas as a whole, bands influenced by the punk rock movement, and the state of punk rock today.   Ã‚  Ã‚  Ã‚  Ã‚  The year is 1974, this year marks the birth of punk rock (1974). There is controversy as to where punk started out at, some say it began in London while others say it started out in New York City. It can be safe to say that two very distinct sounds classified as punk originated at about the same in both London and New York City (Punk). Punk rock began in the bars and nightclubs until the bands garnered enough support to receive a record contract.   Ã‚  Ã‚  Ã‚  Ã‚  When the punk rock explosion occurred in the mid-seventies, a number of new, excitingly innovative bands burst upon the scene. Bands like the Ramones, The Clash, The Velvet Underground, The Virgin Fugs, Patti Smith, The New York Dolls, Iggy Pop and The Stooges, and the punk band with the most success, The Sex Pistols. The thing that made punk rock so unlike anything the music industry had heard before was the notable lack of talent displayed on the musician’s part. Not to say that all punk bands were devoid of any talent, just that anyone with second-rate instruments and the ability to play at least three chords on the guitar could form a punk band. This is part of what punk’s appeal was, it was a new sound that appealed to many of the youths of that era. As Johnny Ramone, the guitarist for the Ramones, stated, â€Å"We were new at writing songs and new at playing our instruments, so we couldn’t write anything too complicated, really† ( 1974). Punk rock bands often had a flair for the flamboyant, not just with their appearance but with their humor, sarcasm, and often carelessness about society and social norms. For example, The Virgin Fugs, their outlook on life is often displayed in the titles of their songs. Songs like â€Å"I Saw The Best Minds of My Generation Rot†, â€Å"Kill For Peace†, and â€Å"New Amphetamine Shriek† captured the F... ..., Bad Brains were all heavily influenced by the punk revolution (History). Also, bands like Nirvana and Pearl Jam seem to have the mind frames of punk rockers and were undoubtedly influenced by them, the sound doesn’t carry over into their own music.   Ã‚  Ã‚  Ã‚  Ã‚  Punk, as it was really intended, will never become commercialized and incorporated as a large part of the music scene. But then again, punk was based on rebellion against mainstream culture and to be publicized and critically acclaimed would be contradictory to the basis of everything punk stands for. True, one can see bands on MTV that claim to be punk, but the true hardcore punk fans will tell you that they are posers. The industrialized, commercialized, mainstream music seen on MTV is really more like punk/pop, it’s good music that may have been influenced by punk, but not true punk rock.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited â€Å"A History of Punk† http://www.fastnbulbous.com/punk.htm â€Å"Punk† http://www.music.warnerbros.com/rocknroll/cmp/episode9.html â€Å"The Birth of Punk† http://www.pqdweb?TS=953580845&Did=000000042640912&Mtd=1&Fmt=3&Sid=1&Idx=21&Deli=1&3/20/00 The Origination Of Punk Rock Essays -- essays research papers fc The Origination of Punk Rock   Ã‚  Ã‚  Ã‚  Ã‚  The time was in the mid-seventies, there was a void in the music industry that needed to be filled. This need for a new sound was aptly filled by punk rock, a new type of sound that had evolved from mostly rock and a little pop music. The focus of this paper is on punk rock and it’s ample beginnings, early pioneers of the new sound, punk rock listener’s cultural background and their ideas as a whole, bands influenced by the punk rock movement, and the state of punk rock today.   Ã‚  Ã‚  Ã‚  Ã‚  The year is 1974, this year marks the birth of punk rock (1974). There is controversy as to where punk started out at, some say it began in London while others say it started out in New York City. It can be safe to say that two very distinct sounds classified as punk originated at about the same in both London and New York City (Punk). Punk rock began in the bars and nightclubs until the bands garnered enough support to receive a record contract.   Ã‚  Ã‚  Ã‚  Ã‚  When the punk rock explosion occurred in the mid-seventies, a number of new, excitingly innovative bands burst upon the scene. Bands like the Ramones, The Clash, The Velvet Underground, The Virgin Fugs, Patti Smith, The New York Dolls, Iggy Pop and The Stooges, and the punk band with the most success, The Sex Pistols. The thing that made punk rock so unlike anything the music industry had heard before was the notable lack of talent displayed on the musician’s part. Not to say that all punk bands were devoid of any talent, just that anyone with second-rate instruments and the ability to play at least three chords on the guitar could form a punk band. This is part of what punk’s appeal was, it was a new sound that appealed to many of the youths of that era. As Johnny Ramone, the guitarist for the Ramones, stated, â€Å"We were new at writing songs and new at playing our instruments, so we couldn’t write anything too complicated, really† ( 1974). Punk rock bands often had a flair for the flamboyant, not just with their appearance but with their humor, sarcasm, and often carelessness about society and social norms. For example, The Virgin Fugs, their outlook on life is often displayed in the titles of their songs. Songs like â€Å"I Saw The Best Minds of My Generation Rot†, â€Å"Kill For Peace†, and â€Å"New Amphetamine Shriek† captured the F... ..., Bad Brains were all heavily influenced by the punk revolution (History). Also, bands like Nirvana and Pearl Jam seem to have the mind frames of punk rockers and were undoubtedly influenced by them, the sound doesn’t carry over into their own music.   