Women’s Roles during WW1 Essay Example for Free

Women’s Roles during WW1 Essay World War 1 was a crucial occasion that influenced Canada from various perspectives. Not just for the men that battled for their nation, yet additionally for the a huge number of ladies that contributed behind the fighters of the forefronts. It was an overwhelming change for them; going from dependant housewife to being utilized at the absolute biggest businesses and processing plants. World War 1 was focused on Europe and started in the mid year of 1914 (Wikipedia). That late spring changed the lives of numerous families in Europe, and everywhere throughout the world. Men had to leave their homes and families behind and battle for their nations. In aftereffect of the men’s nonattendance, ladies had the chance to take the accessible employments. It was a significant advance throughout the entire existence of ladies, since they were restricted to their homes and explicit occupations called â€Å"women’s work† before World War 1 occurred. Ladies began to acquire opportunity and obligation, yet at the same time kept their jobs at home. Much to their dismay that World War 1 would furnish them with the chance to get fruitful and autonomous, and that it would change their lives for eternity. Ladies were nearly committed to fill in for the men who were away from home, which was an exceptionally huge change for ladies. Men were the suppliers for their families, and the ladies were relied upon to finish the obligations at home and explicit women’s work. Women’s work comprised of two fundamental exchanges, material and garments. These occupations utilized undeniably a greater number of ladies than men. Ladies once in a while left the house, and they were kept occupied by satisfying the job of mother, spouse, and servant. Their fundamental employment was to keep their spouses upbeat, and the house in a deliberate manner.

On The Beach Essays - Radiobiology, English-language Films

On The Beach On The Beach In the huge city of Melbourne, Australia, material merchandise have gotten rare. There are no vehicles, and almost no of the extravagances that there used to be. It takes hours to get basic necessities, for example, milk. This is a direct result of the atomic war in the Northern Hemisphere. This atomic war has cleared out each living thing, including all people, all through nations like China, Europe, and even the United States. Everything started with a battle among Russia and China, who needed to crush every others land. They dealt with this with atomic bombs, and without understanding the outcomes, slaughtered off their own kin alongside every other person because of the radiation that was deserted. The radiation has executed all types of life in the Northern Hemisphere up until this point, and is currently consistently moving toward the Southern Hemisphere; the main spot left on the planet with life. Lieutenant Commander Peter Holmes lives in Melbourne with his significant other, Mary and their newborn child, Jennifer. They, alongside every other person in Australia, have heard and realized that the radiation is gradually coming and researcher have anticipated that they just have until September before it spreads all through Australia, murdering them all with a moderate affliction. This infection incorporates indications, for example, queasiness, loose bowels, and trembling. It could take somewhere in the range of three days to three weeks to bite the dust, contingent upon ones obstruction in their body. Subside knows about the brief timeframe he has forgotten about to carry on with his life, yet his better half Mary neglects to understand that there will be no one year from now, or the following spring. She keeps on preparing as though she will in any case be alive years or even a very long time from that point. Diminish assists with encouraging her by permitting her to think al ong these lines and getting her things, for example, blossoms for the nursery that won't sprout until the following year. Diminish is approached task in the start of the book to go on a voyage on board the U.S.S. Scorpion, the main submarine left. The objective of this journey is to check whether there is any type of life in the northern urban communities of Cairns, Port Moresby and Darwin. Any type of life would incorporate feathered creatures, plants, creatures or vegetation. On this voyage, the team in fruitless in finding any types of life aside from one canine wandering around. They return to the port in Melbourne and are docked for quite a while. While docked, Peter welcomes the Commander Dwight Towers to remain with him and his significant other for the end of the week to go cruising and swimming. Mary chooses she needs this to be an undertaking for Dwight, and consequently welcomes her companion Moira Davidson. Moira is by all accounts diverse then most young ladies; exceptionally forward and drinks excessively, and solid in her convictions. However her and Dwight figure out how to build up a ki nship, which they keep up all through the book. Half a month later, another journey is alloted, both including Commander Dwight Towers and Peter Holmes. This voyage will be substantially more troublesome and increasingly difficult. They intend to go up to the United States and around the west shoreline of Canada to check whether they can locate the radio signs they have been getting from where they believe is Seattle. The navel officials accept that there must be somebody up there running the radio broadcasts to get signals. The voyage is intended to take two months, while being lowered submerged for twenty-seven days of those two months. Before Peter leaves for his voyage he needs to ensure that his significant other and girl are dealt with on the off chance that the radiation were to come snappier, at that point expected and he was not there to support her or be with her. He goes to a close by scientist for data on what befalls an individual when hit with radiation affliction and what to do when it occurs. The scientific expert lets him know of the considerable number of indications and gives him a few pills that nobody else has had the option to get yet. These pills are intended to execute an individual calmly in their rest, and are intended to be taken when an individual realizes that they dont need to go on with living through

Essay Objective Sample - Conducting An Excellent One

Essay Objective Sample - Conducting An Excellent OneA lot of students, especially those who are just starting their first job, get confused as to what to write in the MBA essay objective. What they really need is a good understanding of how to structure their essay objective samples can help them out. The following examples will give you an idea of what they look like:Your Target Market. Since you will be writing about yourself, it's important that you choose your target market correctly. Do you want to attract the attention of only those who are really interested in your line of work? Or do you want to make sure that you attract as many readers as possible? One of the best essay objective samples would be a 'niche' essay objective where you describe your intended audience and what makes you different from your competitors.Tone. It goes without saying that if you can't write a clear, accurate and professional essay, there won't be a single reader for you. Your choice of tone will be a crucial part of your performance at the interview. Again, your MBA essay objective samples can help you find some ideal ones that you can use. If you're having trouble with this one, then you can ask a mentor or guidance counselor for some tips on how to do it right.The Purpose Of The Essay. To avoid any confusion, you should really be clear on your purpose for writing this kind of essay. What do you hope to achieve? You may want to prove to the admissions committee that you are unique, especially in terms of experiences, talents and learning capabilities. Or you may just want to provide a glimpse into your personality and strengths so that the admissions committee can decide if you will fit in the company.The Objectives of Your Expertise. When you talk about your expertise, make sure that you aren't tooting your own horn too much or putting down other's knowledge. However, you should also make it clear how you think you're very much like the other members of the group, or how you could have been better, by simply comparing your academic achievements to those of others.You don't mention this but as an MBA applicant, you should also try to become an expert in one particular field. You don't want to fall into the trap of always talking about yourself, and having a poor reputation in your field. Moreover, the experience that you will gain will also be very important. By doing this, you can expect to be a great example to your peers.A paragraph or two. What people usually say after the first paragraph is 'as a conclusion, I'd like to discuss the reasons why I want to join the company'. This is usually followed by some more analysis of why you would be a good candidate for joining the company and if you have all the necessary qualifications to join the company.You can continue to put in more points after the post-revised essay, but make sure that you make your point with clarity and honesty. This will help you stay away from getting disqualified for the position.

