Advantages and Disadvantages of Info Tech Essay Example for Free

Advantages and Disadvantages of Info Tech Essay 1.more time: I.T has made it possible for businesses to be open 24/7 all over the globe, making purchases from different countries easier and more convenient.it also means that u can have goods delivered right to your doorstep with having to move a single muscle. 2.bridging the cultural gap: I.T has helped bridge the cultural gap by helping people from different cultures to communicate with one another, and allow the exchange of views and ideas.increasing the awareness and reducing prejudice. 3.communication:communication has become cheaper,quicker and more efficient. we can contact anyone in the word simply by sending them and email or using one of the social networks for almost an instantaneous response.the internet has opened up face to face direct communication from different parts of the world by video conferencing. disadvantages 1.unemployment: while I.T may have streamlined the business process it has also created job redundancies, downsizing and outsourcing. this means all the middle class jobs have been gotten rid of causing more people to loose their jobs 2.lack of job security: industry experts believe that the internet has made job security a big issue since technology keeps on changing everyday. this means that one has to be in a constant learning mode if he or she wishes to keep their job secure. 3.privacy: though I.T has made communication cheaper,faster and more convenient, it has also brought along some privacy issues.(eg. email hacking) people are now worried about their once private information  becoming puplic knowledge.

The Purpose of Initial Assessment and What Kind of Methods Could Be Used Essay Example for Free

The Purpose of Initial Assessment and What Kind of Methods Could Be Used Essay The purpose of an initial assessment is to firstly, make sure that a learner can enter the programme of study at a level that is appropriate to them. Secondly, these assessments also allow the learner to be able to plan their individual achievable learning goals. These initial assessments will become the framework of learners ILP’s (individual Learning Plans). They will also ensure that the learner provider and tutor can identify the gaps in learning sooner rather than later. It should go without saying that providers want the best for learners, it’s just as important that learners should know right from the start that they are entitled to the best for themselves†. (readingroom ,online) This demonstrates the importance of the initial assessment and its results have on an individual learner’s development. Initial Assessment are what they are, they are just the beginning and become a tailor made plan which then becomes a vital part of the teaching and learning for the learner and provider alike. â€Å"Assessment helps to set clear expectations for standards and achievement. CFBT, 2011,p10 . ) Initial assessment therefore ensures that there can be progression as it also allows learners themselves to see and develop on strengths and weaknesses from the outset. One can also suggest that these initial assessments are a motivational tool too, so that not only can the provider plan for the end goal but also that a learner can readily see that the results from initial assessments are used to determine achievable goals thus seeing that the overall course outcomes are achievable. There are several methods in which initial assessments can be ascertained. An initial interview gives a basic knowledge and is seen as a good indicator about the suitability of the learner, for example, what they have achieved in the past, what they want to achieve but as these are sometimes done prior to qualification results, this would not always produce a true reflection of a learner’s ability. Therefore a programme of induction following the interview and acceptance would ensure the learner can be fully assessed and ascertain not only the level they are working to but also any help that is required is in place from the beginning. Skills based testing is a common initial assessment tool. Learners take online or written assessments and the results ascertain their levels they are currently working on, furthermore specific diagnostic test homes in on the gaps in their skills. This method is effective and can give providers and tutors a general scale of ability, however one can argue that the results can also be misleading , for example if a learner has rushed or guessed part the assessment then the results would not be true reflection of the learners ability. BKSB is one of these online skills providers, used by many colleges. BKSB cover learner’s initial skills testing in literacy, numeracy and ICT, as well as diagnostic. However it can be argued that whilst convenient, for example, instant results and no marking by tutors and also identifies the specific subject knowledge and gaps , it can miss special needs problems such as dyslexia. Another initial assessment undertaken may include looking at a learner preferred learning style – commonly known as VAK , visual,( seeing and reading), auditory ( listening and speaking and kinaesthetic ( Touching and doing) . These are basically different ways of learning and be achieved through completion of questionnaires. This assessment is vital and is an integral part in the learner and tutors planning. Ensuring that your learners preferred style is embedded in the lesson plan (differentiation) can ensure that the learner’s motivation is continued. There are no right and wrong answers but in some cases there is not always a clear result, many learners may have a mix. However this could be seen as a positive when teaching a larger group as you can embed all three learning styles ensuring that a larger number will participate therefore keeping learners motivated and achieving goals and also progressing. Arguably you could suggest that the most important part of initial assessment is giving feed back to the learner of the results. This as we have said previously allows the learner to set themselves achievable goals. They have possibly already learnt things about themselves that they didn’t know. For example what their preferred style is. The advantage of this feedback session is that both learner and tutor have set clear manageable targets and goals. This is turn can be seen as a motivational tool for the learner as they have been part of the process and know what is expected from them. This also instils the motivation for the teacher to make sure that the learner can achieve their goals Regular reviews, target setting and referring to the initial assessments target setting is vital in ensuring a learner remains motivated, Learners will achieve if they can see themselves progressing. Smart targets therefore are an achievable and motivational tool as it will ensure that targets are met in an expected time frame. According to Reid (2007 pg. 14) motivation should be intrinsic, which means that a learner should be self-motivated. If the initial assessments have been managed effectively then they become the perfect platform for the Reid’s ideas, as the assessments are set up to insure that a learner as contributed to the target setting. Reid also states that ‘a car will not run without fuel, therefore a child won’t learn without motivation. (Reid 2007 pg. 4). Although aimed at younger children the ethos is the same in that even older learners need to be fed relevant facts in order to progress and reach goals. One could also suggest though that the older the learner is the harder it is to motivate as in some circumstances a lower self-esteem is more evident than in younger children, for example those leaners within foundation learning projects for example. If one uses foundation learning as an example, then motivating them becomes a juggling act as you have to employ strategies that would work over a mixed ability group. Characteristics of a group also play an important part of motivation. One main point is setting out a clear aim and objective of a day’s lessons. Learners then have an expectation of what is expected from them. Tutors must ensure there is a mix of learning skills. For example, the shyer, less confident learners might not want to join in with the speaking and listening task but then if you link it up with a task the quieter ones can excel at then you can continue to keep motivation going whilst also covering more challenging areas. This also is ensuring that you are achieving their goals but also their learning style patterns as stated in the leaners initial assessments. Feedback is vital and is especially important when reaching the end of a session or a unit of work and must include the completion of any smart targets reached, and then new ones to be set with the leaner thus detailing progress and keep motivation going. To ensure learners are kept motivated and achieving their goals, then there are of course many other strategies and theories. However the vital point remains that with the initial assessments and subsequent ILR’s, regular reviews with providers or tutors learners will hopefully continue to motivate themselves by seeing that they have achieved goals set, furthermore with every new set of new goals learners can see the on-going progression and therefore motivation to succeed continues.

