Female Empowerment In The Developing Countries Sociology Essay

Female Empowerment In The Developing Countries Sociology Essay Throughout the years, the issues of sexual orientation imbalance and female strengthening in the creating nations and Sub-Saharan Africa specifically have been a call for worry by neighborhood, national, Sub-provincial, territorial and global Institutions and governments in essence to advance turn of events. Dissimilar to ladies in the created districts who are, in relative terms financially engaged and have an incredible voice that requests a group of people, and constructive activity, ladies in the creating nations have been commonly quiet and their voices have been smothered by monetary and social elements. In Sub-Saharan Africa, financial and social components, combined with institutional variables direct sexual orientation based division of work, rights, obligations, openings and access to and power over assets. Notwithstanding, proficiency, instruction, work, access to media just as dynamic are probably the most contested zones of sexual orientation uniqueness and female streng thening in SSA. (UNDP 2005) Nonetheless, this undertaking is center to break down why the procedure of sex and female strengthening is lower than anticipated in SSA. Hence, to have an adaptable comprehension of the investigates, the undertaking would break down the issues of sexual orientation and strengthening in SSA and to focus on some nation statics and examinations on sex varieties in urban and country milieus. To have a reasonable introduction of the investigations, the venture would utilize the modernization and imbalance hypothesis to contend the realities. Ongoing examinations demonstrate that ladies in the creating nations and SSA specifically, need enough access to profitable assets, for example, land, instruction, work, wellbeing administrations, dynamic, fundamental human rights and unsafe customary markers are a portion of the financial underestimation of ladies in these social orders. Breaks down Sex and instruction: In 1948, the Universal Declaration of Human Right recognized that everybody has the privilege to go to class (UDHR article 26), yet instructive imbalance is as yet a significant infringement of privileges of ladies and young ladies and a significant obstruction to social, monetary and self-awareness in SSA. From that point forward, various bargains and assertions have been embraced to transform these desires into the real world, however in any case separation on female training stays inescapable in many social orders of SSA. (UNESCO 2003) According to DFID (2006), in Sub-Saharan Africa, the most noteworthy quantities of out of school young ladies are in Ethiopia, Ghana, Nigeria and Mozambique. Thinking about the instance of Mozambique in SSA, sexual orientation difference in essential, auxiliary and particularly tertiary training constantly persevere notwithstanding government and worldwide specifications. Following a CIA 2006 report Mozambique has a populace of 19.7million and 800,000 square km. what's more, as one of the biggest poor nations in southern Africa, faces a lot of one of a kind advancement difficulties, for example, physical and social-social framework and viable neighborhood organization is far lacking behind. (CIA 2006) An UNDP (2004) report additionally calls attention to that 32 percent of the populace is 6-18 years old with yearly populace development pace of 2.3 percent and youngster death rate is 152 for every 1000 and most Mozambicans are not expected to endure over 40 years old because of HIV/AIDS, jungle fever, and extraordinary destitution which young ladies and ladies are the most powerless. Following a comparable view, essential training is mandatory and free, yet guardians can't manage the cost of school requirements for children, for example, school outfits, books, shoes and other related materials, due to neediness and other customary impacts and the conspicuous outcome is drop out from school and the most influenced are young ladies. (UNDP 2004) For the most part, sexual orientation hole in access to instruction articulates more in the auxiliary and tertiary levels in the creating nations and SSA specifically than in essential level. In an article of UNFPA (2005), in light of 2001/2002 thousand years pointer information base of United Nations, the proportion of female enlistment in the optional school per 100 young men is 46 in Benin, 57 in Equatorial Guinea, 60 in Cambodia, 62 in Djibouti and 65 in Burkina Faso. The report subsequently show that uniqueness in training increments at more elevated level of studies in most creating nations of SSA (UNFPA 2005) Despite the fact that the issue of sexual orientation divergence in instruction have been influenced by destitution and conventional changes, the legislature and International Institutions have taken exceptional measures to guarantee an equalization in training on both genders in most creating social orders and networks (SSA). However there is as yet a fabulous contrast among country and urban enlistment in the vast majority of this social orders. Notwithstanding, the issue of sexual orientation imbalance stays a reality in instructive part however may liken as time slips by in SSA. Sexual orientation and work: One of the territories where there is high sexual orientation uniqueness among guys and female in SSA is at the work status which is showed at word related isolation, sex based-wage holes, womenâ's misuse portrayal in the casual business, unpaid employments and higher joblessness proportion (UNDP 2005) if advancement isn't caused it is jeopardized (in the same place) This implies the way that ladies are under-spoken to in the conventional segment hampers improvement since customary Muslim ladies and rustic African ladies are for the most part occupied with local unpaid occupations. As ladies in Sub-Saharan Africa have low status in the network, the exercises they perform will in general be less esteemed and that clarifies why womenâ's low status is executed by their low status exercises (in the same place). Everywhere ladies are most noticeably terrible paid than men in a similar work done(Hedman 1996 p; 19) top to bottom investigations on ladies business status by Hindin (2005) demonstrated that lone 17% ladies in Zimbabwe, 12% in Zambia and 4% in Malawi are utilized at higher status paid employments in the interim the individual rates of ladies whose accomplices have higher status occupations are 52, 43 and 53 rates (Hindin 2005, p; 121) Ladies are overrepresented in the casual part in the creating nations particularly in Sub-Saharan Africa. The 2009 World Economic Forum Gender Gap Report holds that ladies in SSA have extremely troublesome working conditions and even cruel especially in nations with higher casual segments. These ladies have unclear work places, risky and undesirable working conditions and frequently low degree of abilities and efficiency. They get low or sporadic wages; have long working hours, need access to data, advertise, money preparing and innovation. As indicated by a similar report, country African ladies are the most influenced by this circumstance, around 85 % in Somalia, 70 % in Gambia and 90 % in Zimbabwe separately. (WEFGGR 2009) Following a BBC world news report 2005, country African ladies don't approach media to get more data on advertise circumstance and world patterns since the vast majority of them are unskilled people, poor and nearby ranchers. As indicated by this report, under 2% of country Sub-Saharan African ladies read paper and ladies are hindered as to ladies access to stare at the TV. The report showed that in the year 2000, among young ladies and ladies matured 6-49, just 3.6% and 6.9% approached TV in Malawi and Rwanda separately. (BBC world news report 2005) Business sexual orientation isolation is for the most part found in provincial zones than urban areas in creating nations. Take for example in Cameroon in SSA, work sex related issue are lower in huge urban communities, for example, Yaoundã ©, Douala, Baffoussam, Ebolowa, Bamenda and numerous other significant urban communities than in rustic edge towns where the principle wellspring of business is cultivating. Here ladies do the main part of the activity however casual yet are consigned at the foundation on account of customary convictions. Nearby cultivating is the fundamental wellspring of business, yet customary standards don't give ladies access to landownership, credit accounts and an entangled legacy convention is drilled. (Cameroon tribune 2004) Sexual orientation and Decision making: The way that Sub-Saharan African ladies have low access to training, work possibilities and couple with restricted media get to and other social changes limits their dynamic force by and large and in the family also. (UNDP 2005) No general public treat it ladies equivalent to men (on the same page). With respect to making at family unit level, neighborhood level, network level, and national degree of ladies in Africa, however parliamentary portrayal has delicately increment, no nation on the planet has arrive at sexual orientation equality level in choice making.(ibid). As per information acquire from the thousand years advancement marker of the United Nations; refered to in UNPFA (2005) ladies speak to 16% of world parliamentary seats, 21% in the created world, and 14% in the creating nations. This negligible parliamentary portrayal of ladies could be expected, among different issues, diverse appointive frameworks in various nations, womenâ's financial status, socio-social status, customary and other social convictions of womenâ's place in the family and society and obviously womenâ's twofold weight of work and duties. (UNFPA 2005) Womenâ's low choice force, especially in SSA, is more articulated at the rustic than urban areas just as in house hold choices making. As per a study did by Emmanuel Vasty (1993) about half of ladies in the Northern Muslim locale of Nigeria expressed that they can't openly buy childrenâ's dress without the full choice of their better half nor convey a youngster to the emergency clinic without the approval of their spouses. This they guarantee is as per Muslim convention and convictions that a man is predominant in each viewpoint and along these lines they need to surrender to menâ's requests. (Emmanuel, 1993 p; 74) Also, information of low choice force making is found in the investigates of Hindin (2005) in join SSA nations, for example, Zimbabwe, Mozambique, Malawi, Somalia and Cameroon. A

