Caring for Children :: Anne Bradstreet

â€Å"No cost nor labour did I spare† is a phrase every mother lives by. It shows that a mother loves her children so much that she will give anything up just so her children can reach success in life. The way this is written suggests that there was no thought involved in making this decision, the mother did not even think about it for a second, she knew immediately that she would not spare any cost or labor for her child. Anne Bradstreet is the author who wrote this, suggesting that the most important thing in her entire life is her kid’s success in life. In the poem â€Å"In Reference to Her Children,† author Anne Bradstreet demonstrates her love for her children by raising her children with pain and care, watching concernedly her children grow up, and wanting to be with them in the afterlife. Anne Bradstreet loves her children so much because she raised them all with pain and care. Bradstreet often talks about her children loving people, and people loving them, â€Å"And with her mate flew out of sight† (14) and out of her reach so she can not watch over them. Bradstreet’s strong Puritan heritage gives her unquestionable belief that God is watching over her children for her, and her children are watching for God. With this relationship between her and God, Anne Bradstreet accepts the departure of her children. In this poem Anne Bradstreet talks about success, â€Å"Coupled with mate loving and true† (23) this is Bradstreet’s idea of success for her children in this poem. Anne Bradstreet’s idea of success is so much more than just this line, in the fact that she wants her children to be educated, and live good productive Christian lives. All of these things are implied in the poem as simple as finding a mate and â€Å"flying† off. A devoted mother, Anne Bradstreet is concerned with her children as she watches them grow up. â€Å"Or lest by Lime-twigs they be foil'd, or by some greedy hawks be spoil'd† Anne Bradstreet uses to describe her fear for her children. Not wanting to see her children suffer, Anne Bradstreet turns to God to help her children. Bradstreet imagines her bird’s being stuck on a branch and a hawk eating them, a grim image of all of her sacrifice being lost in a single moment. â€Å"No cost nor labour did I spare† describes how much Anne loves her children.

Delivering Learning and Development Activities Essay

The aim of the lesson plan (above) was to provide employees the knowledge and skills to draft a quality CV. Typically, employees are not familiar with how the recruitment process works, and are even less versed in drafting a CV. Many have not felt the need to apply for new roles in the past due to the security and comfort of the roles at that time. This was also confirmed from the output of the CV Workshop Pre-Assessment that were sent out and returned. The organisation has recognised this and has created a learning programme to support the individuals. Lesson Plans 1 & 2 (above) are two  half day sessions that give employees an understanding of the importance of the CV and how to create a quality draft. This is followed by the individuals’ line managers. A further two day covers interview techniques to complete the programme. Designing and delivering the session was all about the preparation. It was important to understand the audience and make it meaningful for them â€⠀œ showing â€Å"what was in it for them†. Understanding the concept of andragogy was an important factor in determining whether the sessions would be successful – would the individuals behave like prisoners, passengers or participants? Would they have barriers to learning: negativity in motivation and application? Individuals actually behaved liked participants which actually made the session more enjoyable. None of them (as captured in the pre-assessment forms) had any recent experience of writing a CV, which made the session more relevant for them. The size of the room was sufficient to accommodate the number of delegates, and it made the breakout session more intimate. The facilities were sufficient to display the PowerPoint pack as well as accommodating use of flipchart paper for the breakout session. They were asked to ensure mobile phones were switched off to prevent interruptions which break flow & concentration. Creating a positive environment in preparation and anticipation of prisoners, passengers or participants was essential. I set the scene by acknowledging and showing empathy that I understood that this is a difficult time for all of the delegates but that I was there to give them the tools and techniques to help them build a quality CV, which would ultimately help in finding a new role. I outlined what the aims and objectives were and how this session fit in with the remaining programme, to give individuals assurances that they were in professional hands. I underlined my credibility in delivering the session, having worked in recruitment in the past, as well as having recruited heavily as a line manager, therefore being well versed in knowing what a good CV looks like, having read and reviewed many over the years. I explained that we’d cover off, as a group, what was currently known about writing CVs and by the end, the group would be able to differentiate between a good and poor CV, so they could visualise what the outcome would be. I introduced a breakout session – an activity to get them actively thinking and collaborating with each other, so they felt part of the solution and in control of their own destiny. This also worked well as an icebreaker. I’ve  gave them guidelines and techniques to use, and provided supporting material (CV Workshop hand-outs, Action Verbs hand-outs and a CV template) so they could use as references and tools after the session. Open questions were used to check understanding. Feedba ck was sought in two forms – formative (CV Workshop Pre-Assessment) and summative (evaluation forms, open questions and ‘homework’ to draft a CV). The pre-assessment was used to tailor the session, effectively being very explicit or â€Å"spelling out† each point of writing a CV. Questions were asked as feedback throughout to ensure delegates fully understood each point. Good responses were recognised and acknowledged, and corrective feedback was provided for incorrect responses. To improve my performance, I have reviewed the feedback and will introduce a working example of what a good CV looks like. I will get each of the delegates to reiterate and share the key learning they would take away at the end of the session to help reinforce in their minds what they have learned and make it real for them. I will also make a bit more use of the room – â€Å"owning it† by walking around to show authority and more importantly, observing more closely (e.g. at the breakout session).

Essay on Plotinus, Augustine, Aquinas, K.Wojtyla on...

Plotinus, Augustine, Aquinas, K.Wojtyla on Person and Ego ABSTRACT: Today the connection between person and the I is acknowledged in many respects but not always analyzed. The need to relate it to the reality of the human being has sparked the present investigation of the philosophical anthropology of four thinkers from the late ancient, medieval, and contemporary periods. Although it may seem that the question of the role of the I with respect to the human being hinges on the larger problem of objectivity v. subjectivity, this does not seem to be the case. Many topics, however, are necessarily entailed in this investigation such as individuality and universality, soul and body, consciousness and action, substance and history, the†¦show more content†¦(2) He reconciled the apparent contradictions with the use of new punctuation for the most decisive text against individual forms for human beings. The passages often taken as contradictions applied to quite other realities. Plotinus position is to be taken from Ennead V,7,1 lines 18- 23: No, there cannot be the same forming principle for different individuals, and one man will not serve as model for several men differing from each other not only by reason of their matter but with a vast number of special differences of form. Men are not related to their form as portraits of Socrates are to their original, but their different structures must result from different forming principles. As Armstrong points out, Plotinus higher self is not simply identical with the individual form of a particular human being. The higher self which Plotinus interprets as the intellect or Nous which does not come down is nevertheless said to be a soul. In Ennead V.3 humans are described as reasoning souls, wandering between embodiment and intellect. But humans can transcend their reasoning souls and identify themselves with their higher soul or intellect and even transcend that to arrive at union with the One, an unknowable Selfhood to which, according to J.P. ODaly, (3) it is urged on by love, given by the Good, which is what the Ones Selfhood is. The composite human being, that is, the human person as embodied rational soul is rightly represented by its higher self or the I as