Tuesday, November 26, 2019
Economic Changes in Medieval Times essays
Economic Changes in Medieval Times essays Until fairly recently, the middle ages have been recognized as a period of social and economic stagnation. The humanists of the Renaissance, whose ideal was inspired by the antique civilization, considered the medieval world as a period of darkness and influenced greatly the biased perception of future generations. Even though it is true that the middle ages were characterized by political and social instability, the institutions which emerged in Western Europe, were to be the foundations of the greatest social and economic revolution mankind has ever encountered. Indeed, the industrial revolution which followed the so-called dark ages, affected society in such a way that in a lifetime, a man could have seen more changes than all his ancestors combined. Throughout this essay, I will analyze the changes that began to change the medieval world into an early modern one. As I describe these changes, I will comment on their effect on future societies and whether, on balance, futures societies have gained or lost from these transformations. The economy of the medieval world was to a great extent agricultural. Even though the urban population grew steadily, especially in Italy and Nederland, it is the rural institutions which shaped the social, political, and economic landscape of the medieval world. After the fall of the Roman Empire, many barbarian tribes tried to established kingdoms in Europe but very few succeeded. The Francs did established somewhat of a comprehensive kingdom in France and later in other parts of Europe but lacked effective administrative organisation or financial means, and was only a pale reflect of the old Roman Empire . It is therefore in a context where no strong political power was able to dominate the majority of Europe that the seigniorial system emerged as the major social institution of the medieval world. In its simplest form, the seigniorial system had three very distinctive social classes: the ...
Friday, November 22, 2019
Informal Essay about Friendship
Informal Essay about Friendship Informal Essay about Friendship Friendship can be defined as a personal relationship between two or more individuals, grounded in feelings of concern for one another and includes intimacy to a certain degree. Given that human beings are generally considered social, friendship is an important part of every individual’s life. Most people dedicate a portion of their day to interacting with friends, whether face-to-face or by phone or on the computer. Given the vital role that friendship plays in the lives of almost all human beings, it is prudent to friendship from different perspectives, including the nature of friendship. How does one know what true friendship is? Friendship is demonstrated through mutual care, acts of intimacy, and activities that individuals share with those whom they consider friends. Friendship is always valued and justified by examining both its individual importance and social worth. Individual value of friendship is gauged from the perspective of an individual who considers the amount of resources, time, energy that he or she is willing to invest in the relationship. The value an individual places on a friendship can also be measured from the perception of whether the friendship makes one’s life feel better or worse. Whether an individual appreciates the friendship of another, though, is sometimes tied up with how that person feels about himself. If one does not value himself, that person is less likely to value someone else or the friendship offered by someone else. People often form friendships based on what they have to offer each other. Sometimes they share a mutual problem or concern. Through collaborating with each other to solve the problem, they often form a mutual bond. Social factors can also significantly help an individual to determine the value of a friendship. For instance, if one’s friendship influences one to promote the general good and consideration for others, then that friendship can be considered to be of value. Moreover, morality issues can play a significant role in helping one to determine if a relationship is of significant value. Fighting a common cause can result in friendships forming. Finally, no one really knows who is true friends are except in times of trouble. Those who run away when needed cannot be considered true friends. On the other hand, individuals discover during difficult times new friends, individuals that perhaps they knew but did not previously value. Some informal essay writing tips: Since this is an informal essay which is written mostly for entertainment purposes, a few of the rules that guide essay writing can be skipped. These include a comprehensive introductory paragraph which ends with a comprehensive thesis statement. This essay began with a brief definition of friendship before delving into the various aspects of friendship. By examining the issue of friendship from different perspectives, this essay is designed to help its readers to understand the concept of friendship on a deeper level than perhaps they previously considered it. If you need a superior-quality custom informal essay about Friendship contact our essay writing service provided by professional paper writers.