Career planning incorporates is long and short term goals

Vocation arranging joins is long and transient objectives The ideal vocation is definitely not a way of life .it’s a perspective and condition. In the ideal employment I’m applying the ability I appreciate most to an intrigue I’m energetic about in a domain that fits what your identity is and what you esteem. With the quickly changing universe of work. It tends to be hard to make explicit vocation arrangements for the not so distant future. Leave be for an amazing remainder. Key ideas The initial phase in vocation arranging is self-evaluation Proper readiness is vital for a lifelong Setting objectives/destinations is a basic component in picking a profession way Making a vocation decision requires settling on significant choices Career arranging fuses is long haul and transient profession objectives Long term profession arranging Short term profession arranging My insight, aptitudes, qualities and interests Identify which new information and abilities I need to improve Research profession openings Formulate a profession s activity plan with possibilities Up to 6 years ahead From 6 to 10 years ahead Check the vocations activity plan for authenticity My vocation plan As a bookkeeping understudy my own profession plan target is a money executive as my first sibling who working at augentius subsidize organization LLP as account partner chief He is my good example. Since I was 7 years of age, I began to keep costs records with my pocket cash. I have a more noteworthy chance to build up my profession. Since two of my siblings in bookkeeping field. Imminent vocation way Currently I’m doing BABS and ACCA too after my degree it could be help to my arrangement to do temporary jobs in an organizations which are centered around the monetary parts . Presently a days a ton of chances for bookkeeping field. It gives me fulfillment I have potential development in my profession. Five shrewd targets I will complete my ACCA capability inside two㠍å ¡ years after my London school of trade BABS graduation on self investigation premise Improve my English expertise to superb level in composed and spoken Expand my systems administration through including significant business contacts through go to meeting, display, classes Role of the Accounting/Financial Having noticed the extended number of assignments presently embraced by the cutting edge monetary capacity it is imperative to likewise take note of how the job of the bookkeeping staff has changed comparable to the remainder of the organization. Knowing where you stand today is an essential manage to considering where you may be later on. The comprehension of a company’s in general execution and its current monetary standing is the key for any arranging exercises. The fund of the organization will assist with discovering that data .a specific significant zone where the job of the bookkeeper has changed is identified with forms. The most verifiably significant job that the bookkeeping staff must change is that of being a brake on d ifferent exercises. The bookkeeping staff will in general kill changes proposed by other division the progressions will meddle with the controls. In today progressively serious condition, it is significant for organizations to create solid associations with their key providers and client. These colleagues will request additional administrations, some of which must be satisfied by the bookkeeping staff. With the globalization of business, rivalry has gotten progressively extreme. It is conceivable that the moral establishments to which an organization follows have decayed notwithstanding this weight.

Ethical Principles and Codes of Practice Essay

Moral standards and codes of training can give direction in everyday practice. Examine Peter’s circumstance for the situation study and arrive at a decision about what might be a proper reaction. This paper will examine the moral standards and code of training corresponding to the contextual investigation of Peter, a man experiencing Alzheimer’s illness and will recommend a game-plan for Peter’s circumstance dependent on the utilization of these standards and the code. It will do this by inspecting the term ‘ethics’ and will concentrate on four moral standards saw as comparative with the sorts of moral issues and difficulties met inside wellbeing and social consideration settings, these will be applied to the contextual investigation. Peter’s circumstance is that of a man, who, in line with his family, miserably (yet obviously essentially), moved to Parkside Manor, a little private consideration home. Generally Peter’s state of Alzheimer’s ailment has progressed and he has gotten logically uninhibited. His conduct has made the staff question Peter’s position at the consideration home, as a portion of different inhabitants are starting to get grieved and bothered by his conduct. Some staff feel that with the quantity of occupants requiring consideration, Peter’s needs require additional time than they need to give. Anyway Peter’s family are fearless in their choice for him to stay at Parkside. ‘Ethics’ are characterized as ‘the philosophical investigation of the virtue of human lead and of the standards and rules that should administer it’ (Collins, 2006, p535). Singular qualities create after some time through socialization, childhood and encounters. These qualities when seen on an individual level, manage singular activities. People working in the wellbeing and social consideration setting additionally hold proficient qualities got from proficient preparing and belief system. Choices are made utilizing both individual and expert qualities and all choices will have a moral measurement. Generally wellbeing and social consideration specialists have been coordinated by standards and direction, empowering them to create w hat is depicted as an expert profound quality. Codes of training have for some time been viewed as guidelines controlling practice, with away from of lead (General Social Care Council, 2010, p 4). These generally incorporate some exclusion’s, for example, divulgence of data yet they principally portray anticipated types of direct. In territories of wellbeing and social consideration moral standards are utilized alongside codes of training to guide and upgrade the dynamic procedure. These standards are identified with a feeling of making the best choice or that which is good and with thoughts of what is acceptable and terrible practice (K217, Book 4, p28).This thought can be risky and can be seen both unbiasedly and abstractly. Whenever saw from a target perspective, who ought to be trusted to realize what is the goal truth? On the off chance that abstract, who is the one whose conclusion ought to be tuned in to? Questions, for example, these are frequently at the center of problems. Experts working inside wellbeing and social consideration situations don't simply manage choices dependent on the privilege and great. Thought ought to likewise be given to ‘ethical di lemmas’, these are circumstances when two decisions are obvious, both equivalent in profound quality and morals (K217, Book4, p29). Pattison and Heller (2001) recommend, morals and worth issues clear a path through typical, every day medicinal services practice, the translation of which is available to more than one clarification (K217, Offprints, p131). In spite of the fact that standards control activities, there is as yet a need to evaluate a circumstance and devise a proper reaction. This appraisal and reaction get from an individual’s qualities and preparing as much as from standards. Moral standards are significant in the field of wellbeing and social consideration. Specialists need to be able to make educated, moral and reasonable choices identifying with the people in their consideration. This can be troublesome when confronted with a difficult case. Utilizing a system to build up an organized perspective through a specific moral circumstance or challenge can be useful. The ETHICS system was created to help individuals working in care settings and offers an organized method for evaluating a strateg y so as to go to a morally educated choice. It underscores the should have the option to choose a strategy dependent on direction, data and set up standards, just as the individual’s convictions. The system expects experts to right off the bat, Enquire about the significant realities of the case, Think about the choices that are accessible to all included, Hear the perspectives on everybody (counting administration client, relatives and important suppliers), Identify any applicable moral standards and qualities which may assist with directing the decisionâ€making procedure, Clarify the significance and results of any key qualities lastly Select a strategy offering supporting contentions (K217, Book4, p32). When considering the contextual analysis, four moral standards will be analyzed. These are: regard for independence, non-wrongdoing, helpfulness and equity. The standards are viewed as the beginning stages for the advancement of moral ways to deal with care work on, giving a reasonable arrangement of standards, whi ch as opposed to offering explicit replies answers to moral situations, set out helpful core values for professionals when confronted with dubious choices (K217, Book 4, p34). In Peter’s circumstance, Autonomy or self-assurance is unpredictable. Regard for Autonomy alludes to a guarantee to regard the dynamic ability of a self-ruling person. Self-sufficiency is the opportunity to go about as an individual wishes, to have the option to settle on choices about their own life and not to be constrained by others. The contextual investigation calls attention to that Peter ‘unhappily’ left his home, in line with his family to move into Parkside Manor, demonstrating that Peter had no power over this circumstance. This absence of option to pick where he lives, legitimately encroaches on Peter’s capacity to be self-ruling and settle on contemplated educated decisions. Beauchamp and Childress (2009) distinguish two territories fundamental for self-governance: Liberty or freedom from control and Agency, the limit with regards to ponder activity (K217, Book 4, p39). While applying this rule to Peter’s case, it could be contended that an analysis of Alzheimer’s limits his capacities to settle on choices for himself, constraining limit with regards to purposeful activity thus lessening Peter’s capacity to work as a self-sufficient person. The codes of training for social consideration laborers (2010) state: ‘a social consideration specialist must regard the privileges of administration clients while trying to guarantee that their conduct doesn't hurt themselves or others’ (General Social Care Council, 2010, p9, 4.2). This causes an irreconcilable situation between Peter’s rights to act in a way that he picks and that of different occupants, who have the right to have the option to move openly about the home without the danger of being vexed or bothered by Peter’s activities. Staff may wish to find a way to limit the potential danger of Peter’s conduct making mental damage and upset different o ccupants and by following danger evaluation arrangements could survey the potential dangers in this circumstance (General Social Care Council, 2010, p9, 4.2). Distinguishing unsafe conduct is multifaceted and not entirely clear. The appraisal of hazard could have genuine ramifications for Peter maybe prompting a restricting of his privileges and freedom in light of a legitimate concern for shielding others from hurt (K217, Book 4, p60). Along these lines over security or pointless restriction could be viewed as an encroachment upon Peter’s human rights (K217, Book 4 p65). The contextual analysis doesn't precisely bring up if Peter has the psychological ability to comprehend that his activities could be problematic and upsetting for other people. This being the situation it might likewise be fitting to converse with both Peter and his family about the circumstance so as to discover an answer. As the code of training keeps up, ‘care laborers must advance the autonomy of administration clients and help them to comprehend and practice their rights’ (General Social Care Council, 2010, p8, 3.1). It is proposed, that in situations where dynamic limit is esteemed to be disabled, regard for self-r ule may include the consideration laborer acting fittingly in an individual’s ‘best interests’ (K217, Book 4, p40). The trouble here is that Peter’s eventual benefits can't be seen without considering the eventual benefits of different occupants, care laborers and family members. This shows the constraints of the code of training in taking a limited â€Å"ethical† see as opposed to attempting to take a more extensive and progressively adjusted point of view. Advantage and the advancement of government assistance are worried about the arrangement of advantages and the parity of these against hazard in the consideration and treatment of administration clients. It necessitates that care suppliers make a positive commitment to help other people, not simply forgo demonstrations of mischief. It could be contended that in Peter’s case, moving into a private setting might be viewed as ‘doing good’. The hypothesis of helpfulness or ‘doing good’ is inserted in wellbeing and social consideration practice. Albeit, instead of being clear in its endeavors to understand moral problems, advantage can be seen as being fairly obscure (K217, Book4, p34). The use of value in Peter’s circumstance could be viewed as a disputable one. The need to ‘do good’ in this circumstance could be believed to be against Peter’s eventual benefits, as on account of assent. The contextual analysis suggests the way that Peter’s family are settling on choices for Peter and that the diagnos