The Women s Rights Movement - 1339 Words

On July 19th, 1848 a convention took place in Seneca Falls, New York at Wesleyan Chapel to discuss the rights of women. Never in the history of the western civilization had a gathering like this ever taken place. Women had to fight for their right to vote, right to work, and their right to freedom. Women as a whole play a huge role in our society. Women are no less than men, so we figure they should be treated equally as men. That is exactly what Susan B. Anthony, Elizabeth Stanton, and many other women’s rights supporters set out to do, creating the Women’s Rights Movement. (1848-1998) Women in the 1800s through the late 1900s had to fight for their rights. The Women’s Rights Movement was a huge victory in every woman’s life, all with†¦show more content†¦They were not encouraged to vote or even have property rights. Most people believed women were less intelligent than men when it came to making a decision in politics. The perspective of women w as that men and women should be equal and, if that were true, men would not be able to treat women with respect. That only was easy enough to set them off. They wanted to remain superior. With the Women’s Rights Movement also came the 19th Amendment to the Constitution, giving women the right to vote, although many women did not. Many husbands restricted women from even being able to vote, even though it was now legal. It was said that if women were to get in on politics, they would stop marrying and having children. The men were completely against that. The 19th Amendment was passed on August 18th, 1920, which granted women the right to vote. Eight days after the 19th Amendment was ratified over 10 million women joined the electorate, making it the biggest event in American history. Susan B. Anthony and Elizabeth Stanton were the original authors of the 19th Amendment. Wyoming was the first state to grant voting rights to women and also elected the first, state female gover nor. The amendment states â€Å"the right of citizens to vote shall not be denied or abridged by the United States or by any State on account of sex.† Women were so determined and focused that Congress actually passed a law on their

The Best Service to Pay for Essay Writing

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The Expansion Of The Deferred Action For Childhood...

President Clinton overstepped her limits as President of the United States to implement the expansion of the Deferred Action for Childhood Arrivals Policy through an executive order. An action that was previously enacted by President Barack Obama but was quickly canceled in the decision of US v. Texas. She, or anyone that retains the position of the presidency, does not have the authority to enact immigration policy under the nation’s constitution and thus violates the separation of powers doctrine as outlined by our Founding Fathers in Federalist Paper #47. In the case at bar, there are four questions that must be answered: (1) Does this case deal with a non-justiciable issue? (2) Does the Commerce Clause give congress authority over immigration policy? (3) Does Congress power to establish a uniform rule of naturalization give it authority over immigration? And (4) Does the â€Å"Take Care† Clause allow the president to change US immigration despite the previously mentioned congressional powers? At the end of this argument, I hope your honors will decide that the case at bar deals with a justiciable issue and that the president’s actions are deemed a violation of the constitution of the United States. The issue of whether President Clinton’s implementation of DACA is a justiciable issue must be addressed first. Baker v. Carr (1962) establishes the political question doctrine. This test determines that any legal dispute dealing with separation of powers, foreign affairs,Show MoreRelatedIs Bernie Sanders Proven Himself A Champion Of The Middle Class?987 Words   |  4 Pagesto citizenship, which will be accomplished by the expansion of current immigration policies, Sanders also wishes to regulate the flow of future immigrants by promoting the ethical treatment of immigrant family members and minority groups as well as enhance access to justice and reverse the criminalization of immigrants who are lawfully living on U.S territory. For starters, Senator Sanders wishes to update current immigration and citizenship policies to promote a quicker grant of citizenship for law-abidingRead MoreProsecutorial Discretion In Public Policy966 Words   |  4 PagesSo DACA affects a many different immigrants from all parts of the world not just the Hispanic population. To really get an understanding of how the current public policy DACA has come into play. We first must know its origins. According to Wadhia, (2015) â€Å"Prosecutorial discretion in immigration law refers to the decision the Department of Homeland Security (DHS)1 makes about whether to enforce the immigration law against a person or a group of persons.2 When an immigration officer from DHS choosesRead MoreImmigration Reform Should Not Be Eligible For Work Authorization863 Words   |  4 Pagesadministration proposal regarding immigration reform actions. If passed, the actions will allow millions of undocumented immigration to be eligible for work authorization. This will also effect the implementation of the Deferred Actions for Parents of Americans, Lawful Permanent Residents, and an expansion on Deferred Action for Childhood Arrivals, which affects teens and young adults raised in the U.S but born outside the country. If passed these actions will allow eligible participants to get temporaryRead MorePresidential Power Over Immigration Throughout From The United States1480 Words   |  6 PagesThro ughout From the Constitutional Convention to Recent American History The Constitution grants the U.S. President ample power regarding almost every aspect of governing the nation; yet, it grants him none directed specifically at immigration policies. In fact, the Constitution was silent on immigration altogether. â€Å"None of the congressional powers [in the Constitution] explicitly mentions immigration†¦ [which] led some to suggest that immigration was left exclusively to state control. HoweverRead MoreImmigration And The United States1464 Words   |  6 Pagesin setting policies and programs in place to address this problem. During the course of American history, laws were enacted to address such issues. There were numerous legislative milestones in regards to immigration in the United States. In order to understand the current issues regarding immigration, we have to look back at the policies that were in place along with the goals that they intended to serve. According to (Barusch, 2012), the United States had an open immigration policy ; which meansRead MoreImmigration Policy And The Presidential Election Essay1720 Words   |  7 Pagesthe flow of immigrants directly affects the countries security and economy.† This opening statement made in the video â€Å"Immigration Policy and the Presidential election† produced by Hagit Ariav and Jeremy Sherlick in October 2015 for the Council of Foreign Relations expresses why immigration is an ever present issue in American politics. However, statements and policies introduced by this year’s candidates, Hillary Clinton and Donald Trump, have brought the controversial topic of immigration to a historicRead MoreAnalysis Of The Affordable Care Act1183 Words   |  5 PagesPolicy Background When the Affordable Care Act (ACA) was enacted on March 23rd, 2010, it transformed the lives of people all over the US, in states who expanded. It allowed families to qualify for government programs such as Medicaid, CHIP, and government subsidies, and for young adults to stay on their parent’s insurance until the age of 26. The ACA was a sign of relief and good news for all but two groups, lawful permanent residents and undocumented immigrants. In 2012, DACA recipients under theRead MoreThe Dream Act2876 Words   |  12 PagesThe Public Policy of Illegal Immigration? Introduction Is higher education an entitlement? As a daughter of immigrants, this question can not be answered by a simple yes or no. Every area of policy is multifaceted. Every idea about policy draws certain boundaries in the realm of politics and in the debate of social and economic legislation. â€Å"Ideas tell what or who is included or excluded in a category.†(Stone). The rationale of public policy is taking a complex agenda, situation or idea and attemptingRead MoreThe Migration Of Cuban And The United States1721 Words   |  7 Pagesunrest in Central American counties (Pellegrino 43). Social and political violence in Colombia, which manifested in the second half of 20th century, resulted in actual population displacement to neighboring countries as well as other continents. Policies established in the destination country can act as a pull factor leading to an escalation of migration. In the United State, for example, both Obama and Bush administrations reinvigorated bulk immigration, particularly low-skilled foreign labor. TheRead MoreThe Expansion Of The United States1246 Words   |  5 Pagesto needs and political flow inside individual states is as old as Medicaid itself. â€Å"No two Medicaid programs have ever been the same, and it would not surprise me if we saw innovation on that front, not just in expansion but whatever their needs may be,† says Melissa Hansen, a health policy analyst at the National Conference of State Legislatures. President Obama s push to raise the government the lowest pay permitted by law to $9 every hour is going no place, yet this could expand the weight on

