Delia Smith and Jamie Oliver Essay Example

Delia Smith and Jamie Oliver Essay Delia Smith and Jamie Oliver are both extremely influential television chefs, however their methods and approaches used to convey themselves and their programmes are extremely comparative. Compare and discuss. However, before I begin, I feel it beneficial to look a little into the history previous of their fruitful careers in cookery. This will enable me to retrieve a fuller picture on how their backgrounds influenced whom and what each portray present day. Jamie Oliver was born in South end on 27th May 1975 to Sally and Trevor Oliver. His only sibling is his little sister, Anne Marie. When he was two years old he moved to the small village of Clavering. Here his family bought a pub, which they name The Cricketers. Both his parents and many uncles are cooks. The catering tradition runs in the family. Jamie began helping out in the kitchens of the Cricketer from as young as the age of 7. Here Jamie realised his desire to cater. As Jamie grew older he was keen to learn all elements of the catering trade. Jamie attended Newport Free Grammar Boys School. From Primary school to secondary school, teachers can remember Jamie always mixing himself up with mischief. Due to this, he was incredibly popular. We will write a custom essay sample on Delia Smith and Jamie Oliver specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Delia Smith and Jamie Oliver specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Delia Smith and Jamie Oliver specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Teachers say, He could never sit still, but he was friendly and very popular. Jamie was more interested in cooking and his rock band Scarlet Division. At 16 years of age he met Jules. Now 27, Jamie is married to Jules and has one child. He has recognisably become one of the most influential television cooks ever. Delia Smith was born in Surrey in 1941 and brought up in Kent. Leaving school without a single qualification, she eventually found herself washing up in a small London restaurant. Harnessed with the desire to learn how to cook and after much persistence, she was allowed to help the chefs. Thus began her love of cooking and traditional British recipes. She then fostered her personal mission to pass on her knowledge and growing skills to others. In 1969 she then became cookery writer for the Daily Mirrors new magazine. From then onwards she continued to excel in her profession and receive many national awards such as an OBE and honorary degree from various universities. Already we can see that Delia and Jamie differ immensely. However, both are extremely successful in their attempt to catch and hold the attention of their viewers. I do not think they each purposely aimed for their present audiences, I believe it was and is out of their control. Delia and Jamie inescapably appeal to contrasting audiences due to their distinctive characteristics and methods. Over the years, Delia Smith has gradually established a consistent audience. By observing the way in which Delia conducts herself (in terms of language, speech, dress code and gesture) I suggest her audience greatly consists of older middle classed women like herself, who do not intend to follow the recipes but aspire to cook. They simply watch the programme as they perceive Delia as a eminent role model and admire both who and what she represents the perfect high status housewife, motherly and caring and the essential English tradition. To a fraction of her audience, Delia solely represents English tradition. This is mainly to the older viewers who appear less likely to accept new ideas and recipes that fashionable TV chefs propose. They dearly appreciate the rarity Delia provides. However, I believe that by far Delias audience mainly consist of dedicated cookers who thoroughly appreciate the job Delia does and have immense love and respect for her and her methods. Jamie on the other hand, in what can be said, a considerably short amount of time in the cooking industry, has bestowed an ever-growing chain of encouragement from his devoted viewers. Jamies mannerisms, use of language, dress code, attitude, personal looks, surroundings and even his opinions compile together what his audiences crave Jamies complete individuality! Jamie youth and possession of his working class roots, enable him to relate to young working class people in urban communities. Jamies use of colloquial language and common phrases such as pukka, makes it even easier for working class people to relate to him, whilst empowering them at the same time. I suggest that perhaps Jamie is indiscreetly a revolutionist to the world of cookery. He being male empowers other males to consider or even take cookery up. Jamie also represents men in modern day society; positions are changing. Men are no longer seen to be tough as boots and unemotional. As little as 20 years ago, a man even setting foot into the kitchen was completely unheard of, it was seen as a womens job. Surprisingly, Jamie appeals to older women, but not due to the same reasons as Delias. Older women may find Jamie sexy. The idea of a man being able to cook may appeal as seductive or romantic. It comes as no surprise, Delia and Jamie appeal to contrasting audiences therefore they are both going to appeal to them in different ways. Both Delia and Jamies love for cookery is presented inconsistently but in skilled ways. I believe their love for cooking is equal. Delia seems to take her job more seriously. She provides us with an extensive instructional yet informative programme, providing us with a step-by-step guide on how to cook her dishes. She