Essay on Protecting Miles and Flora in The Turn of the Screw

Protecting Miles and Flora in The Turn of the Screw â€Å"I saw my service so strongly and simply. I was there to protect and defend the little creatures†¦Ã¢â‚¬  The governess sees it as her duty to protect Miles and Flora. What do they need protection from and how does Henry James illustrate this in his novel â€Å"The Turn of the Screw†? Henry James’s ‘Turn of the Screw’ can be interpreted in many different ways. He constructed his novel in order to make allusions to sexual topics, (without stating anything explicitly) madness, ghosts and the Victorian society. In this essay I will be analysing each of the above in order to make a conclusion as to what I think the children need protecting from. As for the ghosts being present or not,†¦show more content†¦But either way I don’t believe the governess saw the ghosts based on two main factors; first being, her vague description of Miss Jessel, and secondly, the fact Mrs Grose never saw either of the ghosts. I think the children need protection from the governess and her imagination. The governess comes across to have an unbalanced behaviour which doesn’t go well with the children. I also think madness links into the fact the governess is hallucinating. I believe the hallucinations have lead the governess to get carried away, which slowly turned her insane and made her very over-protective towards the children. The more the governess hallucinates the more insane she is going to get, which is not going to protect the children in anyway as she would be trying to sort out her imagination. The governess is only a child herself, having to cope with two other children alone maybe a bit to much too handle, so having this other pressure (the hallucinations) to cope with might just leave her to break down mentally. In the turn of the screw, Henry James never identifies who is to blame for the chaos at Bly. The interpretation bought about by the Victorian society is that the master is to blame. By neglecting his responsibility to provide a stabilizing environment at Bly, he allowed everything to breakdown into chaos:Show MoreRelatedThe Turn of the Screw1300 Words   |  6 Pages Henry James novel The Turn of the Screw is twofold. In the first chapter, the story begins at a Christmas party where guests hear the governess tale of fright and fight. This story is referred to as â€Å"two turns† of the screw by an anonymous guest at the Christmas party because the reader asks if they want to hear a story about two children instead of only one (3). 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The story is ambiguous; we never fully know whether the apparitions exist or not and we are left with many more questions than answers. The Governess is left in charge of two young children, Miles and Flora, of whom she later becomes obsessed with, describing them as angelic. She hasRead MoreEnn315-Turn of the Screw2040 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly andRead MoreEnn315-Turn of the Screw2028 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly and intentlyRead MoreAmbiguities In Henry Jamess The Turn Of The Screw1383 Words   |  6 PagesHenry James’ novella The Turn of the Screw is famous for presenting various ambiguities about people, ghost, and scenes that can be interpreted in multiple ways. These ambiguities have sparked discussion on the various interpretations for over a hundred years. James presents the events through the Governess’ ambiguous narration, which means that we can only infer what the experience felt like from the children’s perspective. The Governess’ inconclusive narration contributes to the possibility thatRead MoreA Psychological Point Of View The Appearance Of The Apparitions963 Words   |  4 Pagesworking for the aristocratic Master of Blye, looking after young Flora and Miles. In the time period that the story takes place a young woman, unmarried, without children, by the age of twenty is frowned upon and unnatural. Without even getting to know the children she considers them her own, â€Å"my little girl.† (James 15) She has consciously taken on the role of these children’s mother, with that comes the responsibility of protecting them and making sure that they no harm comes to them, â€Å"I was there

Dr. John Cheevers Effect On The Public Health - 1276 Words

In this paper, I will assume the position of Dr. Ellis Cheever (Laurence Fishburne), the head of the Centers for Disease Control and Prevention (CDC) in Atlanta. In the â€Å"Contagion† film, the role of CDC started when two medical examiners in Minnesota reported an abnormal autopsy that was taken from a dead body (Beth Emhoff). Surprisingly, the cases were dramatically increased to five deaths and thirty-two infected cases (Soderbergh, 2011). The three situations that Dr. Cheever made and could impact the public health I. First Situation When the pandemic broke, Dr. Cheever committed to several questionable decisions or courses of action that had or could have had negative impacts on the public health. One of these was when he dispatched Dr. Erin Mears from the CDC’s Epidemic Intelligence Services (EIS) to investigate on the recent outbreak in Minnesota. The EIS, also referred to as the CDC’s Disease Detectives, serves as the first line of defense and investigation of the agency. It is actually a 2-year training program on applied epidemiology, undertaken by 70 to 80 selected physicians, doctoral-level scientists, veterinarians, and other health professionals (Centers for Disease Control and Prevention, 2015). EIS Officers are the ones who should be ready to respond in case of outbreak, as Dr. Mears did. EIS Officers have the responsibility of identifying causes of outbreaks, recommending preventive and control measures against them, and implementing strategies to protect

Frees A Lesson Before Dying Lesson Before Essay Example For Students

Frees A Lesson Before Dying Lesson Before Essay Dying Essays In the novel, A Lesson Before Dying, By Ernest Gaines, the main character, Grant Wiggins gives a man meaning in his last days alive. Wiggins gives him a book to write his thoughts in, and helps him to realize that he is not a hog. He shows him that he is truly a good person, and that he should die with his head up, knowing that he led a worthy and honest life. Mr. Wiggins changed greatly through the story, from a cold school teacher to an open hearted and caring man. This helped his relationship with others as well as Jefferson. Through his changing, he became the one man that Jefferson could trust. In a rural town in Louisiana in the late 1940s a poorly educated young black man, Jefferson, is in the wrong place at the wrong time: he is in a bar with two friends when they murder the white bartender. Jefferson is unfairly convicted of murder and sentenced to the electric chair by a white judge and jury. His defense lawyer, in an attempt to ward off the death sentence, labels him a hogand it is this label that Jeffersons godmother wants disproved. She enlists the help of a plantation school teacher, Grant Wiggins, who at first isnt too keen on the idea of helping a crook. Wiggins, something that I didnt see Jefferson doing often at all in this book. I saw a slight smile come to his face, and it was not a bitter smile. Not bitter at all; this is the first instance in which Jefferson breaks his somber barrier and shows emotions. At that point he became a man, not a hog. As far as the story tells, he never showed any sort of emotion before the shooting or after up until that point. A hog cant show emotions, but a man can. There is the epiphany of the story, where Mr. Wiggins realizes that the purpose of life is to help make the world a better place, and at that time he no longer minds visiting Jefferson and begins becoming his friend. Mr. Wiggins relationship with his Aunt declined in this story, although it was never very strong. His Aunt treated him like he should be a hog and always obey, yet she wanted him to make a hog into a man. His Aunt was not a very nice person, she would only show kindness towards people who shared many of her views, and therefore was probably a very hard person to get along with. The way Mr. Wiggins regarded his relationships most likely would have been different were he white. Mr. Wiggins feels, and rightly so, that several white men try to mock or make a fool of him throughout the story. This was a time of racial discrimination with much bigotry, so if the story took place in the present, it would be much different. In fact, there probably would have not even been a book because in the modern day, and honest and just jury would have found him innocent due to the lack of evidence. It wasnt really clear what sort of situation Mr. Wiggins was in regarding money, but he could not have been too well off because he needed to borrow money to purchase a radio for Jefferson, and he commented about the Rainbow Cafe: When I was broke, I could always get a meal and pay later, and the same went for the bar. I suppose he had enough money to get by, but not much extra. As the book progresses he probably had less money to work with due to the money he was spending to buy the radio, comic books, and other items for Jefferson. Mr. Wiggins seemed to be well respected by the community, and he felt superior to other African Americans because he was far more educated than they were. That makes Mr. Wiggins guilty of not practicing what he preaches, although Jefferson probably made it clearer to him that the less intelligent are still humans with feelings. At the start of the book, Mr. Wiggins did not understand this. He went to visit Jefferson because Miss Emma and his Aunt more or less forced him to do it. He really had no motivation except that he would be shunned by his Aunt if he did not comply. Yellow Wallpaper A descriptive descent into madnes Essay The whole process of Mr. Wiggins development and the plot of this story both spawn from the crimes of two characters with no other relevance to the story. After the police found Jefferson at the liquor store with the dead bodies all around, he was of course taken to trial and the times being what they were, he was convicted with very little doubt that he would be found innocent. Miss Emma, his godmother was afraid that he would die a hog and have lived a meaningless life. She wanted him .