Thursday, November 21, 2019
Scholastic Methods in Education Essay Example | Topics and Well Written Essays - 3750 words
Scholastic Methods in Education - Essay Example The scholastic environment, including factors like a supportive school atmosphere and the classroom context as well as language barriers, was determined to be directly related to teacher satisfaction (Lam, 2006; Bai, 1995). As our understanding of how children learn has grown, the many ways we teach children has also improved. The scholastic environment is intended to act as a cushion and protects the psychological well-being of children as they develop (Lam, 2006). Research has indicated that a teacher’s effect on their students is often the result of the students’ psychological responses to the teacher’s behavior (Wei, Brok & Zhou, 2009). Studies have shown that children can begin learning from birth and as they age and grow, their ability to learn new ideas and concepts also grows (Sharp, Ward, and Hankin, 2009). The reputation of a school and its influence on the life of the community invariably depend on the kind of teachers working in it. Of many dimensions , the following facets for measuring Teacher Job Satisfaction include: professionalism, teacher learning, innovation, and interpersonal relations (Suryanarayana and Luciana, 2010) Professionalism relates to job security and social prestige, molding young minds, appreciation from others, and the ability to help students resolve their problems (Suryanarayana and Luciana, 2010). ... Inter-personal relations are associated with relationships with colleagues, parents, students, higher authorities or any personnel relative to school (Suryanarayana and Luciana, 2010). Despite the establishment of these criterions, measuring the teacher’s level of job satisfaction remains a difficult task (Suryanarayana and Luciana, 2010). It is estimated that 157,000 teachers exit the field every year and an additional 232,000 others change schools in pursuit of better working conditions found in prestigious, higher-performing schools (Alliance for Excellent Education, 2008). Combined, this repre sents approximately 12% of the teaching workforce, excluding the teachers that leave due to retirement (Alliance for Excellent Education, 2008). The exit of teachers from the profession and the movement of teachers away from low-performing schools are costly phenomena in regards to the loss students in the value of being taught by an experienced teacher, schools and districts must recruit and train their replacements, and the overall costs financial of teacher attrition (Alliance for Excellent Education, 2008). Fiduciary repercussions can vary widely by district and may include signing bonuses, subject matter stipends, and other recruiting costs specific to the educational forum, totaling an estimated $7.34 billion to hire, recruit, and train the replacement teachers (Alliance for Excellent Education, 2008).
Tuesday, November 19, 2019
Nursing research Essay Example | Topics and Well Written Essays - 250 words - 30
Nursing research - Essay Example On the hand, reading a report and critically assessing it will help an organization identify whether the research was evidence-based before utilizing the report. In effect, an organization will only implement a research report that was peer reviewed and its utilization will promote positive outcomes in an organization. The fundamental role of nursing research is to provide evidence-based practice that aims at improving the quality of care that an organization provided. However, improving the quality of care in a healthcare organization is only possible if an organization’s process of research utilization is in an approach that was both effective and efficient. To achieve a successful research utilization process, an organization should use the most effective research utilization model to turn the knowledge in research into practice. In line with this, nurses should identify a model that fit into an organization’s culture and structure in order to maximize the knowledge from research into practice. On the other hand, evidence based practice provide the approaches that the findings and knowledge from research will be utilized in an organization
Sunday, November 17, 2019
Policy Suggestions for Reopening Dual Language Essay Example for Free
Policy Suggestions for Reopening Dual Language Essay This empirical research will be presented to the Ministry of Education in Taiwan for the purpose of studying the possibility of reopening Chinese and English dual language kindergarten schools.            In 2004, the Ministry of Education in Taiwan had forbidden the operation and establishment of bilingual and English kindergarten schools. English could only be integrated in songs, plays, and activities but it could not be taught in the Chinese and English bilingual format and use as a medium of instruction. Kindergarten schools are not also allowed to hire any foreign teachers. All kindergarten teachers must be a natural born Taiwanese citizen.            In the same year, the spokesman of the Ministry of Education cited three reasons for implementing this educational policy. First, they feel that at the preschool stage children should master their primary language. Second, they are so concern with the quality of teaching as they found out that most foreign teachers who worked as English teachers in kindergarten schools do not have sufficient knowledge on early childhood education. These teachers are only hired because they are native English speakers. Third, although Taiwanese students officially begin learning English on the third grade, they do not lag behind their counterpart in other Asian countries. However, there is not enough research to prove the positive effect of banning the dual language kindergarten. The research cited by the Ministry of Education to support their policy is discussed in the review of literature. Review of Related Literature Research Supporting the Policy            The research used by the Ministry of Education of Taiwan as a basis in supporting its policy was conducted in 2001 by Dr. Chuang Shiang Chuan and    Dr. Chaing Jen Ru. These professionals were invited to conduct a study on the possibility of integrating English in the kindergarten curriculum and hiring foreign teachers