consistently reassures the viewer and provides alternatives wherever possible. Due to this method the audience can sense Delias love for cooking, as it seems she knows her stuff and wants to portray this to the audience. Therefore everything in Delias programme must be right and accurate. However, Jamie tends to take his in his stride. He provides us with an inspirational programme, viewers watch him with an open mind, as it seems he gives more opinionated information allowing his viewers to make choices. Delia deals with her programme as what it actually is, a job a task, which has to be completed. Whereas Jamie portrays to the viewer that cooking is like an experimental adventure that you cant go wrong with. Delias characteristics are to an extent completely the opposite of Jamies. Delia promotes seriousness and strictness. Whereas Jamie, is laid back and relaxed. I suggest this is because Delia feels as if she is required to live up to her high reputation of cooking. Jamie has entered the industry genuinely being himself. People respect Jamie for this. Delia only shows her viewers one side the always happy, bliss nothing will go wrong side. It seems as if Delia has little substance, her personality leaks less than Jamies. Of course, it is only natural to have more than one side to a person, as we are only human including Delia herself. Jamie however, kindly lets the viewers into personal life. This is very clever, as it warms the viewers to him, making him even more favourable to a young modern and trendy audience. Delias programme only has one main aspect to it. She speaks to her viewers instructing through the camera, providing them with a simple step-by-step guide. It is just she and the camera. Delia is the only person we see. Jamie has many different aspects to his programme. For one, Jamie has an interviewer who asks him crucial questions that the viewers want to know. So in a sense, the interviewer represents the audience. This means that Jamie doesnt speak directly to the audience as Delia does. Delias programme may seem more personalised to the audience as she speaks directly to them. However, Jamies method seems more rewarding, as the interviewer is able to find out about the dish specifically by asking him desirable questions. Viewers are then able to jot this down. You arent given a chance to ask Delia any questions regarding her dishes. However, Delia is very precise and specific and she usually she covers everything youll need to know about the dish. Another interesting aspect to Jamies programme is when he begins cooking; he has an important task in mind. Delia cooks for the benefit of her viewers, Jamie cooks for an event or specific person. With this in mind, there is always an element of emotion on the part of the viewers. Jamie provides his audience with a story whilst still informing them how to cook. Usually its gripping will he make it in time where will he get the food from everywhere is shut! As Jamie solves these problems, his audiences are able to judge him as a person and observe how he deals with these situations. Viewers are then able to warm to him, as he is seen as a human being who has problems equally as anyone else. Delia is incredibly easy to understand. Her tone of voice adds to the simplicity of her instructions and methods. Her soft, mellow, gentle, slow voice comforts the viewer. She makes her programme easy for older and elderly people to understand due to the slow pace she speaks at. Delia speaks in Standard English, which makes it soothing and plain for all to understand whether middle classed or working class. She constantly reassures the viewer filling in any doubts. She comes across as caring, kind and motherly a warming and trustworthy character. Jamie is more so portrayed as your big brother. He delivers useful cooking advice to his viewers and is funny and friendly. A great attribution to his programme is that is seen Jamie to gel with anyone and everyone. This is why people respect him and his methods. However, people may be held back by Jamie, as he may seem a little too erratic. His show doesnt seem rehearsed. Therefore thought of as not properly done. Nevertheless, this is one of the many reasons why Jamies audience are attracted to his programme. They favour the fact that he is so spontaneous. Delias programme comes across as rehearsed as everything is in its correct place. For instance the utensils she uses are laid out for her. Due to this I suggest that people feel safer following Delias methods. Her methods seem trustworthier as they are traditional, tried and tested and have worked successfully in the past. Jamie speaks in colloquial language and uses modern phrases and slang. He speaks fast and seems somewhat careless. For instance, Jamie may say an offensive joke, however it is inoffensive to him. Compared to Delia, it may be difficult for a non-Londoner to understand some of the words and phrases he uses, as he uses London slang. Theres no doubt that Jamie is confident in his profession, comparatively confident to what Delia portrays. This is most likely due to the fact that he enjoys it so much, and views cooking as fun. Jamie is fearless of cooking blunders, as cooking is about experimenting. Whereas Delia equally enjoys cooking, but as mentioned earlier, views it as a task that has to be successfully fulfilled. People believe that its not acceptable for Delia to go wrong, as she has such a high status, and can always be relied on to get her recipes and methods accurate consistently. Whilst watching both programmes, I have observed while each are in the kitchen, they both have distinctive surroundings. Delias kitchen is