High School Versus University free essay sample

Throughout the journey of life there are some critical aspects that one must face. These components are high school and university. On the outside looking in the two may seem like impassible obstacles; however, once you have started the journey you will come to realize that there are many similarities and quite a few differences between the two hurdles and the similarities will make you more comfortable during the storm, but the differences will keep you very well prepared for the worst so that you give it your best shot. The similarities between high school and university may include the influence of peer pressure, grading systems and class structures, whereas the differences range from the dress code to the work load and the involvement of teachers in the success of their students. High school and university have three major similarities. The influence of peer pressure is like a chain that has bound you until you decide to break free. We will write a custom essay sample on High School Versus University or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Peer pressure has to do with the influences one may face as a result of other individuals in the same age group. There are two types of peer pressure inclusive of positive peer pressure and negative peer pressure. This is a common issue faced by many throughout both High school and University alike. Whether you are being influenced to study hard and get good grades or to go out and party or drink alcohol, peer pressure comes in many forms and may follow you through life. In addition to peer pressure, the grading systems in both high school and university tend to be much similar with a scale that ranges from A to F. High grades are usually rewarded with an A and unsatisfactory work, or work that is sub-par is punished with an F and the likelihood of retaking that entire course in university, or even repeating an entire year in high school. Although the class sizes may be very different in High school when compared to university, they are structured in a similar fashion. A teacher or lecturer is appointed to stand at the front of the classs, teach lessons and evaluate how much you have learnt by administering quizzes or exams. Despite the numerous similarities that one may devise when comparing High school and University, there are also a wealth of differences between the two. First, although High School and university both have rules and guidelines governing the student body, there is a significant difference in the dress code. High schools have uniforms which are worn every day, whereas in university the dress code is very flexible and students are allowed to dress casually and express themselves in this way. Furthermore, both high school and university are stringent in the evaluation of students, but the workload is significantly different. In high school the classes are scheduled closer than in university, and so teachers often see a class at least four times per week. This means that assignments are not given as frequently and in as much abundance as in university. In university the class schedules are more flexible and students may have the same class only up to two times per week. This flexibility allows room for teachers to issue a substantial amount of assignments in order to compensate the short amount of time spent in the classroom. Another major difference between the two has to do with how involved teachers are in the success of their students. High school teachers are more flexible in their schedules and they may have time to pay special attention to students who are slower learners and not grasping the concepts taught. On the other hand, university professors or lecturers as they are often called have more structured schedules and are often times not available for consultations outside of classes. This is primarily because these professors would have received a higher level of education than high school teachers and as a result they have the potential to be leading contributors to research and other duties in their specific field. The outcome of this is that the student who sometimes does not understand a particular topic or concept, will not be exposed to one on one teacher student time in the university setting and so when that student is evaluated on the same thing, they may fail. High school teachers often voice the opinion that in university students will be on their own and there will be no one behind us telling us what to do and how to do it. Often times than not this is indeed the case. In summation, it can be seen that while both high school and college are similar in many small ways, there are also many significant differences between them. While the influence of peer pressure, grading system and the class structures are similar between the two, on the other hand they are different in their dress code, work load and the involvement of teachers in the success of students. It is very wise for students to take some time and evaluate these very important obstacles that they may have to face, so that they may be fully equipped and prepared to win the battle against them.

Appropriate language use and Pedagogic purpose in EFL classrooms The WritePass Journal