Defining And Understanding Social Inclusion Social Work Essay

Defining And Understanding Social Inclusion Social Work Essay There have always been asylum seekers and refugees going back to the World War but in recent years the United Kingdom (UK) has seen a vast number of asylum seekers coming from different parts of the world in search of security from their troubled regimes. As a signatory to the 1951 United Nations Convention the UK has an obligatory duty to receive and protect asylum seekers until a decision has been made on their individual claim (Hepinstal et al, 2004). According to the 1951 UN Convention an asylum seeker is defined as, a person who has crossed an international border in search of safety and refugee status in another country. To get the refugee status under this Convention a person has to present with; A well founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion and is outside the country of his nationality and unable or, owing to such fear is unwilling to avail himself to the protection of that country. Too often those seeking asylum travel from their familiar communities to start new life in environments that could be alien to them which makes them vulnerable to social exclusion which is defined by the Social exclusion Unit (SEU),( 2004) as: What can happen when individuals or areas suffer from a combination of linked problems such as unemployment, poor skills, low incomes, poor housing, high crime environments, bad health and family breakdown. It is a process that deprives individuals and families, groups and neighbourhoods of resources and services needed for their general involvement and their health and well being (Pierson, 2002). Most of these factors affect the asylum population since they face immigration controls on things that shape them as individuals. This affects their engagement with the society towards expressing their individual needs. For asylum seekers to be socially included in the society certain areas of concern will have to be addressed. This is achieved by firstly understanding what social inclusion means. It is defined by some as, finding ways of preventing and overcoming social exclusion (ncaonline.org.uk). For this to be achieved the following points of views will be discussed on the issues that affect their health and well being, how resources and services from local, regional and national level can support them and the roles and responsibilities of nurses and other health and social care professionals in promoting social inclusion. However the author is going to use different available materials to provide an overview of this diverse group which is often mistaken by the public as a homogeneous group. The author is going to focus on asylum seekers (someone who is still in the process of becoming a refugee) rather than refugees (someone who has been granted the refugee status) because refugees just like o rdinary citizens have wider choices that can socially include them as compared to asylum seekers who do not have the privilege of choice. To whatever the destination an asylum seeker flees to, the journey is rather distressing with fears of being discovered, persecuted and arrested which can affects their mental health and physical well being. It is believed that when they arrive some would have been in good health but, the asylum process itself may entail its additional stresses such as conflict with immigration officials, being denied a work permit, unemployment, difficulties registering with GPs, loneliness and boredom (Hayes and Humphries, 2004). Their mental and physical health may deteriorate within two to three years of arriving due to post-traumatic experiences, unexpected changes, dependency, poverty and poor accommodation (Burnett and Fassil, 2002). Frequently reported mental health problems experienced by asylum seekers include anxiety, depression, phobias and Post Traumatic Stress Disorders (PTSD) which may cause long term problems if not well attended to. These may have been as a result of domestic abuse, multiple losses, torture, witnessing hostile situations and sexual abuse (Jones and Jill, 1998). Since mental health issues are viewed differently in some cultures, healthcare professionals have to be culturally sensitive towards those presenting with problems related to mental health (NMC, 2004). Those with PTSD will require strong advocacy to ensure that they have access to specialist support. However, some of the physical health needs usually suffered by asylum seekers are chronic diseases such as coronary heart diseases and diabetes which may not have been detected because of poor health facilities in countries of origin (Burnett and Fassil, 2002). Some conditions may have been acquired en-route to their destinations such as gastrointestinal problems, respiratory infections such as Tuberculosis (TB), malaria and other communicable diseases such as HIV and AIDS. Asylum seekers may present with fear of being seen as disease carriers which means they may suffer in silence, therefore demonstrating sensitivity towards these people will ensure that they are valued and respected regardless of their illnesses. Offering full medical assessments for the benefit of the individuals will help in detecting any unknown problems and find suitable interventions in promoting their health and wellbeing. Disabilities suffered through torture or war may present health concerns and emotional distress to asylum seekers (Burnett and Fassil, 2002). Those who are disabled will need referrals for assessment of needs where the provision of care may only be granted in regard to their immigration status, which may undermine their basic human needs (Immigration and Asylum Act, 1999). The author argues that this endangers the person with the disability as they will be more vulnerable to social