very neat and organised. Everything is in its right place, ready to be used. The main colour scheme in her kitchen is white. It is perhaps ironic as I associate white with pure. This coincides perfectly with my idea of which I believe Delia represents the pure essential English woman who everyone respects. I doubt this effect was purposely created. On the other hand, Jamies kitchen is overflowing with cooking utensils. His kitchen is busy and to some extent unorganised. However, it is only unorganised to the viewer, as only he knows where everything is in his kitchen. Jamies kitchen is filled with various colours. Creating a fun happy place to work in. Delia prepares her dishes on a raised table in the middle of her kitchen. This is the focus of scene. She has lots of space on it; all utensils are arranged neatly waiting to be used. Jamie has a table for preparing the food however; it looked as if he had simply creating it by making some space. When Jamie finishes with his bowls, plates and cutlery he simply chucks them in the sink. However, when Delia finishes using her bowls and dishes they are left on the table, and then sorted off camera. When Delia decides to use her hands, for instance when kneading dough, we dont see her washing her hands afterwards. This is done off camera. Whereas Jamie, turns on the tap, quickly dashes his hands under the water, wipes his hands on a tea towel and commences with his dish. I think that Delia may believe that these conventions neednt be shown on TV, as they take the focus off the aim of the programme and waste time. I feel that viewers dont need to see Delia washing her hands as they assume that she is clean and hygienic anyway. Delia is seen as the perfect housewife, which leads the viewer to believe that the washing up will be seen to once she has finished cooking. Jamie however, shows that leaving the dishes and washing his hands is a normal part of the cooking process. Perhaps because we dont have the same ultra clean and hygienic view on Jamie as we have on Delia, it is a good thing that we see Jamie washing his hands.

Free sample - Assessment by Portfolio and Standardized Testing. translation missing

Assessment by Portfolio and Standardized Testing. Assessment by Portfolio and Standardized TestingComparison and Contrast between Assessment by Portfolio and Standardized Testing Assessment is an important aspect of evaluating a student performance and ability throughout their learning period. There are several types of assessment among them assessment by portfolio and standardized testing. These two types of assessment have many differences as opposed to similarities with portfolio assessment considered to be appropriate in the current education system in parts of the globe due to its merits. On the other hand standardized testing is considered as traditional method due to its reliance on multiple choice assessments thus not giving students enough room for developing their skill set.  Ã‚   Standardized tests are used by psychologists as primary basis for assessing cognitive abilities and academic achievement. Weiner, et al, (2003) indicated that â€Å"standardized tests may be administered to a group of people or students by the examiner so as to match the students to academic curricula† (p. 275). On the other hand portfolio assessment provides a means for gathering student work over a long period of time which demonstrates the student’s proficiency in one or more academic areas. As a result Weiner, et al, (2003) established that â€Å"unlike standardized tests portfolio assessment usually emphasizes on complex works that integrate multiple dimensions of proficiency such as performance assessments, essays, and recordings of student performances† (p. 277). Standardized tests are also known as traditional assessment or norm-referenced and they have been used for a long period of time as a means of evaluating student performance. Mundell DeLario (1994) found out that â€Å"standardized tests measure growth in basic skills and their content is based on the best of curriculum practices for diverse population† (p. 1). This type of tests is known to have several inadequacies hence as a result efforts have been made to come up with a more precise assessment method. Mundell DeLario (1994) further says that portfolio assessment was developed out of the need to review performance and to logically collect sections of scholar’s work which is based on what the students are familiar with or are capable to do. Compared to portfolio assessment, standardized tests have a numerous choice format which makes tests a simple and economical way to evaluate knowledge.   Mundell DeLario (1994) indicated that â€Å"information obtained from these type of tests used for reporting to the parents on their children’s progress in learning basic skills, determining the developmental level of students for instructional purposes and providing information helpful in planning programs or groupings for instruction† (p. 1). Portfolio assessment revolves around the assortment of work that shows an individual’s knowledge in an area a criterion which was embraced by the progressives. For example a student may be good in art and consequently as an artist’s portfolio this can include various segments indicating what he or she can do. When a portfolio assessment is assumed, it is used to bring together and weigh up multiple sources of information that confirms a scholar’s capability in terms of procedure and invention (Mundell DeLario, 1994). Where else standardized tests use multiple choices, portfolio assessment reflects students work in one or additional subject areas and the models are chosen