Appropriate language use and Pedagogic purpose in EFL classrooms Introduction Appropriate language use and Pedagogic purpose in EFL classrooms Introduction  Appropriate Language Use in EFL classroomsPedagogic PurposesAppropriate Language Use in Conjunction with EFL classroom techniquesDiscussionConclusionReferencesRelated Introduction Language is the only key that could open the doors of a particular culture when it comes to accessing its treasure trove of literature, history, and philosophy. It is impossible to know more about a people group’s way of life, if an outsider is unable to grasp the basic rudiments of their language. It would be impossible to understand how a certain society has been formed and how it is being sustained without a basic ability to use the language. It is the code breaker, an interpreter and investigative tool rolled into one. When it comes to the English language its importance goes beyond that of a code breaker and interpreter because it is the lingua franca of the modern age. The one who can speak the language does not only have access to the culture of the English speaking world; the person proficient in the said language also have the capability to create a massive network that spans all over the globe. This is due to the fact that English is spoken by many hundreds of millio ns of people. The person desiring to learn English must seek out an institution or a teacher that knows the importance of using appropriate language based on pedagogic purposes. Before going any further it is important to point out that the existence of superb curriculum and a set of effective teaching techniques have no value unless a passionate and knowledgeable teacher comes along to pick up and use these tools. These are just tools and nothing more. It is the teacher with dedication and clear understanding of his or her purpose that can infuse energy and intelligence into an EFL classroom making it an effective place for learning a second or even third language. It all begins with the realization that the teacher has the power to change the learning environment depending on the need. The teacher is not only the drill sergeant but also the coordinator, dictating the pace of the learning process while at the same time expertly using all the resources at his or her disposal to create a particular classroom dynamic that increases the capability of the students to learn and master a foreign language. Although the teacher has mastered the English language to such an extent that he can teach it to others does not mean to say that the teacher is the centre of the EFL classroom universe. It is crucial to appreciate the importance of collaboration. It is always advantageous to work with other English teachers. But more importantly it is imperative to be kept abreast of new teaching practices. One of the most helpful is the idea that teachers learn to use appropriate language in EFL classrooms. The key word here is context. The following are some of the definitions of context such as: â€Å"the part of a text or statement that surrounds a particular word or passage and determines meaning† (Walsh, 2011, p.24). The second definition focuses on the circumstances in which an event occurs; a setting (Walsh, year, p.24). And the third definition is states as the â€Å"parts of a piece of writing, speech, etc., that precede and follow a word or passage and contribute to its full meaning† (Walsh, 2011, p.24).   Appropriate Language Use in EFL classrooms The most important skill to develop is the ability to use appropriate â€Å"teacher talk†, which is the speech that is comprehensible to the students but not oversimplified (Richards Farrell, 2011, p.16). The assertion that it is imperative for EFL teachers to use appropriate language may be confusing at first glance. The objective of learning institution like EFL is to teach the English language to a non-native speaker. Naturally, the teachers would have to use the English language as a medium of instruction. Thus, it requires clarification when scholars pointed out the need to evaluate the language use in the classrooms. Upon close examination the meaning of the phrase â€Å"appropriate language use† has to be interpreted in the context of EFL. It is the use of metalanguage to teach another language. In this case metalanguage can also be symbols and other expressions that the teachers can use with other teachers to help them evaluate the teaching style. The metalanguage can be seen as common language shared by teachers in EFL and this can be used to unify all the strategies and techniques. Problems are to be expected if teachers cannot find common ground and the â€Å"lack of an agreed metalanguage makes the processes of comparison and generalisation practically impossible, as the constructs used have different meanings† (Walsh, 2011, p.109). A metalanguage can be developed using a research tool called the self-evaluation of teacher talk or SETT (Walsh, 2006, p.133). This is a framework that can be constructed by teachers or administrators to evaluate teacher talk or how they interact with their students (Housen Pierrard, 2005, p.217). An example of SETT framework is the use of audio-recordings of what transpired within an EFL classroom. In other cases teachers uses video cameras to record the activities within the classroom. Aside from using the SETT framework, teachers must engage in reflective practices with other colleague or professionals in order to clearly evaluate teaching techniques and strategies in an EFL environment (Walsh, 2011, p.147). Another way to discover the appropriate language for EFL is to carefully analyse feedback coming from students, fellow teachers, and collaborative teams. The students are the primary source of feedback. The teacher does something in the classroom and he or she immediately sees the reaction of the student. This comes in the form of a questions, a confused expression on their faces, or the excitement of learning as evidenced by their happy chatter. Feedback also comes from the results of exams and various tests to determine student progress. Another way to benefit from feedback is to learn from the experience of other teachers. In the faculty room or in other formal meeting fellow teachers that are also part of an EFL program shares the challenges and the triumphs that they had faced in the classroom. There are also occasions when a more experienced EFL instructor gets to observe another while teaching and offers a feedback regarding on areas that requires improvement. One expert pointed out the reason for doing collaborative work and he wrote that collaborators â€Å"may wish to create an environment in which learners, teacher and researchers are teaching and learning from each other in an equitable way (a trend which is enhanced by the growing interest in action research); or they may wish to experiment with ways of incorporating principles of learner-centredness into their programs† (Nunan, 1992, p.162). One way to apply the principles inherent in collaboration is to create teaching teams. If ESL teachers opt to create one the best way to start is to choose what kind of team the collaborators needed. The following are some of the common types of teams: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the team members has a higher status as compared to the others. Thus, the team leader may have a title given to her to formalise the formation of the team and he or she acts as the overseer as well as provide the general direction the team is headed. The Associate Type there is no in the team that has special status and any useful information generated by the team is the result of interaction among equals. The Master Teacher / Beginner Teacher is like assigning a mentor to a new teacher. This is also an effective tool because it speeds up the learning process especially when it comes to finding out the appropriate language to be used within an EFL classroom. The only drawback to this type of collaboration is that it does not add value to the veteran teacher. The Coordinated Team Type does not focus on the creation of joint responsibility, instead it is the sharing of resources by two different teachers assigned to teach two different groups of students. Aside from student feedbacks and the teaching tips that one can receive from fellow teachers, another way to analyse feedback is to develop a collaborative geared towards learning more about appropriate language use. Team work in this case provides a better chance of discovering flaws in teaching since it is a concerted effort. Efficiency in the learning process can be achieved making it easier to change teaching style to produce more satisfactory results. Appropriate language used must be top priority because teachers may have a false understanding of the real marks of success. The teacher may come to believe that if he or she has completed all the lessons that must be taught in a given time frame then that is the mark of progress. The real measurement for success is the ability of students to communicate effectively and oral fluency in the English language. This must be the standard. The failure of appropriate language use is based on the inability of teachers to evaluate their skills and the needs of their students. It is therefore crucial to have tools that would inform the teachers on the areas that they need to improve on. At the same time they need to know the weakness of their students. And finally they need to develop appropriate teaching methodologies to increase their efficiency. Pedagogic Purposes The use of the SETT framework is made more effective if the teachers are aware that there are four major modes of learning strategies that can be employed in the classroom and these are: a) managerial mode; b) materials mode; c) skills and systems mode; and d) classroom context mode (Walsh, 2003, p.3). The pedagogic goals of the managerial mode is to transmit information. This is achieved by having an extended teaching turn and the negative result is the absence of contribution from the students. The materials mode’s pedagogic goal on the other hand is to elicit response to a particular material. This is achieved by the extensive use of display questions and the use of scaffolding. The skills and systems mode on the other hand focuses on the need to enable students to produce correct form. This is also achieved by allowing teacher to dominate the discourse. The classroom context mode has a different pedagogic goals than the other three because its emphasis is to enable the students to express themselves clearly and to establish a context. This is why the strategy used is extensive learner turns. One of the factors that enable people to master a particular language or a local dialect is described as the â€Å"exposure to rich and contextually appropriate input† that resulted in the development of pragmatic competence in the said target language (Soler, 2008, p.45). This is what happens when a child learns the predominant language used in the home. The child observes the facial expressions and listens to the conversation made by adults. For instance, in a dinner table the father gestures to a plate of food and utters the request to pass the plate to him and the child takes note of the language used in that particular event. At the same time the child mimics the adults, speaking the same words and he or she receives feedback. In both instances one can see a contextually appropriate input that facilitates the learning process. In the case of the person learning a foreign language within the four walls of a classroom, the same environment that produces contextually appropriate input is usually absent. As a result there is a need to recreate the same experience in a practical manner. Thus, there are many practitioners in the field of EFL that are happy about the use of audiovisual materials. In this way the EFL teacher can provide learners with â€Å"samples of appropriate language use in a variety of contexts† (Soler, 2008, p.245). The problem is made more evident when a foreign language teacher attempts to teach English using conventional methods. One conventional approach is the use of a dictionary to learn new words. The weakness of this approach was summarised by a foreign language (FL) expert who wrote that a child learning his native tongue is â€Å"exposed to words in a variety of different contexts, and can so from a well-rounded concept of both the word’s meaning and its use there are also many excellent human dictionaries in the form of parents and teachers, who are frequently asked to give explanations for new words† (Lochtman Kappel, 2008, p.78). The same cannot be said in an EFL environment where the students usually know one person able to speak the language in a proficient manner. Thus, they can only interact with this person on a limited basis hampering the speed and efficiency of the learning process. The teachers must be trained in the principles of interactional awareness (Cummins Davidson, 2007, p.954). There is also the need to promote activities that would help teachers detect errors in language use (ibid). At the same time there is the need to encourage teachers to study the theories that supports their pedagogical practice (ibid). It is also important to look at the cultural context of the classroom because culture creates the frame for viewing interaction (Wolfram, Adger, Christian, 1999, p.84). Appropriate Language Use in Conjunction with EFL classroom techniques Before going any further it is important to point out that English is both the focus of learning as well as the medium of instruction. This stems from the fact that â€Å"English is both the target of learning as well as the medium of teaching† (Richards Farrell, 2011 p.16). It is therefore crucial that proficiency in this language is the top priority of the teachers. According to experts, â€Å"It will influence many crucial aspects of teaching such as the ability to provide good language models (Richards Farrell, 2011, p.16). After teachers are aware of their need to improve proficiency the next step is to determine appropriate language usage in the EFL classroom. The use of the SETT framework enables the teachers to detect errors and to improve the language use in the classroom. But it was also discovered by experts that the ability to develop appropriate language is not only based on what the teachers have learned from the feedback coming from colleagues or even experts in the field of second language acquisition. Interestingly the enhancement of teaching techniques when it comes to appropriate use of language can only be achieved if the teacher allows student participation. In this regard it is time to seriously consider the managerial mode of teaching and allow students to participate more in discussion. It is therefore important to allow them to speak and to encourage the learning of the spoken language first before mastering written communication. Experts are saying that it was only recently that there was a renewed interest and awareness of the â€Å"importance of the study of spoken language and a realization that this study is essential for any real understanding of actual language use† (Cummins Davidson, 2007, p.860). Aside from these benefits the preference of student-teacher discourse as to written communication in learning a second language is based on the insight that each language has its own â€Å"preferred strategies for aural decoding† (Carter Nunan, 2001, p.8). This is crucial in an EFL classroom when there is the realisation that the ability to speak fluently in English is one of the signs that a program has been a success. Just to clarify the following are the four fundamental properties of spoken language and underscores the importance of encouraging verbal interaction in the classroom and these are: Phonological system: the phonemes used in a particular language; Phonotactic rules: the sound sequences that a language allows to make up syllables; Tone melodies: the characteristic variation in high, low, rising and falling tones to indicate lexical or discourse meanings; The stress system; the way in which lexical stress is fixed within an utterance (Carter Nunan, 2001, p.8). One of the ways to apply insights about spoken language in the EFL classroom is to utilise the turn-taking technique. According to practitioners teachers and students can learn from observing people conversing and using turn-taking as a process of communication. This enhances the teachers’ ability to evaluate teacher-talk. One of the most important developments with regards to the need for appropriate language use in EFL is the creation of a teaching methodology known as task-based language teaching or TBLT. This was derived from Communicative Language Teaching and the main purpose was to â€Å"bring ‘real-world’ contexts into the classroom, and it emphasises the use of language for completing tasks rather than as a focus for study† (Walsh, 2011, p.26). By using TBLT, the students are able to interact with others and enhance the learning process when it comes to the acquisition of a foreign language. It simulates what happens in the real world where people use language not to study it but to accomplish a task. In the course of using TBLT techniques such as oral communicative tasks students are able to identify gaps in their knowledge as well as â€Å"notice connections between different linguistic features, find ways of saying something even when they do not have the most appropriate language, and so on† (Walsh, 2011, p.27). A good example of a BLTB inspired communicative task is to assign students into groups and give them a situational problem that they need to solve. One of the best examples is the situational problem involving the crash of a light-aircraft in a remote island in the Pacific. The two passengers survived but they have to choose wisely what to bring with them as they leave the plane and walk towards the clearing or the shore. The items are: parachute; knife; flashlight; matches; mobile phone; mobile phone charger; notebook; pencil; shaving kit; make-up kit; one apple; cigarettes; a bottle of lotion; airplane radio; and a bottle of water. The instructions further states that they can only bring five items with them. The items are words that they encounter in their readings or words commonly used in the real-world conversation and by engaging themselves in this problem solving exercise they go beyond mere memorisation of the words and learning the definition. Their minds are engaged in a deeper level and therefore learning is enhanced in a manner that can never be duplicated in a simple classroom type discourse. It is also important to provide opportunities for students â€Å"for interactive and collaborative uses of language among learners† (Richards Farrell, 2011, p.16). According to one practitioner in the field of intercultural language use a communicative methodology is to â€Å"acquire the necessary skills to communicate in socially and culturally appropriate ways, and, in the learning process, focus should be placed on functions, role playing and the real situations, among other aspects† (Soler, 2008, p.59). â€Å"Play has been noted as valuable in helping pupils’ development of oracy and literacy skills the normal practice during structured play sessions was to encourage pupils to respond to their experiences using the language at their disposal at the time† (Beaumont O’Brien, 2000, p.16). An example of structured play is when students are told to participate in a make-believe game where they are supposed to buy fruits and vegetables from a shopkeeper. Thus, instead of just teaching them about fruits and vegetables and showing these items in visual presentation format, the students are now able to exercise the ability to use the language in a practical matter. It can also be argued that the structured play enables them to participate in manner that is more intense as compared to sitting back and merely listening to the teachers speak. In this type of scenario the students learn more than just the words but also the feel of the language when spoken in a natural setting. One of the foundational principles is the realisation that â€Å"language is based on and is an extension of spoken language† thus it must be the starting point in the study of language (Cummins Davidson, 2007, p.859). However, in the latter part of the 20th century teachers did not pay careful attention on developing training strategies to teach language from a verbal standpoint. The reason for neglect was that â€Å"spoken language was seen as disorganised, ungrammatical, and formless and written language as highly structured and organised† (Cummins Davidson, 2007, p.860). This is the preferable course of action as one keeps in mind that in an EFL environment â€Å"there are only a few proficient speakers of English and there is no constant verbal interaction as in a native-speaking environment† (Lochtman Kappel, 2008, p.78). Discussion The acquisition of a second language hinges on different factors. The effectiveness of the teaching strategy used and the speed of acquisition depend on the proficiency of the teacher when it comes to using the English language as the medium of communication. It is also affected by the classroom environment and the cultural setting. But the most crucial factor is the appropriate use of language in order to facilitate learning. It has been discovered that the inappropriate use of language is based on the fact that teachers in an EFL classroom sometimes treat their students as if they are native speakers. A native speaker has a different mode of learning English because they have access to parents, teachers, and other people that are proficient in the English language. In the case of students studying English in a foreign land there is only one person that is proficient in the English language and he or she happens to be the teacher. The teacher therefore has to be sensitive to this fact. It is therefore important that the teacher be sensitive to the way he or she teaches especially when it comes to the appropriate use of language. The detection of errors and the measure of effectiveness can be achieved by using the SETT framework. This tool enables the teacher to evaluate â€Å"teacher-talk† by using strategies and methods that capture feedback and then evaluate the same. The use of audio recording devices and even videotape is an important took for this particular purpose. The use of the SETT framework can be made more effective if the teacher is aware of the four modes of learning strategies used in the EFL. By doing so the teacher would discover that the managerial mode is a problematic approach because it limits the capability of the teacher to evaluate â€Å"teacher-talk† and at the same time limits the ability of the teacher to determine the feedback coming from the students. This is based on the fact that the managerial mode encourages teacher to dominate the classroom discourse. The study of the four modes of teaching would reveal that the classroom context mode is the best way to promote learning. In this mode the students are allowed to participate. In this method of teaching the teacher enables the student to express themselves more effectively. At the same time it promotes oral fluency. If one thinks about it this is the main goal of teaching English to foreigners and it is to make them more fluent in the English language. Another interesting discovery in the discussion regarding the appropriate use of language is that the teacher cannot develop the correct materials or use the appropriate teaching method if the teacher does not enable collaboration between students and teachers and among themselves. It is easy to understand why students must be given time to express themselves in the classroom setting but it is another to consciously develop a strategy to allow them to speak by taking turns. The strategy of allowing them to speak in turns provides the ability to learn the language in a deeper way. If the students are merely allowed to speak on their own then there are nuances of the language that they are unable to detect and appreciate. But when they are allowed to talk with fellow students they uncover something that the teachers may not be able to discuss in class. Experts pointed out the fact that when students began to collaborate and discuss in the English language they begin pinpoint gaps in their knowledge. In the managerial mode of teaching and even in the materials mode of teaching the students are focused on the teacher and the materials. The goal is to mimic the teachers and at the same they are conscious of being able to copy the forms of the language displayed. As a result students become experts in mimicry such as copying the sounds made by the teacher or the ability to copy the letters of the English alphabet and yet when it comes to the things that really matter they fail. Students must not only be able to recite properly but they also have to fully understand the words that they are saying. They must not only be aware of the vague definition of the words that they are saying but also the different meanings of a word in different contexts. Experts agree that this can be done in a conversation. It is therefore crucial that teachers promote the spoken language as well as the written forms of communication. One of the most effective means to promote learning is to use situational problems that enable students among themselves. This is not just an ordinary discussion but structured interaction that allows them to focus on common words and then provide them the opportunity to use these words in a â€Å"real-world† context. There is a different feel when students discuss a scenario using the target words as opposed to simply reciting these words as the teacher flashed them in a projector or when these items are displayed in a visual presentation. By observing the students in collaborative exercises and by listening to feedback coming from different sources, the teacher identifies weaknesses in the teaching methodology. The teacher can then proceed to make adjustments and then repeats the process of evaluation. The goal is to improve the ability of the students to express themselves and to promote oral fluency. The students must be able to identify the meanings of the words in different contexts and use the words in a â€Å"real-world† setting. The conventional methodologies used in the past must be revised. The focus on materials and the way teachers dominate classroom discussion has been proven ineffective. Conclusion It is imperative that teachers are well aware of appropriate language use. They must realise that simply sticking to a plan does not produce students that are proficient in the English language. They must use all the available tools in order to evaluate â€Å"teacher-talk† and by doing so update their teaching techniques and strategies. Interestingly, the ability of the teacher to improve his or her skills in the use of appropriate language in an EFL environment is also dependent on the collaboration of teacher and students. Thus, it is also crucial that teacher allow students to speak in class and to interact with fellow students. It is only through these strategies that teachers are able to determine which areas they are deficient and then proceed to correct their errors. References Beaumont, M. T. O’Brien. (2000). Collaborative Research in Second Language Education. London: Trentham Books Ltd. Carter, R. (1995). Keywords in Language and Literacy. London: Routledge. Carter, R. D. Nunan. (2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Cummins, J. C. Davison. (2007). International Handbook of English Language Teaching. Part 1. UK: Springer Science. Housen, A. M. Pierrard. (2005). Investigations in Instructed Second Language Acquisition. Berlin: Walter de Gruyter. Lochtman, K. J. Kappel. (2008). The World a Global Village: Intercultural Competence in English Foreign Language Teaching. Brussels: VUBPress. Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge: University of Cambridge Press. Richards, J. T. Farrell. (2011). Practice Teaching: A Reflective Approach. Cambridge: Cambridge University Press. Soler, E. (2008). Intercultural Language Use and Language Learning. UK: Springer Science. Walsh, S. (2003). Developing Interactional Awareness in the L2 Classroom. Journal of Language Awareness, 12(2), 124-142. Walsh, S. (2006). Investigating Classroom Discourse. Oxford: Routledge. Walsh, S. (2011). Exploring Classroom Discourse in Action. Oxford: Routledge. Wolfram, W., C. Temple, D. Christian. (1999). Dialects in Schools and Communities. New Jersey: Lawrence Erlbaum Associates, Inc.

