Your Child Model

All of us have some model or an inspirer when s/he was a kid . For me it was a girl but not any girl She's a small Indian girl . That’s not all, But she's also Not real girl She's a cartoon girl Do you want to know her? Sally she was my model . In my presentation I will give you more details about my little model and her carton . I will explain to you how this little girl affected on my personality. First of all, Princess Sarah ( , Purinsesu Sera? ,Sally, also known as Little Princess Sara(h) is a 1985 Japanese anime series produced by Nippon Animation, based on Frances Hodgson Burnett's novel, A Little Princess. Spanning 46 episodes It was also aired in numerous countries worldwide and translated into several languages, including French, Italian, German, Arabic and Spanish. In the Pan-Arab region, it became the most successful anime based on a novel adaptation in the 90s with small variation in which the main character name is Sally instead of Sara. StorySally or Princess Sar ah tells the story of Sarah Crewe, a young daughter of a wealthy English family in India, who starts attending an all-girl's seminary selection boarding school in London, where she excels in her studies and is loved deeply by many of her friends and classmates. However, tragedy soon strikes when Sally's father passes away and her family goes bankrupt, leaving her to be a poor orphan. The school's headmistress, Miss Minchin, takes advantage of this situation and makes her a maid in the school, trying hard to make her life as miserable as possible.However, Sally, with the help of her friends, tries to endure all her hardships until redemption comes at last. Main Characters Sally Crewe. I weared her in many things the look, style . She was beautiful , stylish and petite. When I was child I wish if I were her at the begins of her life off course. Emilly=Ralph Crewe Sally's doll . she was the best friend for sally because it was a present from her father and it's look like to one of her friends in India. Exactly from this point I learnt to be loyal and true-blue girl . Miss Minchin Maria minchinIt was unfeeling , strict , keen woman . Hates sally and treats her very badly. From this woman I knew the real meaning of unfairness and sally's reaction learnt me the meaning of the patient. Amelia Minchin The sister of maria minchin . but it was kind and always try to help sally. I believe that a good-hearted person can find a good-hearted person even if s/he inside the devils world. Peter A poor boy . He was the driver of sally's rig. Becky=vecky She was the maid . she was very poor. When sally was rich she helped her many times . so when sally became poor . ally and vecky become best friends . Ermengarde St. John She was a student her family in force her to study so, she found everything difficult . sally helped her in many subjects and when sally became maid ermengarde help sally and gave her books I learnt from her to be obliging person. Lottie Legh The smallest and n osiest student in the school . sally treat her very kindly . she called sally mama sally. I learnt from sally to be tenderness and kindness Lavinia Herbert It hold a grudge against sally because sally was smarter, richer ,and more beautiful than her.Sally always be polite and kind with her . That's told the person always reflects himself so, he must be polite all the time. James The cooker it was strict and following miss menchin.. Tom Carrisford An old man partner and friend of sally's father . return to sally her heritage and she's be wealthy again . I learnt from that the truth and prerogative never lost. Summary Hope you are enjoy in my presentation and maybe this told us to be very careful when we chose the cartoons and movies for our children. because as you see it's 16 years ago and this cartoon still stick in my mind. . .

Communication and Positive Relationships Essay

Module 1 Activities Q1.1 Why is it important that you are able to communicate effectively with people in your job role? Good communication is very important when working with children, young people, their families and carers. By being able to communicate effectively I am making sure that I am understood and understanding too. People, especially children respond well to positive communication, and by being able to communicate effectively with children I will be able to identify their strengths and weaknesses and be able to support them if it be needed. Being able to communicate effectively with colleagues means I will be able to discuss lessons, pupils progress and any problems that may arise, and if I am able to communicate effectively with parents and carers then I will be able to discuss pupil progress etc in a professional manner that would not be offending. Another reason why being able to communicate effectively is important is that it helps build a good rapport and builds trust between the workforce, children, young people and their carers. Q1.2 Explain your different styles of communication when: a) noticing that a Foundation age child is becoming distressed during a group activity in the Numeracy session I will come down to the level of the child and ask if they understood the session or if they found it difficult. I would be understanding. I will give the child the opportunity to express their thoughts on the lesson in the hope that I will then be able to asses why the child was becoming distressed and be able to resolve the issue so that the child felt confident enough to carry on. â€Å"Children learn best when they are enabled to express themselves †¦Ã¢â‚¬  (http://www.nicurriculum.org.uk/docs/foundation_stage/UF_web.pdf) b) noticing that a Year 7 child is becoming distressed during a group activity in the Maths lesson I will ask the child to move away from the group so they didn’t feel humiliated in front of their peers. I will not  Ã¢â‚¬Ëœtalk down’ to them; rather I will be respectful and understanding. I will give the child an opportunity to express their thoughts on why they were becoming distressed; maybe they didn’t understand the activity or were uncomfortable with the group they were put with? I will try my best to resolve any issues that the child may have, so the child knows that he was heard and not feel that he was ignored. c) Supporting a child with Asperger’s Syndrome during a role play activity about going on holiday Most children with Asperger’s syndrome like routine and structure ‘People with Asperger’s syndrome often have trouble understanding the â€Å"big picture† and tend to see part of a situation rather than the whole.