Two Sides Of The Brain Essay Example For Students

Two Sides Of The Brain Essay Your brain has two sides. And each has a distinctly different way oflooking at the world. Do you realize that in order for you to read this article, the twosides of your brain must do completely different things? The more weintegrate those two sides, the more integrated we become as people. Integration not only increases our ability to solve problems morecreatively, but to control physical maladies such as epilepsy and migranes,replace certain damaged brain functions and even learn to thin into thefuture. Even more startling is evidence coming to light that we havebecome a left-brain culture. We will write a custom essay on Two Sides Of The Brain specifically for you for only $16.38 $13.9/page Order now Your brains right and left side have distinctly different ways oflooking at the world. Your two hemispheres are as different from eachother as, oh, Micheal Wilson and Shirley Maclean. The left brain controlsthe right side of the body (this is reversed in about half of the 15percent of the population that is left-handed) and, in essence, is logicalanalytical, judgemental and verbal. Its interested in the bottom line, inbeing efficent. The right brain controls the left side of the body andleans more to the creative, the intuitive. It is concerned more with thevisual and emotional side of life. Most people, if they thought about it, would identify more withtheir left brain. In fact, many of us think we are our left brains. Allof that non-stop verbalization that goes on in our heads is the dominantleft brain talking to itself. Our culture- particularly our school systemwith its emphasis on the three Rs (decidedly left-brain territory) effectively represses the intuitive and artistic right brain. If you dontbelieve it, see how far you get at the office with the right brain activityof daydreaming. As you read, your left-side is sensibly making connections andanalysing the meaning of the words, the syntax and other complex relation-ships while putting it into a language you can understand. Meanwhile,the right side is providing emotional and even humerous cues, decodingvisual information and maintaining an integrated story structure. While all of this is going on, the two sides are constantlycommunicating with each other across a connecting fibre tract called thecorpus callosum. There is a certain amount of overlap but essentiallythe two hemispheres of the brain are like two different personalitiesthat working alone would be somewhat lacking and overspecialized, butwhen functioning together bring different strengths and areas of expertiseto make an integrated whole. The primitive cave person probably lived solely in the rightbrain, says Eli Bay, president of Relaxation Response Inc., a Torontoorganization that teaches people how to relax. As we gained more controlover our environment we became more left-brain oriented until it becamedominant. To prove this, Bay suggests: Try going to your boss and sayingIve got a great hunch. Chances are your boss will say, Fine, get methe logic to back it up.The most creative decision making and problem solving come aboutwhen both sides bring their various skills to the table: the left brainanalysing issues, problems and barriers; the right brain generating freshapproaches; and the left brain translating the into plans of action. In a time of vast change like the present, the intuitive side ofthe brain operates so fast it can see whats coming, says Dr. HowardEisenberg, a medical doctor with a degree in psychology who has studiedhemispheric relationships. The left brain is too slow, but the rightcan see around corners.Dr. Eisenberg thinks that the preoccupation with the plodding leftbrain is one reason for the analysis paralysis he sees affecting worldleaders. Good leaders dont lead by reading polls, he says. They havevision and operate to a certain extent by feel.There are ways of correcting out cultural overbalance. Playingvideo games, for example, automatically flips you over to the right brainBay says. Any artistic endavour, like music or sculpture, will also doit.In her best-selling book Drawing on the Right Side of the Brain(J.P. Tarcher Inc., 1979), Dr. Betty Edwards developed a series of exercisesdesigned to help people tap into the right brain, to actually see or processvisual information, differently . She cites techniques that are as old astime, and modern high-tech versions such as biofeedback. .u00fe8c1574ae0d26f9dcdb40b82430c4 , .u00fe8c1574ae0d26f9dcdb40b82430c4 .postImageUrl , .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text-area { min-height: 80px; position: relative; } .u00fe8c1574ae0d26f9dcdb40b82430c4 , .u00fe8c1574ae0d26f9dcdb40b82430c4:hover , .u00fe8c1574ae0d26f9dcdb40b82430c4:visited , .u00fe8c1574ae0d26f9dcdb40b82430c4:active { border:0!important; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .clearfix:after { content: ""; display: table; clear: both; } .u00fe8c1574ae0d26f9dcdb40b82430c4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00fe8c1574ae0d26f9dcdb40b82430c4:active , .u00fe8c1574ae0d26f9dcdb40b82430c4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text-area { width: 100%; position: relative ; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00fe8c1574ae0d26f9dcdb40b82430c4:hover .ctaButton { background-color: #34495E!important; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .u00fe8c1574ae0d26f9dcdb40b82430c4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00fe8c1574ae0d26f9dcdb40b82430c4:after { content: ""; display: block; clear: both; } READ: The Right To Be Free Persuasive EssayAn increasing number of medical professionals beieve that being intouch with our brain, especially the right half, can help control medicalproblems. For examplem Dr. Eisenberg uses what he calls imaginalthinking to control everything from migranes to asthma, to high bloodpressure. We have found, he says, that by teaching someone to raise toraise their temperature by imaging they are sunbathing or in a warm bath they can control their circulatory system and terefore the migrane.Knowledge of our two-sided brain began in the mid-1800s whenFrench neurologist Paul Broca discovered that injuries to the left side ofthe brain resulted in the l oss of speech. Damage to the right side,however did not. Doctors speculated over what this meant. Was the brainschizophrenically divided and non-communicative?In the early 1960s, Nobel Prize winner Dr. Roger Sperry proved thatpatients who had their corpus callosum severed to try and control epilepticseizures could no longer communicate between their hemispheres. Thestruggle can be seen quite clearly in the postoperative period whe thepatient is asked to do a simple block design. This is a visual, spacialtask that the left-hand (controlled by the right brain in most of us) cando very well but the right hand (controlled by the language-oriented leftbrain) does poorly. The right hand may even intervene to mix up thedesign. Some people with epilepsy can control their seizures by concentratingactivity on the hemisphere that is not affected. In the case of left lobeepilepsy, this can be done by engaging in a right-brain activity such asdrawing. One intriguing question is why we have two hemispheres at all? Inbiology you always have the same thing on one side as the other ears,lungs, eyes, kidneys, etc. explains Dr. Patricia De Feudis, director ofpsychology at Credit Valley Hospital in Mississauga, Ont. But with thebrain there is more specialization. You can have something going on oneside and not not be aware of it in the other.Our knowledge of the brain is general is only beginning. We knoweven less about how the hemispheres operate, Getting in touch with how thetwo sides work can only do us good, if just to keep us from walking aroundhalf-brained.