exclusion. Some women seek asylum while they are pregnant. These may have been as a result of domestic violence, rape as well as prostitution as a result of trying to fend for themselves and their families. They may suffer complications due to late registrations, lack of geographical knowledge and support and poor ante-natal care (McLeish, 2002). In some instances when the woman is being abused her needs may not be identified because men are culturally considered as the main speaker of the family risking misdiagnosis of the illness. It will need tactical nursing skills and knowledge of different cultures for the womans needs to be met without disrespecting cultural beliefs and values. Since April 2004 failed asylum seekers have been asked to pay for their hospital charges which can have a negative impact on their mental and physical health. Since one of the core principles of the NHS towards healthcare is that care is regarded as a universal service for all and a basic human right, therefore service should be provided based on clinical need rather than an ability to pay (Kelly and Stevenson, 2006), it can be argued why asylum seekers are refused treatment and asked to pay for their services when they are not even allowed to work for them to be able to finance this need). If health professionals follow this core principal and exercise empathy it will have a positive impact on those who really need care. Accommodation is a key resource in the resettlement of asylum seekers. The areas they are dispersed to may be of great impact to their health and well being. The dispersal process may cause long term damage if they are dispersed to areas that are ill-prepared for their unique needs. There is evidence which shows that asylum seekers may be living in substandard housing that is impoverished, overcrowded and with high risks of fire and spreading of diseases (Garvie, 2001). They have no individual preferences and choices of where they want to live and who to share their accommodation with. While the Immigration and Asylum Act, 1999 makes the care in the community function dependent on immigration status, older asylum seekers who are in need of community care may not be eligible for basic services such as day centre places for those with mental problems, social work support for mental disorders and meals on wheels because they are subject to immigration control which can make their experiences difficult (Cohen, 2001). Okitikpi and Aymer (2000) sited in Pierson (2002) argues that other multi-disciplinary teams such as social workers have an unavoidable political task around the policies of dispersal in order to build broad coalitions in raising local awareness of the legal confinements with which refugee families have to cope. As granting employment to asylum seekers has been observed as a pull factor for more arrivals, asylum seekers in the UK are not allowed to work until they receive their refugee status, even though there is evidence which shows that unemployment does not have any impact on the number of people seeking asylum (Zetter et al, 2003), they are still not allowed to work and have to live on lower than subsistence levels of income as compared to the general public (Hayes and Humphries, 2004). Unemployment makes them more vulnerable to poverty, as they only receive about 70% of normal income support. Those who have exhausted their claims and being looked after under section 4 of the Immigration and Asylum Act 1999 only receive non cash vouchers which they can only use in certain supermarkerts where-by no change is given back which will further reduce the amount. This stigmatises, discriminates and violates their basic human rights as they will not have wider choices of supermarkets that sell f ood from their own countries. It is believed that allowing asylum seekers to work whilst awaiting their decisions may reduce negative socio-economic effects on their mental health and enhances their social integration with the society (Hayes and Humphries, 2004). The United Nations High Commissioner for Refugees (UNHCR) offers international protection to displaced asylum seekers with a well-founded fear of persecution by assuring them of certain clearly defined rights (Loescher et al, 2008). It has a responsibility of monitoring and supporting states compliance with the norms, rules and decision making procedures set out primarily by the 1951 Convention. Nationally in the UK, the National Asylum Support Service (NASS) within the Home Office works to provide accommodation and money for everyday essentials. It provides regional funding to the local councils and registered landlords in the provision of furnished accommodation. Firstly assessments are done following the Immigration and Asylum Act 1999 to check if the person seeking asylum is destitute, so that the level of support needed is clear. NASS can only support those who are awaiting decisions which place those who have been refused status to become destitute and homeless. Voluntary organisations such as Yorkshire and Humberside Consortium for Asylum seekers and Refugees (set up in 2002 co-ordinates with NASS in providing management of accommodation, developing accessible services and promoting integration into new communities (www.harpweb.org.uk). Refugee council provide advice and information in individual languages, emergency accommodation and assistance in different regional areas (www.refugeecouncil.org.uk). Oxfam is also a voluntary or charitable organisation that helps in campaigning for those who are being made destitute by the asylum process to stop them from being deported back to their countries where they may be arrested and persecuted. British Red Cross also help those who are homeless by providing food supplies, clothes and vouchers to buy essentials such as toiletries (www.harpweb.org.uk).