Ã‚  Ã‚  Ã‚  Ã‚  Punk, as it was really intended, will never become commercialized and incorporated as a large part of the music scene. But then again, punk was based on rebellion against mainstream culture and to be publicized and critically acclaimed would be contradictory to the basis of everything punk stands for. True, one can see bands on MTV that claim to be punk, but the true hardcore punk fans will tell you that they are posers. The industrialized, commercialized, mainstream music seen on MTV is really more like punk/pop, it’s good music that may have been influenced by punk, but not true punk rock.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited â€Å"A History of Punk† http://www.fastnbulbous.com/punk.htm â€Å"Punk† http://www.music.warnerbros.com/rocknroll/cmp/episode9.html â€Å"The Birth of Punk† http://www.pqdweb?TS=953580845&Did=000000042640912&Mtd=1&Fmt=3&Sid=1&Idx=21&Deli=1&3/20/00

Help Improve own and team practice in schools Essay

The ability to reflect on one’s own practice is crucial because you can evaluate your effectiveness and assess how well you think you are doing and identify any areas that need improvement or development. 1.1 Take a note of children and young people’s responses to own practice My placement is working with year 4 children who I engage with well and I get the general impression from their responses to my interaction with them that they enjoy working with me and that I assist their development. I had written feedback from one of the Teaching Assistants I work with and she has written; â€Å"Juley gets on well with the staff and has a natural rapport with the children†. This evidence supports my own belief that my practice is at the right level and style for 8 and 9 year old children. One of the more articulate children in my class said to me a 2 weeks ago â€Å"I really like working with you Miss. Hickman, you make maths fun†. One of the children I work with a lot who struggles with concentrating for any length of time asked me to help them read their book as I have done on a number of occasions. I asked him why he wanted me to help and he replied â€Å"I like how you explain things â€Å". My responses to any of the children when I sit down to work with them is always positive with lots of smiling and leaning in to me and at the beginning or end of class the children often come up to me to show me something or tell me something about their weekend which demonstrates to me that the children enjoy interacting with me. 1.2 Ask for constructive feedback on own practice from colleagues For this part of the assignment I produced a document which requested feedback from the Year 4 teacher I mainly work with and the TA I spend a lot of time working with. I handed this in last week and I collected the report this week when I attended school for my placement. I have included the two completed forms in this report . Read more:  Teamwork in Schools Essay The Year 4 teacher who I work mostly with also gave me a good feedback report including the comments â€Å"Excellent group and 1-2-1 work† and â€Å"great support to less able children†. The only development area he has highlighted is â€Å"to work with G&T (Gifted and talented) children more† which when I spoke to him he stated that this was not a failing on my part but down to him allocating me such groups to work with and he has written on the form in relation to  this goal â€Å"Teacher driven† so I know it is for him to allocate to me in the future. Again I am very encouraged by his feedback on the form and in person and this indicates to me that I am performing well and in the right manner. 1.3 Take notes of responses to own practice from others The Teaching Assistant gave me very positive feedback, including stating â€Å"She is very capable and willing to carry out any task give to her† and she also wrote â€Å"Juley gets on well with the staff and has a natural rapport with the children†. I am very pleased with this feedback which she has based on examples which she has given in her report. I feel I am performing to the best of my ability and the positive comments give me much encouragement that I am performing my role well and this motivates me to continue in the same vein. She did not highlight any areas for development but when I spoke to her she suggested that in order for me to get a wide range of experience I sometimes attend school for the afternoon sessions as this is when the children do other activities such as art and science which would be good experience for me. I currently only attend on morning sessions and hence my only experience with regards to subject matter is literacy and maths. I shall make a point next term of changing the sessions I attend to widen my experience and develop myself further. 