â⠂¬â„¢ (http://www.webmd.com/brain/autism/tc/aspergers-syndrome-home-treatment) I will explain the activity to the child in a simple manner and give the child the opportunity to decide on what he wants to say without overpowering him. I will make sure the child understands what is going on in the activity and throughout the role play, and also make sure that he is not getting distressed. I will make sure he is comfortable when interacting with other children and that he understands what the activity is about. Children with Aspergers syndrome find it difficult to socialise, so I will talk to the child and make him feel comfortable about the role play. I will not demand, instead I will suggest so the child doesn’t feel like he is being pushed in to doing something he is not comfortable with as this will result in him becoming distressed. d) Supporting a child with hearing impairment during a role play activity about going on holiday I will firstly ensure that the activity is taking place in an area which is quiet so the child does not have difficulties in hearing. I will speak to the child, coming down to his level, and in a clear voice making sure he has understood the activity. I will use visual aids about the activity, pictures about going on holiday etc, making sure the child is comfortable with the role play. I will ensure all other children taking part in the role play speak in a loud clear voice, and that the child is sat in a place where he will be able to communicate with the others effectively. I will ensure the child is not getting distressed throughout the activity by staying close to the child and asking him at intervals ensuring that he is comfortable. Q1.3 You are concerned about the behaviour of one of the children with whom you are involved. You believe that this is due to learning development problems, and suspect this may be due to underlying medical issues. Explain how you would ensure that effective communication is maintained when discussing these issues with the child’s parent, the assigned teacher and other external professionals. When discussing these issues with the child’s parent I will make sure I am kind and considerate. I will ensure that the parents’ know that they are involved in all decisions affecting their child’s education and learning. I will be respectful, avoid being judgemental and also remember to be positive, as parents enjoy positive communication. I will include positive aspects of the child’s performance. I will listen to the parents input and there point of view. ‘†¦ Surveyed parents wanted to be treated with respect and as equals when communicating with educators. Parents are not looking for a cold, professional approach from school staff. Rather, teachers who develop a â€Å"personal touch† in their communication style achieve enhanced school relationships.’ Communicating with Parents: Strategies for Teachers, Susan Graham-Clay When discussing these issues with the teacher and other external professionals I will be non judgemental, be respectful towards the child and be sure to communicate in a way that all information is passed on accurately regarding the child’s behaviour and any other issues that there may be. Q1.4 How can a HLTA help pupils to understand why it is necessary to behave appropriately during lessons? ‘It’s far more effective to encourage good behaviour rather than deal with misbehaviour as it arises’ http://newteachers.tes.co.uk/content/top-10-strategies-encouraging-good-behaviour A HLTA can help pupils understand why it is necessary to behave appropriately by firstly being aware of the schools policy on behaviour, then making the  pupils aware of the policies regarding acceptable behaviour at the school. Pupils can be told how inappropriate behaviour can disrupt the learning process of others and the teaching process. A poster of class rules/expected behaviour can be put up in the classroom so pupils are aware of what kind of behaviour is expected from them in the school. The pupils should be made aware of what is expected of them and a consistent approach should be upheld regarding this. Q1.5 Speak to a classroom teacher and ask them about the most important things they expect from their pupils in terms of behaviour. Record them below and state whether you agree or disagree with their expectations. If there are expectations you did not agree with, think about why you did not agree. Record your thoughts here and discuss with the teacher. Participate in class discussions-Disagree Some students are not comfortable when having to speak up in class discussions. This should not be expected from all students and should not be thought of as misbehaving if students are not participating with class discussions. Hand work in on time given-Disagree It should be expected that some students may not be able to hand their work in on the time given, this can be due to learning difficulties, some students may need extra support and time in completing their work. Some students may be experiencing problems at home etc which has not made it possible for them to complete their work on time Q1.6 Say how you as a HLTA would deal with each of the following situations (Figures in brackets give the age of the pupil) Amy (13) calls Jasmine (11) a ‘chav’. I would first report the incident to the class teacher, and then I would move Amy to a different place so she does not feel humiliated and give her time to calm down and a chance to explain why she said what she did to Jasmine. I will keep an open mind and stay calm and supportive so as to not inflame the situation further. When the teacher is dealing with the situation I will make sure the rest of the class is not disrupted by keeping them on task I will see how jasmine has been affected by this and make sure she is ok. Susan (8) pulls the hair of the girl sitting next to her I will be sure to not shout as this will not solve the problem, firstly I  will move Susan away to a