The Iraqi War Essay -- Government Politics Iraq Essays

The Iraqi War In March of 2003 George W. Bush declared war on Iraq. The war against this country was expected to be a quick victory for the United States. Sure enough, in May of 2003 Bush declared an end to major operations in Iraq. The United States had taken the country from Saddam Hussein with little resistance. Americans were mixed in the approval of the use of force, and their doubts of Bush’s faults were boosted when no weapons of mass destruction were discovered. However, during the war, the United States suffered a very small number of human casualties. Since Bush declared the end of major military operations, more than 150 U.S. soldiers have lost their lives in occupied Iraq. This number is much higher than the total of casualties in Iraq during wartime. More and more soldiers lose their lives each day. Since the end of the war, the news has been plagued with reports of terrorist attacks on U.S. troops, and any Iraqi supporting the U.S. occupation of the country. On October 10, two U.S. Soldiers were killed, and four were wounded in a shooting in a slum of Baghdad. This attack was just hours after a car bomb was detonated near an Iraqi police station, killing eight and wounding forty (Bonner, Fisher). These attacks on U.S. troops are believed to be organized by groups of Hussein loyalists (Schmitt). Who are trying to send a message that Iraq will never be a peaceful nation as long as the U.S. is in control. These attackers also are aiming attacks at members of their own country. On August 29th a terrorist car bomb was parked next to the Imam Ali mosque, when it detonated it claimed the life of 95 Iraqis and wounded 140. The mosque was predominantly a U.S. supporting community. Also killed in the blast was Ayato... ...r 2003. www.newyorktimes.com Filkins, Dexter, and Fisher, Ian. â€Å"Bombers Kill 14 in Iraq; Missile Hits Civilian Plane.† New York Times. 23 November 2003. www.newyorktimes.com MacFarquhar, Neil, and Oppel, Richard A. â€Å"After the War: Attack at Shrine; Car Bomb in Iraq Kills 95 at Shiite Mosque.† New York Times. 29 August 2003. www.newyorktimes.com Sachs, Susan. â€Å"A Region Inflamed: Attacks; Truck Bomb Kills 5 in a Pro-U.S. Kurdish Stronghold in Northern Iraq.† New York Times. 20 November 2003. www.newyorktimes.com Schmitt, Eric. â€Å"General Says Hussein Loyalists Pose Growing Threat in Iraq.† New York Times. 13 November 2003. www.newyorktimes.com Stevenson, Richard W. â€Å"'America Will Never Run,' Bush Says of Iraq.† New York Times. 3 November 2003. www.newyorktimes.com Tran, Tini. â€Å"Iraq Copter Attack Kills 16 U.S. Troops.† Associated Press. 3 November 2003.