1.4 Evaluate all aspects of own practice See attached job description and marked areas evaluating my performance. Section 2 Be able to improve own practice 2.2 Describe the importance of continuing professional development Continuing professional development (CPD) is almost always crucial in any position in any industry. In order to perform to the best of your ability as a school staff member a key aim should be CPD. This ensures that knowledge is developed and kept up to date and ones skills are honed and built upon. Within education teaching techniques are always changing and evolving and CPD assists in a fundamental way with keeping up to date with these changes. If a school promotes CPD then it is likely that it, as an institution, regularly reviews procedures and practices in vital areas such as safeguarding and Health and Safety. From an individual’s perspective being proactive in ones CPD gives a sense of achievement and confidence will be  instilled. This makes for a good and proficient teaching assistant who is prepared to seek feedback from colleagues and amend or change their own practices accordingly. In terms of an individual developing their career CPD is essential as investing in this demonstrates that there is an interest in progressing and developing the role. It is crucial that a written record is kept of one’s professional development in a file with dates, names of courses, certificates, appraisals and other relevant information. Appraisals are an essential part of CPD and are a way of identifying strengths, areas to improve and ways to improve. It can identify goals and targets which can then be worked towards and development measured using the SMART model. Section 3 Understand the work of the team 3.1 Describe why team work is important in schools In all areas of working life team work is of great importance. Team work means that a shared sense of purpose is felt and a common purpose is identified. This bonds individuals into a team and creates the ideal scenario for success and achievement. The identification and understanding of an individual’s role and that of the other team member’s roles is crucial as is the recognition of how the different roles complement each other and work together. Regular meetings with regards to roles and aims of the team are a very important part of the process of working as a team. The meetings enable the team to prioritise ways of working together, it enables the team to reflect on progress to date and to set new goals and identify other ways of getting the best out of being a team. A successful team can be represented by various characteristics which include respect for one another, a sense of purpose, commitment to the aims of the team which are demonstrated every day by each team member and regular communication between team members. Another very positive factor of a good team with members getting on well together is that it provides a good role model for children, they will recognise the respect the adults have for each other. 3.2 Describe the purpose and objectives of the team in which they work. The main purpose of team work is: -To promote children’s learning and behaviour. – To share both experiences and acquired knowledge in order to achieve better results with teaching and supporting children. -To promote equal opportunities and positive attitudes and to support diversity. – To provide a safe emotional environment for children. – To motivate children to use their full intellectual potential. – To support and respect one another. -To foster the good relationships and links already created with the local community and families. Within a work role it is highly likely that you will in fact be a member of a number of teams and they will have different specific objectives such as supporting a named child or to give general support within a specific class. However it is usually the case that the more general objectives of all the different teams have at least some, if not all, of the objectives listed above. 