different place and then inform the teacher. I will give Susan time to calm down before I attempt to examine the problem, I will listen to her and show that I am interested in her feelings. I will explain how this kind of behaviour is not acceptable, I will criticise the behaviour and not Susan, and I will explain how her actions affect others around her During a whole-class activity, Jack (11) gets up and wanders round the classroom, looking at other pupils work and distracting them. I would ask Jack to return to his place and praise him when he does so. I will speak to Jack away from the rest of the pupils asking him why he was wandering around the class, maybe he wasn’t sure about the class activity, I will remind him of the class rules and explain how his behaviour was disrupting the rest of the class You hear Tom (13) threaten to ‘knife’ Paul (12) when they get out of school. I will speak to Tom calmly and ask him what was making him angry, I will show him that I am interested and want to help. I will give him time to calm down. I will tell the class teacher so she is aware of the situation and can tell the appropriate people at the school to ensure the safety of the pupils. You ask Mohammed (5) to stop talking while the teacher is talking and he swears at you I will keep calm and not shout or get angry. I will condemn the behaviour and not Mohammed so he does not feel humiliated. I will explain to the class why using this kind of language is inappropriate and how it hurts people’s feelings etc I will encourage good behaviour and praise Mohammed for doing good so he learns the difference between praise on good behaviour and being reprimanded for unacceptable behaviour. Carla (13) and Rani (13) have an argument over a pencil. Carla is racially abusive to Rani and grabs Rani’s wrist to force her to give her the pencil. I will tell Carla to move to a different place away from the class, and give her some time to reflect and think. I will inform the class teacher of what has happened and ensure that Rani is ok I will give Carla the chance to  speak, reminding her that being racially abusive was wrong and how she thought Rani may be feeling. I will not shout or become angry, I will remain calm and not criticise her behaviour You come across Chris (14) and Sam (15) smoking at the top of the playing fields I will ask both boys politely to stop smoking and get rid of the cigarettes and to also give me any other cigarettes that they may have. I will keep calm and not become angry. I will ask them if they knew the dangers and ill effects of smoking and how it was dangerous to their health etc I will criticise the act and not the pupils I will report the incident to the class teacher You overhear Charlotte (14) and Jenny (14) discussing a sexually explicit scenario involving one of the male teachers. I will tell both the girls to move places and then report to the class teacher what I had heard. I will not become judgemental or angry; I will remain calm and explain why these kinds of discussions were inappropriate in the classroom. As this is a sensitive matter involving another teacher, I will inform the appropriate member of staff to deal with it accordingly, and make sure I clearly tell them what I had heard between the girls

Commonly Confused Words Interment and Internment

The nouns  interment  and internment  look and sound similar, but their meanings are quite different. Definitions Interment refers to the act or ritual of burial. Internment refers to the act of confining or imprisoning (or the state of being confined or imprisoned), especially in wartime. Examples During the Civil War, there was sometimes a considerable delay between the date of a soldiers death and his interment.On a March day in 1887 the skeletons of a young woman and a child were found on top of a windswept hill in southern England. . . .  Nestling close to the very fragile bones were hundreds of fossil sea urchins—balls of flint engraved with a five-pointed star. All appeared to have been carefully buried with the bodies in their chalky grave at the time of  their interment. (Kenneth J. McNamara,  The Star-Crossed Stone: The Secret Life, Myths, and History of a Fascinating Fossil. University of Chicago Press, 2011)During World War II, roughly 120,000 people of Japanese descent, almost two-thirds of them American citizens, were removed to internment camps in the U.S.​In World War I, . . . the internment of civilians became widespread when the Germans took captive all men of military age in Belgium and in occupied French territory, as did the British and French in reprisal. (Esther R. Cohen,  Human Rights in the Israeli-Occupied Territories, 1967-1982. Manchester University Press, 1985) Practice (Answers Below) (a) The minister was responsible for recording the time and place of the funeral service and _____ on the church calendar. (b) While governments often resort to _____ during periods of national emergency, such as a war or during a terrorist campaign, the practice raises questions about the balance between security and liberty. Usage Notes The noun interment and the verb inter (from which it is derived) are formal words that refer to the depositing of a dead body in the earth or in a tomb. The noun internment is derived from the verb intern, which refers to the confinement of enemy aliens, prisoners of war, etc. In both nouns and both verbs the stress falls on the second syllable.​The noun intern, stressed on the first syllable, is an American name for someone in the final stages of professional training, especially in medicine. (Martin Manser,  Good Word Guide, 7th ed. Bloomsbury, 2011)Internment generally refers to the confinement of civilians, especially people sharing the same nationality or political beliefs as the enemy, during wartime. (The American Heritage Guide to Contemporary Usage and Style. Houghton Mifflin, 2005) Answers to Practice Exercises (a) The minister was responsible for recording the time and place of the funeral service and  interment  on the church calendar. (b) While governments often resort  to  internment  during  periods of national emergency, such as a war or during a terrorist campaign, the practice raises questions about the balance between security and liberty.