Pulling the Wool an Example of the Topic Psychology Essays by

Pulling the Wool by Expert Prof.Ashley | 02 Dec 2016 Abstract Need essay sample on "Pulling the Wool" topic? We will write a custom essay sample specifically for you Proceed The sharp contrast between William Smiths Lectures on the Philosophy and Practice of Slavery and Frederick Douglasss Narrative of the Life of Frederick Douglass, an American Slave leads to important conclusions about the vast differences in perception between those who owned and those who were owned in the period of American slavery. Smiths work implores his fellow White landowners to practice what he sees as a just treatment of African slaves. However, his contempt for abolitionists and belief that Northerners are off the mark in understanding the state of slavery in the South show his belief that the institution itself is appropriate, even God-driven, and that only a minority of slave owners may require correction. Moreover, what drives Smiths philosophythe very religion from which Douglass saw the greatest brutality spring forthcauses him to assert and reassert the necessity of slavery for both White landowner and African slave. One cannot help but be struck by the stark contrast Smiths work shows to the real-life experiences of the ex-slave Frederick Douglass as he recounts a life in which all of Smiths proposals are brutally and routinely disregarded. Pulling the Wool: Slavery in the Opposing Eyes of Frederick Douglass and William Smith William Smiths Lectures on the Philosophy and Practice of Slavery and Frederick Douglasss Narrative of the Life of Frederick Douglass, an American Slave offer a stark contrast between the two mens views on American slavery. Smith, a White proponent of slavery, outlines what he believes to be a proper and just relationship between master and slave, and disparages those slave owners who do not follow the tenets of this relationship. However, he never hesitates in stating his full support for the institution itself. Douglass, who bears the burden of slavery firsthand, reveals to the reader a world vastly different from the fat, sleek, and cheerful, and long-lived (Smith, 1856, p. 291) slaves of some of Smiths observances. His own journey from slavery to freedom affords the reader a view into a brilliant mind in contrast to what Smith (1856) believes can only be the equivalent of minors, imbeciles, and uncivilized persons (p. 282). It is Douglasss account of his awakening, from a young slave ignorant of the reasons for his bondage to a learned man of inalienable self-respect, which topples the entire premise of Smiths philosophy. Smith believes the teachings of the Christian Bible dictate the proper relationship between master and servant. Smith (1856) also details what he sees as a moral imperative on the part of White landowners to have guardianship (p. 277) over Gods poor, committed to [the benevolent White master] (p. 309), believing that they must control and protect them for their profit as well as work them for [the slave and slave owners] mutual profit. (309). In Smiths estimation, slavery is proper and just because he assumes White intellectual and moral superiority over the African slave. He never confuses his call for benevolent treatment of slaves with the idea that the institution itself may be unjust. Smith lays out what he believes are the rights of slaves according to both Christian doctrine and the law of men in his society. He pides the duties of the master into 3 main categories: the duty of masters to their slaves considered as their money, their duty to their slaves considered as social beings, and their duty to their slaves considered as religious beings (Smith, 1856, p. 283). In the first part, concerning slaves considered as masters money, Smith includes all of the physical needs of the slave. Working conditions, food, clothing and bedding, sleep and rest, housing, and free time are all detailed according to what Smith sees as ideal treatment. Woven into the framework of these requirements is a Christian code that reminds the master that he, too, will have a master in heaven. (p. 277). Smith begins by discussing the rights of the slave in regard to labor. Interestingly, Smith (1856) first focuses on what he calls a known idleness (p. 284) among slaves and warns slave owners to be dutiful in making their slaves accountable for their labor. He weaves a pattern that not only offers a sense of Christian duty on the part of the slave owner, but of the slave as well. It is Smiths insistence upon the righteousness of slavery as a Christian imperative that continues to inform and guide his philosophy. Likewise, in all of the other physical comforts he asks the slave owner to provide the slave, he asks the slave owner to give unto your servant that which is just and equal, knowing that ye also have a master in heaven (Smith, 1856, pp. 278-279). While Smith admonishes those he believes violate the Christian mandate, he shows some confidence that there is not a crisis in the treatment of slaves. In condemnation of the attitudes of Northern abolitionists, he says that A most f anatical spirit is abroad in the land on the subject of domestic slavery. The inhumanity of masters at the South is greatly exaggerated (Smith, 1856, p. 278). He goes on to compare the treatment of Southern slaves as equivalent to that of hired help in the North. Smith seems on one hand to implore the White master to better the circumstances of his slaves in order to save his very soul from damnation, while on the other to denounce the efforts of the Northern advocates of freedom. He truly believes in a system of slavery wherein the slave is completely satisfied with his lot in life, and the landowner finds himself a benevolent overseer who will profit in life and in heaven. The other two sections of Smiths call to righteous treatment of slaves follow a vein similar to the first. He repeatedly denounces those masters who violate his ideal image of slavery while insisting on the justness and necessity of the institution itself. While Smiths ideal slavery leads the reader to envision sunny pastures with young Black slave children frolicking and elders laughing and singing merrily, Douglasss account of real slave life offers a startling contrast. All of the Christian mandates of Smiths slavery are turned asunder, and, in fact, it is the very observance of the religion which causes some of the harshest abuses to occur. Born a slave on a Maryland plantation, Douglass witnesses repeated acts of brutality upon the adult slaves in his company. The rumored son of the master, Douglass is given some favor in his early years, although he is never fed or clothed enough. Held up to Smiths view of slavery, Douglasss constant hunger and discomfort seem all the more intolerable. If one compares the specifics, Smiths work calls for slaves to be offered a variety of the plantations food, cooked well and prepared ahead of time so that slaves may enjoy good nutrition and take two-hour lunches to properly digest their meal. Douglasss reality, a measly monthly supply of pork or fish and corn meal doled out uncooked, makes Smiths (1856) vision of the early roasting ear, the ripe fruit, the melons, the potatoes, the fat stock(pp. 297-298) seem like paradise for a slave. In contrast, Douglass, in chapter 3, describes a large and plentiful garden that slaves were routinely whipped for stealing from. Later, living with another master, Edward Covey, Douglass and his fellow slaves are afforded 5 minutes to eat before returning to the field to work until midnight. Douglasss account of his years in bondage read like a response to Smith at every turn. Douglass recounts continual starvation and discomfort, a world wherein his only clothing as a child was a linen shirt. While Smith talks of coats, hats, and shoes, Douglass speaks of children from 7 to ten years old running naked in winter for lack of clothing. While Smith discusses the necessity for comfortable beds and encourages the master to set up separate quarters to encourage fidelity and morality among slaves he believes are less geared toward fidelity than Whites, Douglass speaks with disgust of unrelated groups of people huddled together on dirt floors sharing a blanket in winter. Douglasss journey lands him in completely different circumstances when he is taken to live in Baltimore with family members of his master, and he shows a different side of slave life in the city. However, perhaps the greatest indictment against Smiths Christian ideal comes when the mistress of the house changes her demeanor from warm, humane, and welcoming to harsh and cruel under the fatal poison of irresponsible power (Douglass, 1845, p 18). Douglass (1845) notes that the cheerful eye, under the influence of slavery, soon became red with rage (p. 18). Douglass shows how, no matter what steps one may take to set a proper course for slavery, to offer the best of worlds for all involved, the premise cannot but collapse under the weight of its injustice. Setting a proper course for slavery is suddenly seen as being as impossible as setting a proper and just course for murder or betrayal. In Douglasss experience, the inhumanity of slavery leads to dead souls performing hideous acts upon their subjects. There is no room for benevolent treatment in a reality based on the subjugation and demoralization of others. Perhaps the most striking difference between the two mens view comes in the story of Douglasss outcast grandmother. He describes how, after raising generations of a plantation owners family as well as her own, she is left alone in the woods in a hovel to fend for herself, far from the care of her extended family. Smith asks the reader why it should be difficult to afford the elderly the soothing hand of relatives in his or her final days, and he implores the master to see that the older slaves are given the respect and care they have a right to. There is a grave sadness in the story of Douglasss grandmother who, treated like chattel, is offered no such comfort. If Douglasss account leaves the reader with anything, it is the impression that religion and the benefit of being on the fortunate side of a brutal reality have pulled the wool over Smiths eyes. It is hard to imagine that Smiths reflections are a mere cover for his undying support for slavery; he truly seems to believe that Christian charity, manifest destiny, and the rights of everyone involved can merge to form an ideal state of slavery. It is his undying belief in the inferiority of the African slave that ultimately makes him comfortable with the situation. One sees, however, that it is no secret to even the least experienced master that if you teach [a slave] how to read, there would be no keeping him (Douglass, 1845, p. 20). That one fear aloneeducating the slavewould not be a fear if the slave were truly the inferior creature described in Smiths accounts. And Douglass, who eventually does just what the White master fears, provides evidence that there can exist no happy bondage, Christian or other, among human beings. References Douglass, Frederick (1845). Narrative of the Life of Frederick Douglass, an American Slave. Boston: The Antislavery Office. Smith, William A. (1856). Lectures on the Philosophy and Practice of Slavery. Nashville: Stevenson and Evans.