3.3 Describe own role and responsibilities and those of others in the team. Within any team in any industry it is crucial that each team member understands their own role, how it fits in with the team and other team members as well as understanding the role of other team members. Communication is a vital role for all team members and being able to liaise and interact with each other makes for a highly functioning team. All team members should feel that their opinion is valued and regular meetings enable the exchange of ideas and promote team objectives and create a sense of unity. Meetings also give a good idea of how what you are doing fits in with the school or team as a whole. The role of a Teaching Assistant is to work under the guidance and instruction of the teaching staff. Most work is carried out within the classroom during lessons but very importantly before lessons with preparation and the clearing up after classes. The support of specific pupils who may have special needs is also a key responsibility and working either one to one or in a small group is common place and key. This role description is a supporting role and different to that of a teacher whose main responsibilities include developing lesson plans, teaching, assessing pupils and tracking their development and fostering an atmosphere of learning, promoting essential personal character traits and setting a  good role model for pupils to emulate and aspire to. 3.4 Describe the importance of respecting the skills and expertise of other practitioners It is very important to respect the skills and expertise of other practitioners as it enables the development of good working relationships. The recognition that all team members bring something different but equally vital to the team is a core element to a successful team as is the acknowledgement that individuals can in turn learn from colleagues and thus develop. By listening to others, respect is demonstrated and usually reciprocated and in turn nurtures good working relationships. If all team members have the qualities of self-respect, self-esteem, confidence and the ability to do their role competently then the foundations of the team are strong and the performance enhanced. The fundamental point to be always kept in the forefront is that in order to have good working relationships with other team members you need to show that their opinions and expertise are considered, listened to and respected. A point to note however is that one should challenge and debate any opinions that one does not agree with as healthy debate is both rewarding and productive producing new ideas and solutions to problems. Section 4 Be able to support the work of the team 4.1 Support the purpose and objectives of the team The aims at Kingston Park Primary school are clearly laid out in the prospectus and on their website. These are â€Å"We aim to work together to provide a happy, caring, secure, stimulating learning environment in which children are treated as individuals, enabling them to become independent learners, with respect for each other, pride in themselves and in our school community. We provide a range of extended curriculum activities to develop the whole child and promote self-esteem and personal development â€Å" These aims cascade down to all levels and are seen in the purpose and objectives of the team in which I have been working at the school. Within my role I support many of these such as promoting positive behaviour by demonstrating consistent good behaviour myself, creating stimulating learning environments by preparing materials for use in class and ensuring a secure environment always being mindful of health and safety issues. I always try to promote a positive professional attitude whilst at school. I demonstrate a strong work ethic by always asking the TA’s if there is anything I can do and show  willingness to do even the most basic of tasks because it ultimately supports the schools objectives. I have attended every placement day I have said I would attend and have always been punctual and smart. 4.2 Carry out own role and responsibilities within the team. My role and responsibilities within the team include: – Supporting teaching and learning in the classroom. For example teaching a small group of less able children how to do multiplication in maths using the grid method. – Provide general support to the teacher in the organisation and management of the pupils and classroom. For example I set up the tables for the lessons by putting out the books and materials needed and ensure the children are sat at the correct tables. – Promote the inclusion of all pupils ensuring they have equal opportunities to learn and develop. For example last week I took two students for whom English was their second language and read a book with them and helped them write sentences about the book. They needed more focused help and would not have understood the tasks in the larger classroom setting. – To be responsible for promoting and safeguarding the welfare of the children. For example when there was a fire alarm I assisted in getting all the children in the class safely out of the building. A typical morning on placement involves the following: – Liaising with the teacher to find out the running order of the morning, what the lesson will involve and ways in which I can assist. – Setting up the tables with any equipment – Liaising with the TA to establish if there are any tasks to do – Working with a small group of less able children with maths or literacy – Working 1-2-1 with an individual child perhaps listening to them read or helping them with addition – Writing up in the relevant document the progress of the child I have been working with and giving the teacher feedback on their progress. – Clearing up after lessons and doing any admin. tasks allocated to me including mounting work on backing paper, putting up a display or filing work. Throughout all of these tasks good communication is key and I feel I communicate and interact well with the children and staff alike. Overall my placement allows me to support the purpose and objectives of the  team in a professional and helpful way and I promote the team ethos needed to work successfully in the school environment. 