The Modernization of America Essay -- essays papers

The Modernization of America The Transcontinental Railroad was completed in 1869. The telephone was invented in 1876. The first practical system for a radio was developed in 1895. The Wright brothers created a flying machine in 1903. The first gas powered automobile, the assembly line and the refrigerator were produced in the early 20th century. These are all very important steps in laying the foundation for the modernization of America, but I would argue that the first truly modern period in American history would have to be the 1920s. The 1920s brought a capitalistic population who, as a nation, leaned toward isolationism. In two main fields, the 1920s modernized American society to reflect the America of the 21st century more than any era before it. These fields are media and business. Along with a new decade came a new attitude from the media. By 1922 there were 22 magazines in circulation and by the end of the 1920s, 40% of Americans owned a radio. The first tabloid magazine appeared in 1919. The media that we know today spawned from this growth in the 20s. This new type of mass media permitted the spreading of national trends or obsessions, such as flagpole sitting. A 21st century equivalent to this type of rather bizarre behavior of national trends could be the Christmas â€Å"Tickle me Elmo† or â€Å"Furby† craze over the last few years. The national connection that the mass media provided also allowed for fashion to become important and for heroes in th...

desegregation historiography Essay -- essays research papers fc

Equality and equal opportunity are two terms that have changed or have been redefined over the last 100 years in America. The fathers of our constitution wanted to establish justice and secure liberty for the people of the United States. They wrote about freedom and equality for men, but historically it has not been practiced. In the twentieth century large steps have been made to make the United States practice the ideals declared in the Constitution and Bill of Rights. The major changes following Rosa Park’s refusal to give up her bus seat to a young white man and the Brown v. Board of Education trial in 1954. These Supreme Court rulings altered American society and began the desegregation and integration movements. In the 1950’s many writers took interest in writing about segregation, desegregation, integration and black history in general. Many historians write about segregation still existing today and the problems in which integration never had the chance to corr ect. Many works about desegregation were written in the years to follow, was it a good idea and would it last? Murray Friedman, Roger Meltzer and Charles Miller put a collection of essays together in the mid 70’s discussing integration and the many different views pertaining to desegregation in its first fifteen years. Major changes have taken place in American lives that have not been fully absorbed in our thinking that cause confusion and bitterness. The authors agree that the original goal of civil rights forces was the dismantling of school systems segregated under law, despite the strong resistance, was successful in some places. Pennsylvania is one state that issued programs to integrate schools that were successful. Another topic addressed in New Perspectives on School Integration is the study of ethnic groups in schools. At the time programs only study the present or dominant ethnic group at a specific school. It changes from school to school rather than teaching ethnicitie s of many different American groups. The goal in teaching American ethnic culture should include a wide range of content. If schools were to teach all ethnicities to every child, no matter their race, it would benefit and prepare students whom will be entering an integrated society instead of a desegregated society. Desegregation effects on the achievements of black and white students show improvement. James Coleman ... ...States was founded on principles of equality, liberty and the right to exercise them freely. In the Constitution the ideals of the American Creed have thus become the highest law of the land. Kozol also describes the American Dilemma and brings it to life for his readers. The values of the American Creed have historically not extended on a equal basis. The fallacy lies in the ideals of American foundations, if Americans would live up to the lofty ideals, then the race problem in the United States would disappear. Segregating still does exist today and will keep living until we are able to go into cities and change their education program and make funding and instruction equal. Bibliography Friedman, M., R. Meltzer, C. Miller. New Perspectives on School Integration. Philadelphia: Fortress Press, 1979 Harris, Ian M. Criteria for Evaluating School Desegregation in Milwaukee. The Journal of Negro Education, Vol.52, No.4 (Autumn, 1983), 423-435. Kozol, Jonathan. Savage Inequalities: Children in America’s Schools. New York, New York: Crown Publishers Inc., 1992. Samuels, Albert L., Black Colleges and the Challenge to Desegregation. Lawrence, Kansas: University Press of Kansas, 2004.