Solutions to Hair Loss in Men and Women Essay - 1697 Words

According to Relevant Research, Inc and the International Society of Hair Restoration Surgery, 35 million men and 21 million women in the United States were experiencing hair loss as of July 2013. Hair loss can have many causes and subsequently there are many solutions. People experiencing hair loss will go to great measures to reverse their hair loss. 47% of hair loss suffers said they would give up their life savings to regain a full head of hair and 60% said they would rather have more hair than money or friends. With those statistics, it is no surprise that that the worldwide revenue for surgical hair restoration alone is $1.87 billion. However, not all hair loss solutions are a match for everyone and some do not provide the results†¦show more content†¦The second most common type of hair loss is telogen effluvium. Effluviums commonly affect different phases of the hair growth cycle. Hair follicles on the scalp do not constantly produce hair. The follicles cycle through a growth stage that can last two or more years, they then revert to a resting stage for up to two months before starting to grow new hair again. At any time on a healthy scalp about 80% to 90% of the hair follicles are growing hair. This active stage of hair growth is called the anagen phase. This also means that at any given time 10% to 20% of the follicles on the scalp are in a resting stage called telogen, where they are not producing any hair. Telogen effluvium occurs when there is a significant change in the number of hair follicles in the anagen phase. When this happens, more hair is in the telogen phase, which results in telogen effluvium, or shedding. The cause of this type of hair loss is not always easy to discover, as it may be a result of stress, postpartum alopecia, vaccinations, extreme or quick weight loss, physical trauma and/or diet. Fortunately, people experiencing telogen effuvium will not suffer permanent hair loss because it is fully reversible and they will no t completely lose their hair but rather they may see their hair become much thinner. . Most people suffering form telogen effuvium will see aShow MoreRelatedHair Loss And Skin Loss809 Words   |  4 Pagesabout Hair Loss and Treatments to get rid of it Hair loss is a major issue because it not only a complex medical condition but also affects every aspect of the sufferer’s life. Here is good news to the people of Sheffield because we provide resources and support to those who are seeking out solution to hair loss problems. We cover different types of surgical and non-surgical hair loss treatment that is tailored to your specific needs. Overview: The thinning of hair on the scalp is called hair lossRead MoreEssay on Rogaine Case1376 Words   |  6 Pagestarget men and women between the ages of 25 to 49 for their Rogaine product. 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Human Resource Management Essay - 1964 Words

In this assignment I intend to outline the development of Personnel Management (PM) and Human resource management (HRM). Briefly describing their development and the role they play in a work place today. I will then discuss the role HRM played in changing the approaches adopted by management to employment, before finally hypothesising about the future direction of HRM. PM can be traced all the way back to the late 18th century and the industrial revolution in England. However for the purpose of this assignment my analysis will begin much later after the Second World War (WW2). WW2 created a massive demand for labour and in particular personal specialists. It was in late 1946 that these specialists created the Institute of Personnel†¦show more content†¦These changes took place for a number of reasons. The economy in general was changing and there was a shift from manufacturing to service and the focus moved to customers both internally and externally. Huge technological strides were made during this period which allowed business to change with it. There was also a change in attitude towards employees so, family friendly policies were introduced and employers tried to help employees achieve a work life balance. HRM started to become an integral part of business, where PM had been reactive HRM became proactive and was involved in decision making. They are also involved with management up to board level and contribute to the bottom line of the business (profit). HRM is now responsible for the hard S’s: strategic planning, structure, systems and service internal/external. HRM still includes the soft S’s and these are now much less involved because HRM is about planning ahead and making provisions for retirements, temporary cover for busy periods and other foreseeable and unforeseeable problems ahead. HRM staff now work closely with unions, with a close relationship both parties are now far better at avoiding union action and problems can generally be sorted quickly with little fuss. There is still a great debate between academics as to whether HRM is a whole new concept or just a repackaging of PM. Some experts, for example Legge 1995 and Storey 1989; 1995 suggest that the message itself is not theShow MoreRelatedHuman Resources Management : Human Resource Management1140 Words   |  5 Pagesa business efficiently? Human Resource Management (HRM). Human Resources is the solid foundation that practically oversees the entire organization, whether its managing employees to surveilling the progress of every single department. There are six principle functions that Human