Lesson Plan for Language Arts on The Great Gatsby for grade 9th Coursework

Lesson Plan for Language Arts on The Great Gatsby for grade 9th - Coursework Example language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. The literature selection should be independent per group but each group member should research on an area in the group’s selected topic. Each group should coordinate with each other to come up with an appropriate topic and determine on the areas to be researched by each student. Students are free to use online resources like journals, eBooks and online articles to research on the decided topic. The institution library can also be used as a source of information for student research. Students should also know the symbols used in the text such as the characters embedded in the novel. The time when the novel was set as well as the meaning of the great Gatsby should also be comprehended. Students are supposed to do a thorough research on the chosen topic with different areas of research to come up with a clear and a complete perspective of an issue. Use all appropriate resources to do the research such as the academic journals on the internet or library materials. After performing individual research on the topic, the students should then discuss the subject from a general point of view in which all students compare and contrast their work. All the research outcomes should address an issue in

Teacher leadership mentoring Essay Example | Topics and Well Written Essays - 1000 words

Teacher leadership mentoring - Essay Example First and foremost, the best plan for Ms. Thomas is to show that she has authority and control of all the activities carried out in class. She must ensure that all activities conform to the expected conduct of students in the class and supervise all work done even though in groups. It has been observed that some students are often found wandering during learning period which should not be the case. Managing effectively in class has several advantages as this would reduce the burden that seems to be negatively affecting her performance. With regards to student engagement, the best plan is to focus on the role of the student and make it the center of the educational process while she as the teacher would act as a regulator or facilitator that guides the learners throughout the lesson. This can be done through encouraging pupils to participate in class through responding to questions raised or to place the students in groups where they are given tasks to do then asked to give feedback to others. It has been noted that there is less student activity where the teacher is talking throughout the whole lesson with little input from the learners who are supposed to be the beneficiaries of the knowledge they acquire from the teacher. When students work together to accomplish shared learning goals, there would be highly chances that they would master what they discuss in class which is a very good plan for Ms. Thomas to be able to entice the students to participate in class. It is very important for the students to work toge ther in order to share and exchange the ideas with others since they will feel that knowledge can be generated through feedback and communication with others which makes them become more realistic than teaching through the book and focus on homework only. Group work is recommendable since it inculcates a sense of interdependence where the students would discover that the

Prigogine Investigation Essay Example for Free

Prigogine Investigation Essay The origination and evolution of living organisms is considered by many scientists, due to general laws of nature, especially the second law of thermodynamics. In this paper this idea is explored, taking in account the dissipative structures and Prigogine’s thermodynamics. Introduction The use of thermodynamics in biology has a long history rich in confusion (Morowitz, 92) (Klyce, Brigg, http://www. panspermia. org/seconlaw. htm) The second law of thermodynamics was discovered by Clausius, who coined the term Entropy, which is usually defined as the degree of disorder. In the most general sense, Evolution of life means, growing in ordered combinations from cells, to tissues and organs, to plants and animals, families, communities, and ecosystem. It can be seen that these two terms: evolution and entropy express totally contradictory concepts. According to second law, Entropy of a closed system can never decrease, i. e. dSV ? 0 (Gibbs, 1928). But, in case of evolution, the living systems increasingly go on to complex state of more order, suggesting that entropy in this closed system has decreased. This is the paradox that has baffled both biologists and physicists alike. Hence, an initial theory which both physicists and biologists agreed upon was: life violates the second law of thermodynamics. Evolution of life and Entropy The contradiction can however be explained, by subscribing to one of the two very different schools of thought. Either we can accept that the order that is seen in the evolution and growth biological systems is maintained at the expense of thermodynamic order. That is to say, sustenance in the form of external energy is always provided to the organism from external environment and entropy of this larger system is increasing. Hence, living beings attract negative entropy, in order to compensate for this increase in the entropy, which explains the order. This concept was formed by Schrodinger. There is another explanation, which was proposed by Prof. Ilya Prigogine. According to him, the living organisms function as dissipative structures, i. e. thermodynamically open systems operating in non-equilibrium environment. These have the capacity for self-organization in the face of environmental fluctuations. In other words, they maintain their structure by continuously dissipating energy. Such dissipative structures are permanently in states of non-equilibrium. Ds/dt 0 away from steady state Ds/dt = 0 steady state (Prigogine, 1977) In this case, equilibrium is the state of maximum entropy. A system that is not in equilibrium exhibits a variation of entropy, which is the sum of the variations of entropy due to the internal source of entropy, plus the variation of entropy due to the interaction with the external world. The former is positive, but the latter can be negative. Therefore, total entropy of the system can decrease. Life according to this theory can then be summarized as: An organism lives because it absorbs energy from the external world and processes it to generate an internal state of lower entropy. It can live as long as it can avoid falling in the equilibrium state. According to the second law, only irreversible processes contribute to entropy production. This means the existence of a function in an isolated system which can only increase in time. It follows that the positive time direction is associated with entropy (Prigogine, 1977). Now, biological evolution is hierarchical and can be considered as an irreversible process of the variation of life with respect to the evolutionary time scale. The Law of Temporal Hierarchies makes it possible to identify quasi-closed thermodynamic systems and subsystems within open biological systems (Gladyshev, 2003). This facilitates the study of individual development (ontogenesis) and evolution (phylogenesis) of these subsystems. For instance, it is seen that the specific Gibbs function for the formation of supramolecular structures of biological tissues, G tends towards its minimum in the course of both ontogenesis and phylogenesis. (Gladyshev, 2005) The above model implies that, the mean flow of matter is quasi-stationary and the nature of incoming matter to the system remains practically unchanged. In other words, the supramolecular phase (structure) of the organism evolves against the background of the incoming flow of chemical substances of practically constant composition. This principle of the stability of chemical substances is a thermodynamic principle. Accordingly, the tendency of biological systems during evolution to generate relatively highly stable structures of higher hierarchies leads to the selection of relatively less stable structures of lower hierarchies. This rejuvenates the lower hierarchical structures and causes nearly unbounded evolution of the biological world. (Gladyshev, 2005) Conclusion The findings of hierarchical thermodynamics, specifically supramolecular thermodynamics of quasi-closed systems, confirm the thermodynamic tendency of biological evolution. Additional experiments could refine this model and further verify that second law can be applied in its classical definition to explain the origin and evolution of life References 1. Gladyshev, Georgi P. â€Å"What is Life- A physical chemist’s viewpoint†, 12th Dec. 2005 http://www.panspermia.org/seconlaw.htm