to teach in the kindergarten level. In this research, Dr. Chuang Shiang Chuan pointed out that language learning for children requires the use of both the expressive and thinking abilities. If the medium of instruction is strictly in English alone, the content of communication between the teacher and the students would be very limited. She also indicated that preschool children fail to accurately pronounce and comprehend a foreign language in comparison to the adult learners. Furthermore, she also stated that learning a foreign language could interfere in the learning of the mother tongue. In terms of hiring foreign teachers, Cheung (2001) felt that foreigners who are working as kindergarten English teachers do not have the required skills and knowledge on early childhood education. Their knowledge is only limited to the teaching of the English language. In addition, hiring of foreign teachers would result in the decrease of job opportunities for students who have completed their education degrees from the teacher preparation institutions. However, the findings of       Dr. Cheung may not be objective and conflict of interest is evident as a result of her employment in one of the early childhood teacher preparation institutions. Besides, in the policy statement published by the Ministry of Education to the public on October 10, 2004, it was stated that the research was based on the neuroscience, linguistics and English education findings which indicated that learning English at an early age does not guarantee that children will learn better. The Ministry of Education also argued that teenagers learn a foreign language more efficiently than preschool children due to their more mature cognitive development. It is also stated that imposing the â€Å"No Chinese†kindergarten education would result in communication difficulty, emotional disturbance, conflict of values and problems in culture identity which could affect the development of Chinese language learning. Furthermore, the language barrier would limit the breath and dept of children’s learning.            Lu Chen (2003) who are researchers in Taiwan also supported the previous findings and argued that it is inappropriate for preschool children to learn a foreign language and culture at an early age. They believed that China would be the strongest country in terms of economic stability and the Chinese language would be the next universal language. Hence, parents should not be anxious to have their children learn English at a young age. They further stated that there is no critical period in learning a second language so it is not necessary to start learning at preschool age. The researchers also believed that having a good command of the native language is the foundation for learning a second language. The absence of an American or British accent is not an important matter to consider in learning the English language. Therefore, it is unnecessary to study English at an early age to avoid speaking with a foreign accent.            Besides the two researchers and one government statement above, the book â€Å"My Child Can’t Speak Chinese†(Cheung, 2004) is also frequently cited by people who are against using English as the only medium of instruction in the kindergarten education. In this book, Cheung depicted her daughter who tends to combine the English and Chinese syntaxes when speaking Chinese after attending an English only kindergarten school. In the book, the arguments to ban the English only teaching in kindergarten school is understandable considering that children in Taiwan speak Chinese at home and kindergarten is the first education that they have experienced outside their homes. The use of English as the only medium of instruction in their first school may give the children the wrong impression that English is the formal school language. They may also think that their Chinese language is less important. These thoughts could possibly lead to the confusion of culture identity and negatively affect the learning of the Chinese language.            As an international student who had studied in various classes with native English instructors and have worked as the sole foreign teacher in an American school, I understand the anxiety that a child may feel in an English only environment based on my personal experience.            Armed with a first hand experience in obtaining an education in an English only school under instructors who are native speakers of the English language and with an experience of being a foreign teacher in an international school, I can strongly understand and clearly see the point in the policy made in not allowing the operation of the English only kindergarten schools. However, in as much as I could empathized with the policy makers, I also felt the inadequacy of the study that was conducted before arriving at a recommendation to close and prohibit the existence of dual language kindergarten schools. There are many dual language kindergartens in the United States and I have taught in an English-Chinese dual lingual public school in New York, P.S. 184M, Shuang Wen School. This is the first dual lingual and bicultural public elementary school in the east coast. Children at Shuang Wen have regular English classes as other public school students and start learning Chinese from the kindergarten level and continue studying until the sixth grade.            