Resource take into account: employee relations, recruitment, compliance, compensation and benefits, training and development, and safety (policies/regulations). Over time Human Resource Management has taken a new role intoRead MoreHuman Resources Management And Human Resource Management2123 Words   |  9 PagesIntroduction The study of human resource management becomes a major topic of the science of management at the beginning of 20th century and keeps attracting researchers’ attention (Merkle, 1980). The new models of human resource management derive from the advance of management theories and the accumulation of practices and experiences. With the development of global economy, the economic situation of each country deeply affects the world and becomes closely connected. In addition, the needs of customersRead MoreHuman Resources Management : Human Resource Management1138 Words   |  5 PagesHuman Resources Management Hilti continues to grasp on success and expand globally, but their path weren’t always well defined. 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Power point presentation free essay sample

A slide show is a es of still images on a projection screen or electronic display device, typically in a prearranged sequence. Each image is usually displayed for at least a few seconds, and sometimes for several minutes, before it is replaced by the next image. The changes may be automatic and at regular intervals or they may be manually controlled by a presenter or the viewer. Slide shows originally consisted of a series of individual photographic slides projected onto a screen with a slide projector. When referring to the video or computer-based visual equivalent, in which the slides are not individual physical objects, the term is often written as one word, slideshow. A slide show may be a presentation of images purely for their own visual interest or artistic value, sometimes unaccompanied by description or text, or it may be used to clarify or reinforce information, ideas, comments, solutions or suggestions which are presented verbally. We will write a custom essay sample on Power point presentation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Slide shows are sometimes still conducted by a presenter using an apparatus such as a carousel slide projector or an overhead projector, but now the use of an electronic video display device and a computer running presentation software is typical. Animation Animation is the process of creating a continuous motion and shape change illusion by means of the rapid display of a sequence of static images that minimally differ from each other. The illusion—as in motion pictures in general—is thought to rely on the phi phenomenon. Animations can be recorded on either analogue media, such as a flip book, motion picture film, video tape, or on digital media, including formats such as animated GIF ,Flash animation or digital video. To display it, a digital camera, computer, or projector are used. Presentation Presentation is the rehearsal of performance and the explanation of the content of a theme to viewers or students. In the business world, we have sales presentation, informational and motivational presentation, first encounters, interviews, briefings, status report, image building and training sessions. presentation of a seri

Memory is deceptive because it is coloured by todays events Essay Example

Memory is deceptive because it is coloured by todays events Essay Literature is a constantly contested and revised term coined to separate the literary world into works of superior or lasting artistic merit and the ‘other’. This elitist nature used by literary ‘scholars’ created the foundation for all the teachings and ideals of the social, cultural and political thoughts of their times. The worth of literature and the means of classification have stemmed from a culmination of varying critique, seen by the changes in phase of perspective from Modernism; valuing the ‘grand narratives of truth’; to New Criticism; the objective evaluation of the ‘text’; and Post-modernism; the movement away from the hierarchy of literature. Thematics, messages, tropes, contexts and the social, cultural and political hierarchy of the time all contribute to the literary ‘worth’ of a text. This agglomeration of features develops texts consisting of the utmost textual integrity; the flow and connection between all the facets of texts. Gail Jones, ‘Sixty Lights’, set in Australia, India and England in the 19th Century, follows the multi-faceted life of the capricious and palimpsest Lucy Strange as she develops and uncovers her modernistic view of light and the world, through the tragedies that befall her and the opportunities that arise. We will write a custom essay sample on Memory is deceptive because it is coloured by todays events specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Memory is deceptive because it is coloured by todays events specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Memory is deceptive because it is coloured by todays events specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Jones develops a highly intricate and polysensual novel enveloping multiple theories on light, exploring and presenting ideas around photography, memory, light, darkness, ghostliness and the non-linearity of time, through her ambiguity, lyrical lexicon, pre-emption, construction, content, language, binaries, intertextuality and manipulation of the forms and modes of narratives. This abundance of noted facets allow for the multiple