Compare and contrast at least three of Fanthorpe’s poems Essay

Four of Fanthorpe’s poems, Dear Mr. Lee, You’ll Be Hearing From Us Shortly, Half Past Two and Not My Best Side all have things in common yet on different subjects. In her poems, Fanthorpe challenges our views particularly on stereotypes and prejudices both traditional and modern. The serious point of Dear Mr. Lee is to get across that looking at writing, so intensely can ruin the original idea the writer had. Some pieces of writing should just be read and enjoyed. Fanthorpe as a teacher often has to take apart pieces of work and analyse them yet she seems in this poem to disagree with the over analysing of writing. Also similar in all four of these poems is the structure. All are written as prose, the most obvious prose like poem is Dear Mr. Lee. It seems to be written as a letter by a student who has read Mr. Lee’s book. Yet looking further into the poem the reader discovers that it is actually written as the thoughts of the student. The way the student talks about and criticises the teacher. â€Å"Mr. Smart is my least favourite person† and â€Å"Mr. Smart has to explain why they’re jokes†¦Ã¢â‚¬  are good examples of thoughts. Dear Mr. Lee’s lines end randomly, which is odd for a poem, rhythm and pattern are not present and generally the poem has no traditional poetry techniques such as alliteration, onomatopoeia and rhyme. Also not all the lines begin with capital letters, which is very strange for a poem. â€Å"I wanted to say Dear Laurie (sorry) your book’s the one that made up for the other,†¦Ã¢â‚¬  The poem seems to be unplanned and has no apparent structure, using random line lengths, and also it seems to be this way because of the line beginning without capitals, which makes it, look messy and unplanned. Dear Mr. Lee is trying to get across a point that criticises the studying of writing whereas Not My Best Side challenges the use of stereotypes both traditional and modern. St George is a critic reading the poem making his objections to it, complaining about the way the new characters differ from the traditional or stereotypes. â€Å"Don’t you want to carry out the roles that sociology and myth have designed for you?† Not My Best Side is more tongue and cheek than Dear Mr. Lee in the way it makes fun of the stereotypes. In many stories involving dragons, the dragon is often fierce and often the bad guy. Fanthorpe has made fun of this and made the dragon totally the opposite: vain, proud, patronising and feels he is superior. He is a prima donna. The woman is not beautiful, helpless and grateful to the hero. She is self-centred, and a gold-digger. Then there is St. George who is supposed to be brave, handsome and modest. Fanthorpe’s St. George is a modern day man with a huge ego. Not My Best Side also appears to be written as prose. Also it lacks traditional poetry techniques, as does Dear Mr. Lee. The lines seem to end randomly, and yet again there is also the use of brackets as afterthoughts, which are found, for the same reason in Dear Mr. Lee. Unlike Not My Best Side, Half Past Two may be written from a personal experience. From her experiences Fanthorpe tries to get across that there are different kinds of time. Fanthorpe uses the child to represent the first kind of time: Events that the child remembers or has picked up. The child does not know ‘adult’ time and so uses events in the day as time. For example: â€Å"Gettinguptime†, and â€Å"Timeyouwereofftime†. The second time portrayed is real time. This type of time is the day divided up by the clock in hours and minutes. The third of time is suspended time. This is the type of time the child is in when he ‘daydreams’ and drifts off into his own world. As he doesn’t understand the adult time he goes into his own suspended time to escape. In Not My Best Side, Fanthorpe introduces three voices that divide the poem and show the reader who is speaking. This also appears in Half Past Two. There is the narrator, the teacher and the child. These three voices appear randomly within the stanzas whereas the three voices in Not My Best Side are used to divide the poem into stanzas. Like Dear Mr. Lee and Not My Best Side, Half Past Two is also written as prose. The randomly ending lines and use of brackets, also used in both Dear Mr. Lee and Not My Best Side emphasise the writing as prose. The brackets in Half Past Two represent afterthoughts, similar to Dear Mr. Lee and Not My Best Side. All of Fanthorpe’s poems seem to involve thoughts of someone, concerned about all that occurs in their own head. Maybe this person is Fanthorpe herself. Therefore the poems would be written about self-experiences. For example, the views of the Dragon, Princess, Knight, the suspended time of the child and the thoughts of the interviewee could all be taken as Fanthorpe’s own thoughts. Fanthorpe’s poems are idiosyncratic, all have a lose structure, the line endings are odd and stanza lengths are also all different. Her poetry is written mainly as prose and is easy to tell why, the use of brackets mid line to represent after thoughts and different length structure makes the poems look like prose writing. This is typical of Fanthorpe’s writing and hence her poems being similar in all ways.