Tips on Formulating Interesting Essay Topics

Tips on Formulating Interesting Essay Topics Composing academic essays on a regular basis is definitely demanding for students especially on conjuring ideas on the main subject of their paper. Essay topics are fundamentals of the writing process because a definite topic would bring you to the next step of your assignment that is the research stage. With the hectic school schedules of students at present, it is most likely that squeezing their brains to bring forth excellent and interesting topics would almost be an impossible task for them and at times students resort to copying essays of other writers. Here are some suggestions on how to formulate good topics for your paper:   Ã‚  Ã‚   Read a variety of books and articles. From here, you can get ideas for your paper from literature topics to current issues. For literature topics, you can choose among poems, short stories, plays, and other literary works. The usual subjects of interest in literature are well-known writings and you can come up with essays about an author such as Shakespeare as well as his literary works. Probably the most common papers submitted by students are about Shakespearean literature.   Ã‚  Ã‚   You may also opt to write about your interests as well as your personal experiences. Personal experience essays entail less or no research works to perform since you will be writing based on your knowledge. Writing this king of essay would also be less demanding on the vocabulary because your tone should be more of a casual tone. Additionally, papers about your own experiences can be completed trouble-free because your thoughts will continuously flow into writing.   Ã‚  Ã‚   Current issues and recurring social issues are also sources of inspiration for your paper. These controversial and newest issues can be easily researched since a lot of information is available within reach. Information for this kind of topics can be obtained from newspapers, credible internet sites as well as from the reliable television programs. Recurring social issues are excellent topics for sociology essays while current issues may vary from health concerns, political subjects, and other new issues of public interest.   Ã‚  Ã‚   Search and read essays that may help you conceptualize the contents for your paper. However, keep in mind that you must avoid copying the exact contents of these essays because you would be plagiarizing the writings of another writer. Consulting other essays should be intended for reference use only to stimulate ideas for your own paper. The contents of these essays must not be lifted and placed on your paper; remember that these writers had labored for these papers and uploaded them online with the purpose of inspiring other writers to create equally admirable papers and not to encourage plagiarism. Formulating essay topics for your paper will not be too difficult by considering these suggestions and will give you a head start on accomplishing your paper on time. Students can also seek assistance from websites offering essay-writing services by professional writers on the internet to help them in deciding on a topic or give them a hand to start writing their paper.

Global Forces, Local Diversity Essay Example | Topics and Well Written Essays - 750 words

Global Forces, Local Diversity - Essay Example According toâ€Å"Peakbagger.com† The Appalachian Mountains act as recreational site with numerous parks and the Appalachian Trail used by stout hikers globally (Web). The mountain ranges remain one of the most significant geographical and historical features in the world especially due to its uniqueness and bigger size. Possibly, if the Appalachians could have been located in a different place it could still maintain its geographical influence but different cultural and economic influence. The mountains could not affect the natives or the first settlers equally because there must have been different cultural background of the settlers. Suppose the Appalachians could have been located in Africa or Asia, initially the name and the culture of people around it would have been traced back to the original African or Asian culture. Some of the features of the mountains especially the ice cover and vegetation cover may have also been altered depending on the climate and activities taking place in that particular region. â€Å"The Moonlit Road† asserts that the culture of the people living around the Appalachian Mountains was a mixture of different cultures from England, Scotland, and Germany settlers who were seeking land, freedom, and new opportunities thus making the region multi-cultural region especially at the modern age when most people around the world have gone to seek for employment. Some Americans also think that the Appalachians are not well educated and all these could be attributed to the fact that the regions’ topography could not favor infrastructural development. The Appalachians are not as civilized as other parts of America and are sometimes referred to as hicks, rednecks, and hillbillies (â€Å"Peakbagger.com† Web). â€Å"The Moonlit Road† posits that European settlers greatly influenced the social disruption, which resulted into environmental disruption especially due to introduction of plants and animals from Europe. The indigenous however initially d epended on the valuable resources provided by the Appalachia region such as wildlife to be hunted, fish from the sparkling rivers as well as logs that helped them in building houses. There were also some unique cultures such as casual mountain dances practiced by the Appalachians (â€Å"Peakbagger.com† Web). It is also worth noting that most of the Appalachians could not fully dwell on farming because the mountains were rocky and hilly thus hindering their ability to make a living out of farming. This led to some disheartening conditions such as widespread of poverty that eventually led to widespread disease infections and malnutrition amongst the population specifically the children. According to â€Å"Peakbagger.com† economic activities within the Appalachian regions vary from fishing, farming, manufacturing, and commerce. There are also notable coals as well as natural gas in the Appalachian plateau as well as valuable iron ore deposits. Nonetheless, there are eleme nts of chronic poverty experienced in Appalachian region particularly in the southern regions. This is really appalling because the region is endowed with extensive natural resources. It is indeed devastating to experience extreme poverty and severe economic hardship and even the effect of globalization which seems to do more harm than good. Chief export for