King Lear :: essays research papers fc

King Lear & A Thousand Acres: The Storms That Loom Within Our Lives Dadds 1 Thesis Statement: The similarities that have been revealed in King Lear and A Thousand Acres are havoc, turmoil and dysfunction that so many families have been plagued with for centuries. There have been many movies made in the last century that have remarkable similarities to movies and plays made decades ago. This is true with the movie A Thousand Acres. A Thousand Acres is a modern day adaptation of William Shakespeare's play King Lear. Originally, A Thousand Acres was released as a novel written by Jane Smiley; a Pulitzer Prize winning author. Later the novel was written into a movie by Laura Jones. The similarities and differences in both of these works are ironically unique; they both portray the havoc, the turmoil and the dysfunction that so many families have been plagued with for centuries. The perplexity and bewilderment that was revealed in King Lear has also been revived in the Cook family in A Thousand Acres. The tempestuous situation between a parent and a child is different then the turbulent situations between sisters. The turbulence between the immediate family members in both of the works is parallel. For example, the dictionary gives several de finitions for a storm. The definitions that apply are, a storm is "(1) any strong disturbance, (2) strong attack, (3) rage, and (4) a rush or attack violently" (Webster's 277). Metaphorically speaking, it is as if there are storms fermenting with the daughters and the fathers of these families. Although, some of the characters in the movie Dadds 2 are different from the way Shakespeare portrayed his characters in King Lear centuries ago, the reader still receives the same message from the story line. In comparison to A Thousand Acres, Shakespeare's characters are often noticeably good or evil (Levin). To clarify this point, the King in the play is measured as royalty. The movie portrays the father Larry, admired by many, and the town's people see him as a Saint, also a form of royalty (Smiley). Although the movie depicts a certain good quality in Larry, in relation to his friends, two of his daughters know differently. In the movie A Thousand Acres Larry has three daughters Ginny, Rose and Caroline. The two oldest daughters do not view him the same way his youngest daughter does. It is quite obvious through the writers' point of view that he favors the youngest, Caroline.