interpretations and over-arching worth of ‘Sixty Lights’ as a beautifully composed and worthy text supporting its inclusion in the HSC Prescriptions List. What remade her world: The capture of light. ’(Pg. 139). ‘Sixty Lights’ is set in the 19th Century Victorian society, where the rise of photography becomes apparent and expands to become the ubiquitous form of memory in the 21st Century. Photography; ‘light writing’ is the central theme in the novel, it is ambiguous in the sense that not only does Lucy develop her love and appreciation of this ‘light writing’ but also Gail Jones lexicon choice is a form of ‘light writing’, creating whimsical images captured through her lexicon of image-laden words and light embedded words. Conical’ is repeated throughout the novel in order to both represent the act of photography, the flooding of light into a single image, and the co-working of photography and memory, ‘silver and conical; as seen in the opening scene. This ‘light writing’ is evident throughout, as each sentence; each paragraph can stand alone as an image, as a beacon of light. Photography has without doubt made her a seer; she is a woman of the future, someone leaning into time, beyond others, precarious, unafraid to fall’, there is constant reference to her ‘falling’ and ‘stepping’ into the future, instead of dwelling on the past, she moves on to the prospects of the future. This futuristic and unconventional thought process is in its essence modernist. Lucy, although from the Victorian era, is a modernist character, unhindered or swayed by the conventions of her social construct, searching, discovering and capturing the truths that are imbedded in the world. She travels the streets un-chaperoned at night; she tastes ‘pan-wallah’ in India and moves from the ‘science’ of photography into the aesthetic and omnipresent nature of the image. ‘Sixty Lights’ primarily mimics the action of memory, recurring and redoubling as a series of hallucinated images which re-member the Victorian period. With its sixty chapters that read as sixty snapshots, some apparently unrelated to the others, ‘Sixty Lights’ is equivalent to an album of photographs; a collection of memories, offering images that are partly shrouded by shadow, ‘flecked with time’, coloured by loss, following along with Lucy’s personal philosophy. The implication of the novels’ depiction of reading as the drawing off of other experiences is that ‘Sixty Lights’ offers the Victorian era as the seance of another experience, another time, into ourselves. Indeed, through the notion of embodied and inherited memory, they offer the Victorian era as part of our heritage, and inheritance; the Victorian period is written into our cultural memory. Thus, the Victorian past is offered to us, through a series of references to popular Victorian novels, photographs, fashion, events and landmarks, as an afterimage, a picture that we continue to see in ‘ghosted’ form. ‘Sixty Light’ is a repetition of the Victorian period, medium for its haunting presence. The exploration of Victorian photography and reading foregrounds memory’s discourse, both its loss and retrieval writing the Victorian period into our cultural memory, and suggesting that it has left myriad traces embodied in texts, images and other material, if transient, forms. Rather than focus upon the problematisation of historical representation, ‘Sixty Lights’ utilises the spectrality of the photograph as a means to explore the uncanny repetition of the Victorian past in the present, and to focus upon the possibility of recovery, the attempt at repayment, even if that which is restored amounts only to the aberrant presence of the ghost. Each posits the historical novel as one means through which the Victorian past can be remembered, if not restored, through the power of language. Thus, in ‘Sixty Lights’ literary text is depicted as an important medium for materialising the past and makes it a culturally worthy text to study. Her use of these theories of lights also intertwines with another exceptional feat she managed to engineer, the intertextualisation of numerous, novels, essays, myths etc. into her novel. Prominent throughout her novel is the Camera Lucida, Roland Barthes, a book with prolific ideas on the effect of photography and objects on memory. He explores two fundamental themes of photography, the studium; the desired message, and the punctum; that accident that disturbs the harmony of the studium. The contrast of Victor and Lucy as photographers: Lucy whom favours the ‘Maculare: stained, spotted, blemished’, the punctum as Barthes would say, whilst Victor favours the ‘immaculare: like the Holy Virgin’ or the studium. Not only does she use theoretical books to instil in the readers a broader sense of understanding to her purpose of the novel, to capture in itself the significance of lights, its effects on ‘seeing’ and its interstitial lucidity, but also adapts narratives and children’s stories in order to give a deeper insight into Lucy. The Princess and the Pea is used to reveal, almost overtly, the sensitivity of Lucy to the light and the world. ‘Lucy was enchanted by the magically sensitivity of princess†¦the felt the tiniest impressions’ (Pg. 27) this ‘enchantment’ of Lucy to some figure, or idea, is symbolic of a shift, or a revelation, of Lucy as she discovers this deep-settled facet of her own self, as her mother says ‘My princess’ (Pg. 31). This ‘sensitivity’ to the lucidity, the ‘subtle beyond’, carries with her throughout the novel. This intertextualisation of not