Weekly Assignment No.7 & Weekly Assignment No.8 Essay

Weekly Assignment No.7 & Weekly Assignment No.8 - Essay Example Next, offer assistance wherever it may be needed. This reassures an employee that the company has their best interests at heart. After this, remind the employee of any holidays or worker benefits that they may have available. This will make the employee less pressured over the time that they have missed from work. Finally, restate the company’s concern for the worker and how supportive they are. We are extremely sorry to hear about the loss of your spouse to cancer. Losing a loved one is the hardest thing that we can go through as individuals. If you need any assistance at all during this unfortunate time, please do not hesitate to let us know. Our company policy dictates that you will receive five days of paid leave due to your loss. If you want to enquire about this or any other manner, please get in touch with our Humans Resources department so they can help assist you in your time of need. Once again, we are deeply sorry for the loss of your wife and we will stand with you during this difficult time for you and your

Theories of Reading Essay Example for Free

Theories of Reading Essay So far, there are three main theories which explain the nature of learning to read. First, the traditional theory, or bottom up processing, which focused on the printed form of a text. (2) the cognitive view, or top-down processing enhanced the role of background knowledge in addition to what appeared on the printed page. Third, the metacognitive view, which is based on the control and manipulation that a reader can have on the act of comprehending a text, and thus, emphasizes the involvement of the reader’s thinking about what he is doing while reading. 1. The traditional bottom-up view The traditional bottom-up approach to reading was influenced by behaviorist psychology of the 1950s, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. Today, the main method associated with the bottom-up approach to reading is known asphonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind that allowed the human to make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual  stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. The bottom-up model describes information flow as a series of stages that transforms the input and passes it to the next stage without any feedback or possibility of later stages of the process influencing earlier stages (Stanovich, 1980). In other words, language is viewed as a code and the reader’s main task is to identify graphemes and convert them into phonemes. Consequently, readers are regarded as passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce it. The ESL and EFL textbooks influenced by this perspective include exercises that focus on literal comprehension and give little or no importance to the reader’s knowledge or experience with the subject matter, and the only interaction is with the basic building blocks of sounds and words. Most activities are based on recognition and recall of lexical and grammatical forms with an emphasis on the perceptual and decoding dimension. This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced 2. The Cognitive View (top-down processing) In the 1960s a paradigm shift occurred in the cognitive sciences. Behaviorism became somewhat discredited as the new cognitive theory represented the mind’s innate capacity for learning, which gave new explanatory power to how humans acquired their first language; this also had a tremendous impact on the field of ESL/EFL as psycholinguists explained â€Å"how such internal representations of the foreign language develop within the learner’s mind† (Omaggio, 1993: 57). Ausubel (cited in Omaggio, 1993: 58), made an important distinction between meaningful learning and rote learning. An example of rote learning is simply memorizing lists of isolated words or rules in a new language, where the information becomes temporary and subject to loss. Meaningful learning, on the other hand, occurs when new information is presented in a relevant context and is related to what the learner already knows, so that it can be easily integrated into one’s existing cognitive structure. A learning that is not meaningful will not become permanent. This emphasis on meaning eventually informed the top-down approach to L2 learning, and in the 1960s and 1970s there was an explosion of teaching methods and activities that strongly considered the experience and knowledge of the learner. These new cognitive and top-down processing approaches revolutionized the conception of the way students learn to read (Smith, 1994). In this view, reading is not just extracting meaning from a text but a process of connecting information in the text with the knowledge the reader brings to the act of reading. In this sense, reading is a dialogue between the reader and the text which involves an active cognitive process in which the reader’s background knowledge plays a key role in the creation of meaning (Tierney and Pearson, 1994). Reading is not a passive mechanical activity but purposeful and rational, dependent on the prior knowledge and expectations of the reader. It is not merely a matter of decoding print to sound but also a matter of making sense of written language (Smith, 1994: 2). In short, reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Schema Theory Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text. Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) callsschemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously flied with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving, organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure itself to accommodate new information as that information is added to the system (Omaggio, 1993) Content and formal schemata Schema theorists differentiate formal schemata (knowledge about the structure of a text) from content schemata (knowledge about the subject matter of a text), and a reader’s prior knowledge of both schemata enables him to predict events and meaning as well as to infer meaning from a wider context. Formal schemata refers to the way that texts differ from one another; for example, a reading text could be a fictional work, a letter to the editor, or a scientific essay, and each genre will have a different structural organization. Knowledge of these genre structures can aid reading comprehension, as it gives readers a basis for predicting what a text will be like (Smith 1994). For example, if a reader knows that the typical format of a research article consists of sections subtitled Introduction, Theoretical Basis, Methods, Results, Discussion, and Conclusion, that knowledge will facilitate their interaction with the article and boost  comprehension. On the other hand, if he is not familiar with this formal schema, teaching it to him could lead to improved reading ability with lasting and beneficial effects. Content schemata refers to the message of the text. One’s familiarity with the content will make more productive and efficient. As Anderson (1994: 469) explains, â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Activating and building schemata  Since the reader plays a fundamental role in the construction of meaning, his age, gender, experience, and culture are important considerations for teachers who want to select readings that will motivate their students. Anderson (1994) notes that when readers cannot locate a schema that fits a text, they may find it incomprehensible. In some cases readers may not have a schema that is significant to the text, or they may need help to activate the pertinent schema to be able to comprehend the text. In such cases it may not be possible for the reader to understand the text, and the teacher must be ready to engage in â€Å"building new background knowledge as well as activating existing background knowledge† (Carrell, 1988: 248). In parallel with this, Bransford (1994) points out that difficulties in comprehension may be caused by the lack of background knowledge presumed by the text, and he sees the responsibility of instructors as being twofold: to activate preexisting schemata and to help students to integrate isolated â€Å"parcels† of knowledge into a schema or to build a new one. If the texts to be read contain a cultural context that is different from the student’s, the issues of formal and content schemata become even more important. McDonough (1995), explains that, to a higher extent, this is the reason why ESL and EFL students find it difficult to read in a second language with texts that contain cultural assumptions of the target culture. They may lack the culture-specific background knowledge necessary to process the text in a top-down manner. His reports on several studies demonstrate how people outside a given culture may misunderstand events with unfamiliar cultural connotations. (Students from different cultural backgrounds taking standardized tests which assume common schemata for will also face the same problem. ) Applying schema theory to L2 reading Based on the aforementioned ideas, it is obvious that in order to teach reading effectively, the teacher’s role to activate and build schemata is paramount. To achieve it, he should in advance select texts that are relevant to the students’ needs, preferences, individual differences, and cultures in order to provide meaningful texts so the students understand the message, which entails activating existing schemata and helping build new schemata. Then, after selecting the text, he needs to do the following three stages of activities to activate and build the students’ schemata. (1) Pre-reading activities, in which the teacher have students think, write, and discuss everything they know about the topic, employing techniques such as prediction, semantic mapping, and reconciled reading. The objective is to make sure that students have the relevant schema for understanding the text. (2)During-reading activities, in which the teacher guide and monitor the interaction between the reader and the text. One important skill teachers can impart at this stage is note-taking, which allows students to compile