Dress Not for Success: Fifty Years of American Dress Codes Burdening Students

Karnik Soghomonian Professor Brauer Writing 39C February 16th, 2012 Dress Not For Success: Fifty Years of American Dress Codes Burdening Students Over the past fifty years, dress code policies have been a major topic, a topic repeatedly protested against by American high school students. However, at the same time, dress codes have gained popularity in school districts across America. Since the 1960s, drastic measures have been taken to prevent students from wearing certain clothing of their choosing, in fear that the message presented on their clothing being too controversial.Consequently, students have been burdened with dress codes that infringe upon their First Amendment rights. This ongoing trend of imposing dress codes in schools has plagued America for years, resulting in numerous law suits and student punishments. The dress code debate in American Public schools can be traced through various inconsistent rulings in the court cases dating back to 1969, and continued to gain spe ed as a result of falsified information gathered to encourage dress codes in 1994. This debate has continued despite evidence suggesting its uselessness founded by Dr.David L Brunsma in 1998 and despite the negative psychological effects that dress codes could potentially cause, as implied by Psychoanalysis Erik Erikson in the 1960s. Controversy over American public school dress code policies gained the nation’s attention in 1968, when a group of high school and middle school students attending schools at Des Moines Independent Community School District (DMICSD) in Iowa claimed that their personal rights were being violated in the American schooling system.According to the students, they had been suspended from their school for half a month for wearing black armbands at school protesting the Vietnam War. Their school had suspended them on the grounds of violating the school district’s dress code policy, which stated that no students were allowed to convey any type of m essage through their speech or their clothing. Due to what they felt was an overbreach of school codes into their rights, the students sued the school district on November 12th, 1968. In the months that followed, the case, now known as Tinker, et al v. Des Moines Independent Community School District, et al, 393 U.S. 503, reached the level of the Supreme Court. On February 24th, 1969, the Supreme Court ruled in favor of the students saying, â€Å"it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate† (Tinker). A result of the court case was a set of rules now known as the Tinker Standard, which state that a school district cannot ban any students’ rights unless they can point to specialized evidence that the specific right caused a substantial disruption of education and school activities.The Tinker Standards also state that if a student’s clothing portrays a clear and easy to understand message, the school has no right to hide that message (Hudson 150). This is still the standard in which our court system is supposed to abide. However, as will be mentioned further, the Tinker Standard has been ignored almost completely for forty years by the American School System and the court system (i. d. 154). One such case that ignored the Tinker Standard was Broussard v.School Board of Norfolk in 1992. A student wore a t-shirt bearing the message â€Å"Drugs Suck† to her middle school in Norfolk, Virginia. The student had worn the t-shirt several times to school previously; however on one occasion the student was stopped in the school hallway and sent to the principal’s office where the student was held for the remainder of the day, losing a full day of education. The student, with the assistance of the American Civil Liberties Union, sued the school district for overbreach.Even though the t-shirt had a plain and easy to understand message th at ‘drugs suck,’ which should have been protected under the Tinker Standards, the court ruled in favor of the school, ignoring the positive message of the shirt insisting that the word ‘sucks’ was too sexual. The court ruled this, even though the school district had failed to provide any evidence of disruption of student education (Broussard). In 1997, David Chalifoux and Jerry Robertson of New Caney High School in Texas wore rosary beads to school to express their Catholic faith.A school police officer told them to remove them due to their association with Hispanic gang culture. The two students, who had never associated with gangs before, looked through a student handbook which did not list rosaries as out of dress code. The students filed a lawsuit against the school, challenging the ban of rosaries in school with the application of the Tinker Standard. The court ruled in their favor, acknowledging that the school failed to provide evidence of the disrup tion f beads (Chalifoux). However, in recent times, it is seen that the Chalifoux case has also been ignored; in 2010, school officials in New York suspended a thirteen year old student for also wearing rosary beads while mourning the loss of his brother (Hudson 144). As can be seen, the legality of dress codes is entirely unclear as courts have contradicted themselves several times. The fact that the Tinker Standard is not widely accepted in all courts causes great confusion in laws of the First Amendment.Some courts, such as the one involved in the Chalifoux case, apply the Tinker Standard while other courts, such as the one in the Broussard case, do not. Some court cases make up their own standards such as seen in one example from Albemere County, Virginia where the court allowed students to wear t-shirt with guns to school, since the mascot of the particular school was a soldier carrying a musket (Hudson 155). Proponents of school dress codes claim that data and evidence support their argument that dress codes and uniforms improve discipline and reduce the crime rates in school.Those in favor of dress code policies point to Long Beach Unified School District, the first district to have a widespread uniform dress code policy in its public schools in 1994. The initial reports show a drop in crime by seventy percent. While this report seems to show positive credence to dress codes, upon closer examination, problems begin to appear. In 1996, Dr. Kerry A. Rockquemore, a professor at the University of Notre Dame, took a closer look at the information gathered in Long Beach and noticed that several other reforms were put into place at the same time as the uniform dress code policy.Rockquemore’s examination conclude to a third variable problem, that while the change in dress code policy was the most obvious change, improvements to campus security through the increase of campus police officers and increase funding to improve teaching methods are most likely the cause of the drop in crime rates seen in long beach Unified School District (Williams). Despite the noted third variables found seen in the Long Beach statistics on dress codes, many school districts have adopted similar dress code policies and have consequently felt no positive results.For example, Miami-Dade County School District in Florida created a dress code policy similar to that in Long Beach in 2006 and in the following few years, saw in increase in student misconduct (i. d. ). In response to the popularity of dress code policies since Long Beach initiated theirs in 1994, Dr. David L Brunsma, currently a professor of sociology at Virginia Tech University, has devoted much of the last fifteen years to studying uniforms and dress codes in public schools and their effects on students. In 1998, Brunsma, along with Dr.Rockquemore of Notre Dame, published his first academic paper showing the results of uniforms and dress codes on student. The study was conducted by following hundreds of students across America that had been chosen for a previous experiment in 1988. Many of these students went to schools with dress code policies while many did not. Brunsma and Rockquemore compared the students and concluded that dress codes and uniforms had no effect on student behavior, academics, drug use, or attendance in school (Brunsma, David and Kerry Ann Rockquemore).The graph below taken from Brunsma’s book The School Uniform Movement and What it Tells Us about American Education published in 2004 as a follow up on his 1998 paper shows nearly identical results that were published in his 1998 paper. The graph shows the correlation coefficient of dress codes and uniforms to various variables thought to be affected by dress code policies. A correlation coefficient of + or – 1 would indicate a perfect correlation while 0 would indicate perfect no correlation, which rarely happens in the real world.As you can see in the graph from Brunmsa’s book, the correlation coeeficients are much closer to 0 than they are to + or – 1. This indicates that there is no significant correlation between dress codes or uniforms to any variables shown in the graph. Figure 1: Brunsma, David L.. The School Uniform Movement and What it Tells Us about American Education. Lanham, Maryland, United States of America: The Rowman & Littlefield Publishing Group, 2004. Print. 13 Feb. 2012. Figure 1: Brunsma, David L..The School Uniform Movement and What it Tells Us about American Education. Lanham, Maryland, United States of America: The Rowman & Littlefield Publishing Group, 2004. Print. 13 Feb. 2012. With little evidence to support their claims, many schools still implement dress codes, which some psychologists insist is hurting the development of adolescents (Swafford). In 1968, Psychoanalysis Erik Erikson published his book Identify: Youth & Crisis detailing key psychological crises in adolescents’ life that lead to healthy development of personality and dentity. In his book, Erikson describes one crisis in which an adolescent undergoes a series of physical transformations by changing their clothes, hair, body, etc. in order to explore various options in self-identity (Erikson 128). Erikson states in his book, â€Å"should a young person feel that the environment tries to deprive his too radically of all the forms of expression†¦ he may resist with the wild strength encountered in animals†¦without a sense of identity. †(i. d. 130).Here, Erikson is saying that if an adolescent has this remodeling of physical appearance restricted, such as through dress code policies, an adolescent going into adulthood may develop psychological problems in his personality causing him to be no more like an animal than a human. Erikson goes on further to identify these animal-like disorders as idiosyncrasy, depression, identity confusion, negative identity, and in rare cases, dissociative identity disorder (formerly kno wn as multiple personality disorder), and borderline personality disorder.Erikson’s theory of identity development in adolescents is still considered the leading theory in the development of human identity and personality, being taught in college still today (Henry). Despite the evidence drawn from Rockquemore’s and Brunsma’s studies, many schools are still ignorant of this information and still strongly believe that the results gathered from Long Beach are genuine. Assuming mainstream psychology is true, schools are potentially hurting students by preventing them to wear the clothing they want.Who knows how many adolescents have developed a poor self-identity because of their school’s dress code policy. There are many news stories and studies out there that claim that depression and identity disorders are on the rise in teenagers and young adults (Neighmond, Dissociative, and Cloud). Can this rise in identity disorders and depression be due to the rise o f dress code policies? Something must be done to loosen dress code and uniform polices in schools. Surely, some form of code should be in place, but one that does not deprive students of their freedom of expression and identity.Perhaps America needs to go back to 1969, when the original Tinker Standards came out. It would seem that the Tinker Standard was meant to be followed by American public schools and the court system, rather than ignored and shelved only for occasional use. Bibliography Broussard v. School Board of Norfolk. Vol. 801 F. Supp. 1526 (E. D. Va. 1992). 1992. CHALIFOUX v. NEW CANEY INDEPENDANT SCHOOL DISTRICT. Vol. 976 F. Supp. 695 (S. D. Texas 1997). 1997. 18 Feb. 2012. â€Å"Dissociative Identity Disorder (formerly Multiple Personality Disorder). † Recurrent Depression. 12 Oct. 006. Web. 19 Feb. 2012. Brunsma, David and Kerry Ann Rockquemore. â€Å"Effects of Student Uniforms on Attendance, Behavior Problems, Substance Abuse, and Academic Achievement. â₠¬  The Journal of Education Research 92. 1 (1998): 53-62. Web. . Google Scholar. Dr. David Brunsma, a professor of sociology at Virginia Tech, and Dr. Kerry Ann Rockquemore, the Executive Director of the National Center for Faculty Development & Diversity, argues throughout their research that dress codes and uniforms in public school systems have no effect on students' behavior in school.Brunsma and Rockquemore construct a ten year long experiment proving that there is no connection between the way a student dresses and the way they turn out academically for a scholarly journal on education research. In order to further back up their research, Brusma and Rockquemore cite many other scholarly researchers who have studies dress codes in school who have come up with similar results. Brusma's and Rockquemore's audience can be narrowed to those in the field of educational research, or perhaps parents interested to find out if a school with a dress code policy is right for their child.T heir central purpose is to dismiss the claim that dress code and uniform policies improve student behavior. Brunsma, David L.. The School Uniform Movement and What it Tells Us about American Education. Lanham, Maryland, United States of America: The Rowman ; Littlefield Publishing Group, 2004. Print. 13 Feb. 2012. Dr. David Brunsma, a professor of sociology at Virginia Tech, argues that the use of dress code and uniform policies in public schools have had no effect on students' behavior, grades, drug use, or violence. Brunsma tells his thesis in a book that summarizes  over fifteen years of research of dress codes and uniforms.In order to prove that dress codes and uniforms have no effect on students, Brunsma cites numerous examples of school districts with failed uniform policies and tells of his own journey on testing students across the country to prove that there is no correlation between dress code and student behavior. Brunsma's audience can be narrowed to those working in t he education field and those who are interested to know more about dress codes and uniforms in the public school system. His central purpose is to explain away the common misconception that uniforms benefit students. Brunsma, David L..Uniforms In Public Schools: A Decade of Research and Debate. Lunham, Maryland, United States of America: Rowman ; Littlefield Education, 2006. Print. 13 Feb. 2012. Cloud, John. â€Å"The Mystery of Borderline Personality Disorder. † Time Magazine. 8 Jan. 2009. Web. 19 Feb. 2012. Erikson, Erik H.. Identity Youth and Crisis. New York, New York, United States of America: W. W. Norton ; Company, 1968. Print.. 13 Feb. 2012. Henry, Gleitman, Gross James and Reisberg Daniel. â€Å"Psychology. † . 8th ed. Ed. Sheri L. Snavely. New York, New York: W. W. Norton ; Company, 2010. : 576-582.Print. 1 Feb. 2012. Hudson Jr. , David L.. Let The Students Speak! A History of the Fight for Free Expression in American Schools. Boston, Massachusetts, United St ates of America: Beacon Press, 2011. Print. 13 Feb. 2012. David L Hudson Jr, a professor in law at Vanderbilt University Law School, Nashville School of Law, and Middle Tennessee State University, argues that students’ rights of freedom of expression are being violated in the American school system. Hudson constructs a historical analysis on students’ rights in school and their fight for freedom of expression.Hudson examines court cases, student protests, and other key events in the history of students’ fight for the freedom of expression in schools to tell the tug-of-war story between school officials and students. Hudson’s audience can be narrowed down to those interested in the First Amendment laws, and also the casual reader who with an interest in law and schools. Hudson’s central purpose is to explain the major events in the history of students’ fight for freedom of expression and to educate his audience on why the debate is so importa nt. Murphey, Paul D.. RESTRICTING GANG CLOTHING IN PUBLIC SCHOOLS: DOES A DRESS CODE VIOLATE A STUDENT'S RIGHT OF FREE EXPRESSION?. † Southern California Law Review. 64 (1991): 1321. Web.. 15 Feb. 2012. Neighmond, Patti. â€Å"Depression On The Rise In College Students. † National Public Radio. 17 Jan. 2011. Web. 19 Feb. 2012. Swafford, Melinda, Ann Lee and Leigh Southward. â€Å"The Student Dress Code Debate (Part II). † Techniques: Connecting Education & Careers 86. 2 (2011): 10-11. Web. 21 Jan. 2012. Academic Search Complete. TINKER ET AL. v. DES MOINES INDEPENDENT COMMUNITY SCHOOL DISTRICT ET AL. 393 U. S. 503. 24 Feb. 1969. Web. 1 Feb. 2012.Willaims, Darlene. â€Å"School Uniforms: The Raging Debate. † . 2000. Web.. Asserting Parental Rights – it’s Our Duty. Writer’s Memo I really like the information that I was able to present in this paper. I feel like it is really convincing and strong evidence. If I had more time, I would just make it better. I would go back and see if I can make any sentences shorter and easier to read. For this essay, I really did not have too many opportunities to go back and review my work. I guess I would thank my class mated for reading my paper and Prof. Brauer for guiding us through the paper. I believe I will get a B+ in this paper.