only theoretical and subjective texts, but also the mythical and imaginative, makes a superiorly prepared and thought out novel, worthy of critical analysis. This broadly Bildungsroman text, following the birth to death development of Lucy, is not all that it seems, nor does it try to conceal it. Lucy in the present is in a ‘phantasmic dialogue with the past’, personifying this folding of the past into the present, synchronous with her viewing and ‘stepping into the future’. This folding and pleating of time, is portrayed through many forms in the text, photography, at its base, Lucy’s pre-emption of the future, the links between chapters and the recurring theme of ghostliness. ‘Sixty Lights’ raises the possibility of spectral visitations through both Thomas and the spiritualist Madam Esperance, the notion of the past as revenant is largely elaborated through the ghostliness of photography. Rather than the actual ‘ghost’, it is the ghostliness of photography that becomes a metaphor for this revenant past. In Sixty Lights Neville greets the spiritualist’s luminous image, supposedly the ghost of Honoria, with the whispered word ‘ectoplasm’ (Pg. 94). He believes ‘it is ectoplasm ghosts are composed of’ (Pg. 92), and which Madame Esperance can summon. Barthes deploys the same language to describe photography. This word, ectoplasm, entwines the ghostly image and the photograph as images of an abnormal, or haunting presence. In Sixty Lights the desire to make dead voices speak transforms into the desire to cheat the obliterating action of time and death by creating permanent images, through words and writing, as defences against forgetting. Thus, one of the period’s important technological inventions, the photograph, is proclaimed as ‘the future’ but is, paradoxically, entangled to the past through its yearning for memory-made-permanent. Lucy is wholly anachronistic, she ‘saw both the past and the future’, as ‘Photographs cracked open time’ (pg. 235). This is synonymous with the construction of the novel, connecting chapters to following and preceding chapters; the opening ‘Lucy’ takes us to page 157 where her and Isaac share a bed and he calls her name, the development of Honoria and James, pre-Honoria’s death, are juxtaposed to the development of Lucy and Thomas, post-death, and the seeming misplaced images from her own novel, ‘Special Things Seen’, all act as a metaphor and a medium for a past cyclic, both lost and, paradoxically, perpetuated, continuously repeated in the present. These ‘ruptures’ of time, are utilized by Jones to canvass the non-linearity of time ‘the false liveliness of clocks’, and especially the affect grief and mourning have on the pleating of time. Archetypal of this ‘multitemporal’ construction of ‘Sixty Lights’ is Micheal Serres ‘Conservations of Science, Culture and Time’, ‘the handkerchief represents†¦concept of time which distance and proximity are stable and clearly define; but crumpled in the pocket the handkerchief evokes a ‘topological’ concept of time in which previously distant points ‘become close or even superimposed’†¦ Modernity, can be imagine as pleated or crumpled time, drawing together the past, present and future. In essence, Lucy is symbolic of the anachronistic nature time, a handkerchief crumpled bringing together the lives of her mother, and the future of her child and all the light in-between. This intricate weaving of time, transforms the traditionally conservative and despotic Bildungsroman into a modernist text, it can be seen that this straying away from the mainstream of forms is unconventional and overwhelming, placing the reader in a state of confusion and ‘jump’ state, where time is juggled, but this not only deepens and supports the themes of the novel, but adds another layer, creating the ‘maculate’. Although the novel is based on a Bildungsroman structure, it is written in a post-modernist perspective. Post-modernism, fundamentally, is a move against modernism, its stems from a recognition that reality is not simply mirrored in human understanding of it, but rather, is constructed as the mind tries to understand its own particular and personal reality. For this reason, postmodernism is highly skeptical of explanations which claim to be valid for all groups, cultures, traditions, or races, and instead focuses on the relative truths of each person. In the postmodern understanding, interpretation is everything; reality only comes into being through our interpretations of what the world means to us individually. Postmodernism relies on concrete experience over abstract principles, knowing always that the outcome of ones own experience will necessarily be fallible and relative, rather than certain and universal. ‘Sixty Lights’ is a highly ambiguous title. The sixty chapters of the novel, sixty lights that resonate in her mind and the festival of lights, the birth of Emma, are all interpretable from the title. It is evident that this novel encompasses all things light. Thus, it is uncanny that the novel, so surrounded and encapsulated in light, begins the novel in darkness. This dark introduces two binary themes in the novel, light and dark, and life and death, which shall be explored furthermore. Light is constantly referred to, constructed and resonated throughout the novel. Lucy uses it to form her passion for photography and her sensitivity to the world. The opening scene opens in the darkness, broken first by sound, followed by a string of sensual chains. Insects struck at the mosquito net, which fell silver and conical, like