new vocabulary and important information and details, and to summarize information and record their reactions and opinions. (3)Post-reading activities which facilitate the chance to evaluate students’ adequacy of interpretation, while bearing in mind that accuracy is relative and that â€Å"readership† must be respected as long as the writer’s intentions are addressed (Tierney and Pearson, 1994). Post-reading activities focus on a wide range of questions that allow for different interpretations. While schema activation and building can occur in all three stages, the pre-reading stage deserves special attention since it is here, during the students’ initial contact with the text, where their schemata will be activated. Pre-reading activities Pre-reading activities is aimed to activate existing schemata, build new schemata, and provide information to the teacher about what the students know. In their report on the positive effect various pre-reading activities had on reading comprehension, Chen and Graves (1995, 664), define them as â€Å"devices for bridging the gap between the text’s content and the reader’s schemata†. Various activities and materials can help the teacher introduce key vocabulary and reinforce concept association to activate both formal and content schemata. Formal schemata will be activated by employing devices such as advance organizers and overviews to draw attention to the structure of a text. The content schemata will be activated by using various pre-reading activities to help learners brainstorm and predict how the information fits in with their previous knowledge. One of the most important pre-reading activities proposed by schematic theorists isprediction. According to Goodman (1988: 16), prediction is important because â€Å"the brain is always anticipating and predicting as it seeks order and significance in sensory inputs†. Smith (1994, 19–20) defines prediction as â€Å"the prior elimination of unlikely alternatives†. According to him, predictions are questions the readers ask the world and comprehension is receiving the answers. He emphasizes that it is prediction that makes skilled readers effective when reading texts that contain familiar subject matter. â€Å"Prediction brings potential meaning to texts, reducing ambiguity and eliminating in advance irrelevant alternatives. Thus, we are able to generate comprehensible experience from inert pages of print† (Smith 1994, 18). Another pre-reading activity is previewing, where students look at titles, headings, andpictures, and read the first few paragraphs and the last paragraph; these activities can then help students understand what the text is about by activating their formal and content schemata and making them familiar with the topic before they begin reading in earnest. Semantic mapping is another pre-reading activity that Carrell, Pharis, and Liberto (1989: 651) describe as a useful way to pre-teach vocabulary and to â€Å"provide the teacher with an assessment of the students’ prior knowledge or schema availability on the topic†. This activity asks students to brainstorm about the reading topic as the information is displayed on a graphic â€Å"map. † As students make associations, the map becomes a thorough summary of the concepts and vocabulary that they will encounter in the reading. It can also help build schemata and vocabulary that students do not yet possess. Again, it is important to know something about the students so the selected texts contain the type of material that is likely to be familiar and interesting to them. Reutzel (1985) proposes another type of pre-reading activity called reconciled readinglesson, which reverses the sequence presented by many textbooks where the text is followed by questions. Instead, the teacher develops pre-reading questions from the questions that appear at the end of the reading. Smith (1994) criticizes comprehension exercises presented at the end of a reading because they are like memory tests. He argues that using prior knowledge efficiently contributes to fluent readers, and he believes that there is a reciprocal relationship between visual and non-visual (prior knowledge) information; the more the readers have of the latter, the less they need of the former. Although not all the post-reading questions can be easily turned into pre-reading ones, this strategy can be invaluable to activate schemata. 3. The metacognitive view According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e.before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text—such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. Guidelines for Effective Teaching of Reading After discussing the ideas and concepts presented in the three reading theories, we are now on the position of arranging tips and guidelines for implementing a theory of reading which will help to develop our learner’s abilities. These tips are arranged in three sections which are parallel with the three consecutive reading stages: before reading, during reading, and after reading. Pre-Reading Tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible. First, teachers need to make sure that the texts to read contain words and grammatical structures familiar to the learners. If the texts contain unfamiliar vocabulary, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words. Second, teachers should make sure that the topics of texts chosen are in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. If they are not, it is necessary to provide the necessary background information to the reader to facilitate comprehension. This activity could be carried out by letting the class members brainstorm ideas about the meaning of a title or an illustration and discuss what they know. The followings are some activities teacher can use during the pre-reading stage. These activities will not take a very long time to carry out. However, they are very effective in overcoming the common urge to start reading a text closely right away from the beginning. 1. Teacher-directed pre-reading, in which some key vocabulary, ideas in the text, and the type of the text are explained. In this approach the teacher directly explains the information the students will need, including key concepts, important vocabulary, and appropriate conceptual framework. The text types are also necessary to introduce because texts may take on different forms and hold certain pieces of information in different places. The students’ familiarity with the types of the text they are reading will develop their understanding of the layout of the material. Such familiarity will, in turn, enable them to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author. 1. Interactive activities, in which the teacher leads a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary  to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. 1. Reflective activities, in which students are guided to make themselves aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this strategy can be left to the readers. For instance, the students may be guided to ask themselves,â€Å"Why am I reading this text? What do I want to do or know after finished reading this? Being aware of their purpose and goal to read, later—in during reading activities—they can determine what skill(s) to employ: skimming, scanning, reading for details, or critical reading During-reading tips The activities carried out in during-reading stage consist of taking notes, reacting, predicting, selecting significant information, questioning the writer’s position, evaluating, and placing a text within one’s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The followings are tips that encourage active reading. Practicing them will help the students be active readers. 1. Making predictions: The students should be taught to be on the watch to predict what is going to happen next in the text to be able to integrate and combine what has come with what is to come. 2. Making selections: Readers who are more proficient read selectively, continually making decisions about their reading. 3. Integrating prior knowledge: The schemata that have been activated in the pre-reading section should be called upon to facilitate comprehension. 4. Skipping insignificant parts: A good reader will concentrate on significant pieces of information while skipping insignificant pieces. 5. Re-reading: Students should be encouraged to become sensitive to the effect of reading on their comprehension. 6. Making use of context or guessing: Students should not be encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words. 7. Breaking words into their component parts: To keep the process of comprehension ongoing, efficient readers analyze unfamiliar words by break them into their affixes or bases. These parts can help them guess the meaning of a word. 8. Reading in chunks: To ensure reading speed, students should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. 9. Pausing: Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. 10. Paraphrasing: While reading texts, it may be necessary to paraphrase and interpret texts sub-vocally in order to verify what was comprehended. 11. Monitoring: Good readers monitor their understanding to evaluate whether the text, or the reading of it, is meeting their goals. After-reading tips 12. Post-reading activities basically depend on the purpose of reading and the type of information extracted from the text. Barnett (1988) states that post-reading exercises first check students’ comprehension and then lead students to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author’s point of view or to summarize text content, but rather to see into another mind, or to engage new information with what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. 13. Generally speaking, post-reading can take the form of these various activities: (1) discussing the text: written/oral, (2) summarizing: written/oral, (3) making questions: written/oral, (3) answering questions: written/oral, (4) filling in forms and charts (5) writing reading logs (6) completing a text, (7) listening to or reading other related materials, and (7) role-playing. RESEARCHED BY: FARNAIDA L. ABUBACAR, MAT-ENGLISHJULY 01, 2011.