In the Shuang Wen’s website, there is a report cited that almost 100% of their students exceeded the required grade level standards of the New York State examination for Math and English. With Shuang Wen’s success, one could only ponder as to why American students are allowed to enroll in an English and Chinese bilingual program since kindergarten while the Taiwanese students in Taiwan have to be deprived of this opportunity. I went through literature reviews by searching and reviewing dual language related literatures on databases of ERIC, ProQuest, Education Full Text, Digital Dissertations taken from the Teachers College as well as the TC Catalog (EDUCAT). The summary of my findings are written below. Research on Dual Lingual Education            The dual lingual education literature reviewed is presented here in the following sections: bilingual education has no harm, the benefits of bilingual education, the best bilingual education-dual language program, and the current situation of dual language programs. Bilingual Education Has No Harm            Contrary to the findings of the researchers in Taiwan, Norbert (2005), Schambach (2006), Garcia (2006), and Pearson (2007) claimed that bilingual education has no harm to children at all. All the misconceptions were bias. For instance, Cheung’s (2003) worry concerning her daughter’s combined usage of English and Chinese is actually unnecessary. The combined usage of language was part of a learning process that children want to experiment in order to determine which of these two languages the listener’s â€Å"strongest language†is. This method would also enable the children to communicate effectively with their listener (Garcia, 2007). Moreover, the capability of switching between two languages could increase children’s cognitive flexibility (Steward, 2004). In terms of the concerns about the lost of identity and delay in the development of the children’s first language, it was discovered that bilingual children do not have any identity issues because in the bilingual education, children’s culture are respected and recognized (Farmer, 1998 Schambach, 2006). Some children may develop two identities since they are educated in using two languages and two cultures but this helps children to be more adaptable to the global world and prepare them better to be global citizens. Moreover, Schambach pointed out an example of an identity issue whereby an immigrant child, who emigrated from one country to another, felt totally lost when not being accepted in the new country and treated as a foreigner upon return to the country of origin for a short visit. This situation can happen to Taiwanese children if the government is not open to the education that the parents expect for their children in Taiwan. About 77% of parents in Taiwan hope that the government would allow the integration of English in the kindergarten curriculum (Wu Cheng, 2002). The main reason for the immigration to the United States of Taiwanese families is to provide better education for their children. If Taiwanese government fails to meet parents’ expectations, there is a strong possibility that Taiwanese family immigration would lead to a problem on the identity issue for the next generation. The Benefits of Bilingual Education     After clarifying that bilingual education creates no harm to children, many researchers pointed out that bilingual education can enhance the development of children’s cognitive and social skills (Chan, 2003; Garcia, 2007; Norbert, 2005; Steward, 2004; Thomas, 2003). Chan (2003) compared 31 bilingual preschoolers and 29 monolingual preschoolers’ performance on 3 cognitive tasks and 4 theory-of-mind tasks. The results showed that the advantage of the bilingual learners in the theory-of-mind development hinges mostly in their cognitive development e.g., inhibitory control, reasoning and metalinguistic awareness. Garcia (2007) quoted the research of Peal and Lambert’s work with French and English bilinguals and English monolinguals and suggested that the intellectual experience of acquiring two languages contributed advantageously to mental flexibility, superior concept formation and a generally diversified set of mental abilities. She also cited Padilla’s reasoning that bilinguals are cognitively advanced because they are able to process information provided in one language and produce allied information in another language. Padilla used Keats and Keats’ report of a study as an example which German-English bilinguals, who did not demonstrate the ability to conserve weight in a Piagetian task, were trained to conserve in one of the two languages. Results from English and German post tests indicated that the concept was acquired in both languages. This suggests the possible increased in the flexibility of bilinguals during conceptual acquisition. Steward (2004) cited the finding of Willig who pointed out that students in the bilingual programs scored either the same or higher on the achievement tests in both languages in comparison with children in monolingual education. Steward also agreed with Cummings, Hakuta and Gold’s opinion that the bilingual program has increased children’s cognitive flexibility. Thomas (2003) further stated that the cognitive stimulus from the bilingual program led to enhanced creativity and analytical thinking. He also presented the result taken from Houston in 2002 that native English speakers, who had been in the two way dual-language programs for four years, scored between 63rd and 70th percentiles in total reading scores in the Stanford 9 whereas the scores of students in the monolingual English program hovered around the 50th percentile. This is a remarkable finding that could be used to infer that if Taiwanese children, who are native Chinese speakers, are educated in a bilingual program since preschool their intellectual capability might surpass students in a Chinese only program after four years. After reading all the benefits that bilingual education can bring to students, I continued to research for the definition of bilingual education and its best practice. The Best Bilingual Education Dual Language Education            Barrera (2004) defines bilingual education as using two languages to learn. Schambach (2006) said a bilingual person means he can use two languages freely in any given situation. In terms of the best practice for bilingual education, Garcia (2007) pointed out that in teaching two languages, it would be best to separate them instead of combining them together. For example, at home each parent should speak a different language to the child and at school, different teachers should speak different languages. Children tend to learn the language in order to communicate. Norbert (2005) further strengthened the importance of separating two languages when teaching. Scofield (2007) specifically talked about the importance of a relaxed environment that is enriched with comprehensible language as well as the usage of gestures, mime, and real objects to illustrate speech and to provide input. He also suggested singing songs and rhymes and having group activities to create a conducive environment for the learners. In terms of time allocation for teaching each