4.3 Communicate clearly with team members and others, making sure they have the information they need. Communication is a key skill in my role as a volunteer in school and my ability to communicate well contributes to and supports the work of the team. When I am given a task to carry out by one of the teachers or Teaching Assistants I will always ask questions if I am unsure or if I need to clarify something. I am often given the task to take a less able group of children in maths or literacy and not only communicate with the children well but also feedback how the children have done at the end of the lesson. I also work on a one to one basis with individual children and then not only feedback their performance to the staff but also write up about their progress in their books and in the official pupils record sheets. This good communication is essential for the team to be able to monitor children’s progress and then plan for the future. 4.4 Interact with others in a way that supports good team work My interaction with staff at all levels has been excellent to date. I have liaised effectively with staff from the Deputy Head to the kitchen staff and caretaker and have been able to support the school team in many small ways through this interaction. One example was whilst in the staff room on a break a few of the Teaching Assistants were folding up raffle tickets, of which there were hundreds, to put in the bowl for the Christmas raffle draw. I offered to help with this in order to get more tickets folded and did this on my coffee break. This interaction supported the school team and I was thanked by a few other staff members for volunteering. 4.5 Identify and suggest ways in which the team could improve its work, challenging existing practice where necessary. I have not yet identified an issue whereby I felt the need to suggest ways in which the team could improve its work. I do now feel confident enough to do so should the situation arise and I will submit a learning journal to evidence this as and when I have encountered the situation. 4.6 See attached case studies. 4.7 Seek advice and support from relevant people when needed. See learning journal

The Life Of A Slave Girl By Harriet Jacobs And Frederick...

Realism creates an authentic image of daily endeavors, notably most if not all that slaves faced, and constructs a bridge that connects the gap between the readers to the slaves who are subjected to the endeavors and hardships as seen through autobiographies of many former slaves such as Harriet Jacobs’s and Frederick Douglass’s. Jacobs’s â€Å"Incidents in the Life of a Slave Girl† and Douglass’s â€Å"Narrative of the Life of Frederick Douglass† both illustrate great examples of the obstacles and barriers that slaves had to overcome. The protagonists in both stories, Harriet Jacobs and Frederick Douglass, are obviously not your everyday comic book superheroes who has their own hidden identities, rather, they are just ordinary commoners who are also facing real-life struggles like everybody else. Works of realism do not usually characterize their protagonists with romantic elements which often admired or idealized the protagonists, but rather portray their protagonists as an antihero. For instance, Jacobs was a slave who was often taken advantage of physically by her master. She begins to recall her master’s wishes, â€Å"Mr. Flint wished that I should sleep in the great house instead of the servants’ quarters,† (Jacobs, 407). Although Mr. Flint sounds like a caring and loving man, the idea contradicts the reality that Jacobs prefers to stay in the comfort and safety of the â€Å"servants’ quarters† rather than the â€Å"great house† of Mr. Flint. Based on Jacobs’s perspective, any actions of Mr.Show MoreRelatedThe Life Of A Slave Girl By Frederick Douglass And Harriet Jacobs1208 Words   |  5 PagesFrederick Douglass and Harriet Jacobs are both prominent influential authors of the Reform Era. Both writers, who spring forth f rom similar backgrounds and unimaginable situations, place a spotlight on the peculiar circumstances that surrounded the lives of the African American slaves. After reading and analyzing both Incidents in the Life of a Slave Girl, and the Narrative of the Life of Frederick Douglass; readers discover the horrifying truths that belong to the past in connection to slavery.Read MoreThe Life Of Frederick Douglass And The Life Of A Slave Girl1475 Words   |  6 PagesJamiya Brooks Comparative Paper November 18, 2014 The Life of Frederick Douglass