About Mike Leigh :: essays papers

About Mike Leigh Like many of the films watched in class there seems to be an ongoing theme in Mike Leigh’s films of the tragedy that is the life of those living in Britain. Fortunately, Leigh chooses to instead use these tragedies to instead promote the optimism or â€Å"high hopes† if you will of the people stuck in such unfortunate circumstances that are displayed onscreen. His films seek to bring light where there is darkness and truth where there are lies. In the film Secrets and Lies, we are introduce into a family that seems to have quite a few problems that are on the surface and far more that are well hidden to the world as well as those they call family. Instead of pulling together and expressing their feelings and problems they instead decide to draw in on themselves and keep the secrets hidden. It seems to me to be a out of sight, out of mind kind of mentality that for some odd reason they believe will help them deal with their problem. At the birthday party when things finally come to a head and Maurice finally says his peace and gets the secrets and the lies that they have all kept for so long out in the open the burden of his message is what is going to happen after this is unleashed upon their family. Maurice faced an unknown future when he decided to face up to his family’s problems. He was the only character in the entire film that actually knew everything that was being kept from the rest of the family. With this knowledge comes a burden of what to do with this knowledge. With the emergence of Hortense and the discovery of her true identity Maurice must come to grips with the truth of his family and must make them understand that they must tell each other the truth behind their demeanor. Maurice’s speech could have had very bad consequences. He could have lost his niece, whom he views as the daughter he and his wife will never have. He also could have lost Cynthia’s trust in making her tell the truth of matters. Lastly, Maurice’s own marriage was on the brink due to his wife’s inability to have children and she was driving him away because of it. One small turn of events could have forever veered this from the brink of tragedy right over the edge and this would have been yet another family lost to the unforgiving world in which they live.

Cultural Awareness Essay

The popular book Interview with the Vampire by Anne Rice is a novel that is responsible for the revitalization of the vampire genre in popular fiction. The book itself tells an interesting story about three vampires: Lestat, Louis, and Claudia. The tale is told from the perspective of Louis, a Creole American plantation owner in pre-Civil War America who catches the eye of Lestat, a vampire who is roaming the world alone, in need of a companion. Louis is depressed because of losing his family and therefore is suceptible to Lestat’s eagerness to make him into a vampire, which he does. The plot of the book revolves around these two characters as they live together. Louis hates what he has become and loathes taking life but makes Claudia, a little five year old girl, into a vampire as well. The relationship between Lestat and Louis, and their shared love of Claudia, is depicted throughout the novel as Louis struggles with his immortality, Lestat faces the betrayal of Louis and Claudia, and Claudia matures mentally without every growing physically. Their struggles with each other and against each other becomes the driving force behind the novel. The setting of Interview with the Vampire is primarily Paris and New Orleans before and after the Civil War. The vampires live together in a flat, where much of the action takes place between all of the characters. The reader is led through the torment of the plague in Paris, the customs of the slaves in New Orleans, and the underbelly of these two cities where Lestat, Louis, and Claudia find the people that they feed off of each night for their sustenance and strength. The characters found within this book are Lestat, Louis, Claudia, and Armand. These main characters show themselves throughout the novel to be interesting and complex. The character of Claudia emerges as a young girl whose mother has died of the plague and who Louis feels extremely sickened about when he feeds off of her. Lestat then helps him create a vampire out of her. Armand is the leader of the coven in Paris and becomes a close companion of Louis after Lestat and he go their separate ways. Each character brings a new dimension to the story.

Analysis Of Mary Shelley s Frankenstein - 1054 Words

Significantly Absent Within many pieces of gothic literature, women are absent in order to show the control and dominance that men have in society. Frankenstein is particularly notable for its number of absent mothers. This may link to Mary Shelley’s own life, as her birth caused the death of her mother, Mary Wollstonecraft. The main absent mother in the novel, is the motherless monster. Although the monster was not born, he was created by Victor Frankenstein who he sees as a mother figure. Margaret Homans argues that while Frankenstein is creating the monster – while he is pregnant with it, one might say – he is full of excitement and anticipation; but as soon as it is â€Å"born†, he hates and rejects his own creation, his own â€Å"child†.†¦show more content†¦This action is similar to an instinctive child reaching towards a mother figure. However, Victor’s reaction to this could reflect his transgression against the process of sexual reproduction and realisation of his unnatural creation. This is also an anti-maternal action. Shelley describes the monster as having â€Å"yellow skin† and a â€Å"shrivelled complexion† and being uneducated. This is similar to the description of an infant, and may link to the fact that children were significantly absent within Shelley’s own life. Christina Bacchilega’s critical quote that â€Å"the devil is only the institutionalised projection of our fears and desires† supports the idea that the monster itself may represent the fear of the evolution of science within society. During the 19th Century, ‘Galvanism’ was an upcoming scientific advancement that involved using electricity to provoke movements within dead bodies. Mary Shelley may use the monster to create an element of didacticism in order to apprise society of the dangers that science contains. As Mary Shelley’s novel explores the lack of a mother, which is personal to the writer’s own life - this can be similarly expressed within Poe’s, ‘To My Mother’ is said to be based upon the absence of a maternal figure in Edgar Allan Poe’s personal life; as he was left an orphan during his infancy due to the death of Eliza, as he matured he was brought up by his stepmother Francis who also died. Another mother figure to Edgar Allan Poe was his