by mutually the scholar and the tutor. These are gathered analytically over time and are utilized to assess student development. One of the limitations of standardized tests is that they quantify comprehension learned instead of demonstrating what the student comprehends and can be comfortably apply and put more attention on recall. Mundell DeLario (1994) continues to say that â€Å"the how and why of what students read and write, the strategies they apply and how this learning relates to other tasks and to new ideas are not measured by standardized† (p. 1). In addition it important to note that using standardized test it is not possible to assess student’s abilities, analyze reason, reflect, and persuade from multiple choice answers (Mundell DeLario, 1994). This type of tests does not assist the teachers to plan more effective lessons. As a result, Mundell DeLario (1994) argued that â€Å"standardized tests limit the planning of lessons geared towards the achievement of students needs† (p. 2). Portfolio assessment is known to present authenticity as one of its characteristic. Using this type of assessment the teacher is able to evaluate reading throughout a range of daily reading activities in the classroom thus using this type of assessment, students are appraised on the basis of comprehending strategies they exhibit, their reactions in their reading journals and their conversation with the teacher or with other classmates (Mundell DeLario, 1994). Furthermore, Mundell DeLario (1994) argued that â€Å"portfolio assessment creates an accurate picture of achievement because it directly involves the teacher and students in establishing criteria for evaluation† (p. 3). This means that using portfolio assessment there is a undeviating relationship amid what is learned and what is evaluated, and learners know from the start of an assignment what they are expected to accomplish. Unlike in standardized test in portfolio assessment students have a number of examples in their portfolios to exhibit attainment of a particular objective more willingly than just one sample taken during one testing circumstance (Mundell DeLario, 1994). Ryan Cooper (2008) in addition indicated that â€Å"standardized tests overemphasize technical information and underemphasize educator’s professional judgments about the worthiness of a school programs† (p. 396). With the increasing calls from the progressives for more crises solving, decisive thinking and inscribing skills in the schools, standardized tests do not measure these outcomes. Studies show that qualities such as vital thinking and predicament solving abilities are difficult to measure while using multiple choices and other objective tests hence this calls for portfolio assessment (Ryan Cooper, 2008). Standardized tests can not gauge genuine student performance on some momentous tasks. Due to these limitations associated with standardized tests portfolio assessment was developed which puts into consideration recital tests that gets closer to how students relate knowledge rather than how they accumulate it in their brains. Both portfolio assessment and standardized tests present different dimensions of determining how students can fair in their schooling process. According to Ryan Cooper (2008) using portfolio assessment, it is possible to determine how well the students understand scientific concepts and can carry out scientific processes by requesting them to perform actual experiments. Ryan Cooper (2008) says that â€Å"through portfolio assessment teachers are capable of measuring what they want students to be able to do rather than relying on them to choose the correct response on a multiple choice test item in standardized tests† (p. 396). A major advantage of portfolio assessment is that it reveals student’s escalation in a certain period of time. A major contrast between portfolio assessment and standardized tests is that in portfolio assessment, students are appraised against themselves and not judge against other students (Mundell DeLario, 1994). This implies that in portfolio assessment, students become talented at evaluating their ability and set logical targets hence they can see their enhancement over a specific time epoch as skills are disclosed on tasks and goals are arrived at. Mundell DeLario (1994) continues to say that in â€Å"portfolio assessment, evaluation is part of instruction and also it considered to be ongoing and there not just the final product is important but also the process and growth over time† (p. 3). Also portfolio assessment is considered to be wide as it takes into account the students concerns, personal know-how, inspiration, and tactics. In conclusion, the progressive’s reaction to portfolio assessment was considered far much better than standardized test because of its strengths. While standardized tests do not focus on students development, this criteria does not give the students an opportunity to develop their skills in a particular area and it is does not assess their strengths and weaknesses. The advantages of portfolio assessment outweighs those of standardized tests because students work harder on tasks giving them more ownership in their work besides increasing their responsibility for learning and enhances their self concepts as learners. References Mundell, S. B DeLario, K (1994). Practical portfolios: reading, writing, math, and life skills, grades 3-6, Santa Barbara, CA: Libraries Unlimited.Ryan, K    Cooper, J. M (2008). Those Who Can, Teach, Stamford, CT: Cengage Learning.Weiner, I. B, Freedheim, D. K, Graham, J. R. Naglieri, J.A (2003). Handbook of Psychology: Assessment psychology, Hoboken, NJ: John Wiley and Sons.