a bridal garment around them’ introduces light to the novel and also light to Lucy ‘a small flare of light’. This light follows Lucy throughout her life, till her death bed, where she was ‘anticipating, more than anything, and abyss of light†¦Ã¢â‚¬â„¢ It is metaphorical of her ability to ignite like a ‘magnesium ribbon’ through the hardships that befall her, whilst being symbolic of the importance of ‘seeing’ in the world of the reader; it is as much an opening to the world of Lucy as it is to the personal lives of the readers. Alternatively, and equally as justifiable, Lucy is seen as a lighthouse, the light beneath the dark, ‘But the desert light’, she said, ‘is scintillating’†¦ Thomas too thought about it many years later†¦ [when he tried] To recover his dead sister’s face, drifting over the surface of the desert. ’ Although light fills novel, darkness fills the empty spaces creating a full-hearted, well-rounded novel. This opposing shade acts as a medium through which grief and mourning manifest and are expressed. In contrast to Lucy followed and enshrouded by light, Thomas is her reversal. This darkness encompasses Thomas from early in the novel, it is when his sleep-walking is betoken, and in has a pinnacle and lasting impression on him, ‘The impersonation of himself was more fearsome than his father’s face appearing on the hallway mirror. The dark around him was welling, as though it would swallow and cover him. Darkness in bucketsful†¦[it] was the hypnotic confirmation of a solitude that he would carry throughout his life’ (pg. 38-39). This epitomizes the grief that he ‘carries throughout life’ and is created by this ‘welling’ of the darkness around him. This dichotomy is not only used to be symbolic of the grief and mourning, but it also ties into her ‘light writing’ and helps to develop ‘snapshots in prose’, images layered into the construction of her sentences. This layering of light and darkness fashions the characters within the novel and adds another interesting layer to this tiered novel, although it can be seen as a highly cliche use of light and dark as forms of representing the inner aura of characters, it is sophistically executed and allows for the discovery of that extra inkling of light after multiple reads, making it worthy of critical study. Sixty Lights’ is everlastingly imprinted by life and death, juxtaposed to each other and evident as two of the only things certain in life; people will live and people will die. These two concepts are recurring in all her works and play a key role in each. The poignant fact of Lucy’s short life, presented to us at the beginning, ‘her own death – in a few years time, at the age of twenty-two. ’ (Pg. 42), is an introduction to the novel and to the steadfast nature of death. There are two key juxtapositions that occur in the book, in terms of life and death. The opening introduces us to Lucy, and the growing life within her, the ‘tiny baby hand in the darkness’, which is then juxtaposed to the revealing of her death at the ‘age of twenty-two’. Secondly and more strongly presented is through the death of Honoria as she harbours new life. This cogent juxtaposition forms the foundation of the novel, the unescapable nature of life and death. In many ways, Lucy and Thomas are binary oppositions; they oppose each other in terms of the era they reflect. Firstly, their rituals are unanimous but their sense and reaction to grief are in stark contrast, ‘bereavement settled as an abstract quality of distortion’. Lucy’s reaction to grief stems to that of distraction in the form of destruction, converting any bereavement into a form of relinquishing her humanity and inflicting damage, becoming in a sense the cause of death. Thomas, on the other hand, follows the endemic form of grieving and ‘burst into tears†¦[and] disappeared for a whole day. These contrasting forms of grief swathe, which Jones values, the multiple ways in which ‘bereavement settles’. This broader understanding and acceptance of life and death create a sense of consciousness within the novel, one, which speaks to the reader in ways of the personal and social, moulding this novel to that beyond the norm, making it of superior worth, a novel worthy of inclusion of the HSC Prescriptions List. Stand alone, each of these layers in t he novel work as ultimately simplistic and used themes, although they do stand out as original in their representation. The success of ‘Sixty Lights’ as a worthy text does not simply come down to the quantity and quality of the themes, these are all in great quality and numerous quantities, but as many argue, for quantity, more is less, if the quality is superior. But one cannot simply say, the novel is not worthy of text due to the vast amounts of knowledge it holds, due to the fact that it is so intricately, delicately and sophistically interwoven and interconnected that it is of supreme worth, its punctum does not disturb the harmony of its studium, but give it the greatest level of exposure, falling together with the utmost textual integrity. Sixty Lights’ is a modernist text, of a Victorian lady, from a post-modernist perspective. The only way such a feat, such a mesh of the three vastly differing literary forms, could only have been achieved by the textual integrity of Lucy, the conduit between the three. She is a woman, living in the present, viewing the past and future simultaneously through the lens of her perspective, motivated by the light beneath the lampshade (Lampshade: a hoop around an untellable story), a palimpsest unveiled.