the Life of a Slave Girl The Narrative of the Life of Frederick Douglass and The Incidents in the Life of a Slave Girl are both nineteenth-century narratives about Frederick Douglass and Harriet Jacobs’s experiences born into slavery and as escaped slaves. The concept of gender makes each narrative have distinct perspectives’ of their version of what they endure during slavery and how it shapes their freedom. EvenRead MoreA Comparison Of Writings By Harriet Jacobs And Frederick Douglass1718 Words   |  7 PagesA Comparison of Writings by Harriet Jacobs and Frederick Douglass In this paper I will compare the writings of Harriet Jacobs and Frederick Douglass. I will touch on their genre, purpose, content, and style. Both authors were born into slavery. Both escaped to freedom and fought to bring an end to slavery, each in their own way. Both Jacobs and Douglass have a different purpose for their writings. Harriet Jacobs and Frederick Douglass were both slaves that wrote about their strugglesRead MoreJacobs Douglass: An Insight Into The Experience of The American Slave1019 Words   |  5 PagesThe slave narratives of the ante-bellum time period have come across numerous types of themes. Much of the work concentrates on the underlining ideas beneath the stories. In the narratives, fugitives and ex-slaves appealed to the humanity they shared with their readers during these times, men being lynched and marked all over and women being the subject of grueling rapes. The slave narrative of Frederick Douglas and Harriet Jacobs: Incidents in the Life of a Slave Girl themes come from the existenceRead MoreThe Life of A Slave Girl by Harriet A. Jacobs Essay1272 Words   |  6 PagesA slave narrative is to tell a slaves story and what they have been through. Six thousand former slaves from North America told about their lives during the 18th and 19th centuries. About 150 narratives were published as separate books or articles most slaves were born in the last years of the slave regime or during the Civil War. Some Slaves told about their experiences on plantations, in cities, and on small farms. Slave narratives are one of the only ways that peopl e today know about the wayRead MoreCompare/Contrast Douglass and Jacobs1607 Words   |  7 PagesAfrican-American Slave; A Compare and Contrast Essay of Harriet Jacobs and Frederick Douglass. The experiences, memories and treatment in any situation are viewed upon differently between a man and a woman. Obvious in the case of slavery, the two sexes were treated differently and so therefore their recollections of such events were-different. In the following short essay, we look closely at the perspective of the female slave, Harriet Jacobs in â€Å"Incidents in the Life of a Slave Girl†, and respectfullyRead MoreResponse to Harriet Jacobs and Frederick Douglass Readings1204 Words   |  5 PagesCritical Response on Harriet Jacobs and Frederick Douglass Both Douglass and Jacobs were inspirational icons for the African-Americans in American history. Their contributions to the abolition of slavery and liberalism of the African-American race in the U.S. are very notable and important too; not only for honor but also important to American literature. They both lived during the period of the Antebellum (1820 - 1865) when the abolition of slave trade was a big issue in the country. At this timeRead MoreResponse to Harriet Jacobs and Frederick Douglass Readings1192 Words   |  5 PagesCritical Response on Harriet Jacobs and Frederick Douglass Both Douglass and Jacobs were inspirational icons for the African-Americans in American history. Their contributions to the abolition of slavery and liberalism of the African-American race in the U.S. are very notable and important too; not only for honor but also important to American literature. They both lived during the period of the Antebellum (1820 - 1865) when the abolition of slave trade was a big issue in the country. At this timeRead MoreEssay on Out of the Silence1445 Words   |  6 PagesThe slave narrative genre is an important part of American history. These stories are not only portraits of individual history, but also of American history. By reading the stories of the past we can better determine the path of the future. The personal stories of Frederick Douglass and Harriet Jacobs are two excellent examples of the slave narrative genre in American literature. To be sure, bondage and oppression had a lasting and profound effect on both genders; however, men and women experiencedRead MoreFrederick Douglass Vs. Harriet Jacobs987 Words   |  4 PagesFrederick Douglass v. Harriet Jacobs â€Å"We are not Americans; we are Africans who happen to be in America. We were kidnapped and brought here against out will from Africa. We did not land on Plymouth rock--that rock landed on us (â€Å"Malcolm X†).† Slavery began when Americans brought Africans to Virginia in 1619 to complete any field work that plantation owners did not want to do themselves (History.com Staff). Slavery lasted in America for 246 years and even after, African Americans were still treated