language, Steward (2004) cited Willig’s research result which showed that students in the alternate immersion program, wherein the day is divided into two halves each entirely in one language, have the best performance in the tests of both languages. This kind of program is also called dual language program. Current Situation of Dual Language Education            According to Barrera (2004), there are more than 270 dual language programs in the U.S. and the interest in these programs keeps growing as fast as the waiting lists. In Barrera’s research, she concluded that the most successful dual language program resulted when students learn one language in the morning and another one in the afternoon. There must also be a continuing non-repetitive lesson in the morning. In the succeeding morning, students must proceed to the next lesson in the other language. The important characteristics of a good dual language program as suggested by Barrera includes: a minimum of six years instruction; a focus on the core academic curriculum; high quality language arts instruction in both languages; integration of the languages into the instructional thematic units; separations of the two languages for instruction with no translation and no repeated lessons in the other language; use of each language in 50 percent of the instructional time; an addictive e.g. adding a new language at no cost to students’ first language; bilingual environment that has the full support of school administrators, teachers and parents; and an active parent-school partnerships.            However, regardless of all the benefits of dual lingual education as shown in the research, some politicians in California still think that English should be the one and only dominated language in United States. Hence, they brought up Proposition 227 to replace the bilingual and dual lingual education to total immersion method to help immigrant children learn English as fast as possible. Nevertheless, many researchers discovered that bilingual education has helped children learn English faster than the total immersion method (Krashen, 2005; Manyak, 2006; Monzo, 2005; Olson, 2007). Bilingual education has likewise helped students build more positive self identity by providing a sheltered learning environment (Monzo). Recommendation            After learning from the studies conducted by some researchers, the Taiwanese government must reexamine their educational policy that resulted in the total ban of bilingual kindergarten education in Taiwan. I recommend that the Taiwanese government conduct an empirical study on the possible effects of dual language kindergarten education in Taiwan and recruit volunteer participants to determine if the Chinese and English bilingual kindergarten education should be reopened as an educational option for Taiwanese children.            I would also like to suggest a research design which includes the preparation of the curriculum, teachers’ preparation, students’ selections and students’ evaluation. Curriculum            Prior to conducting a research, the Education Ministry of Taiwan must initially design a Chinese and English dual lingual curriculum for kindergarten pupils. The easiest and most efficient way is to translate the current kindergarten curriculum into English. In this method, the traditional Taiwanese values are neither changed nor altered and the English language was only used as a medium of instruction. This consistent and continuing curriculum, which is part of the current dual language program, has been proven to be the most beneficial way for students’ learning. Teacher Preparation            Secondly, the government must prepare all the teachers who will be involved in teaching the dual language program. The selection of teachers who would teach the Chinese curriculum is not as difficult as selecting teachers who could teach the English curriculum. For the Chinese curriculum, experienced teachers can be selected among a roster of kindergarten teachers. Since the current law forbids the hiring of non-Taiwanese citizens, it would not be easy to immediately hire English instructors. There may be few Taiwanese people who could teach using the English fluently, have a solid background in early childhood education and fully understand the Taiwanese culture. Since learning the language while keeping the Taiwanese cultural background are two major purposes of the dual language program, I would suggest to the Ministry of Education in Taiwan to hire Taiwanese Americans or Taiwanese people who have studied abroad for a long enough period of time and have attained a good level of English fluency. The qualification to become a kindergarten teacher in Taiwan should not be based on the nationality but on the teacher’s English capability and understanding of Taiwanese culture. With regards to having a solid knowledge on the background of kindergarten education, I believe that teachers can be prepared within few months of extensive workshops as I became a primary teacher at an award winning independent primary school in Connecticut after a week of intensive training and continuing professional development throughout the school year. In my job, I performed well as a foreign teacher. Through experience, I personally felt that it is possible to prepare any teacher for the background knowledge. Further research on this issue could be conducted to be assured that only the most qualified teachers are selected for the program. Students’ Selection and Follow-Up Plan            Participating pupils should be voluntary and the opportunity to be a participant should be well broadcasted to all the parents who have children who are about to be enrolled in kindergarten schools. Students should be chosen from families of a mixed social economic status to represent the common student population in public kindergarten schools. Plans must be undertaken for students who are currently attending kindergarten so a continuing dual lingual elementary education can be achieved until the fifth grade as suggested by Garcia. Garcia discovered that the positive effects of dual language education will be manifested after 6 years of continuous education. The greatest challenge here is that all dual lingual elementary schools in Taiwan are private schools and therefore the tuition fees are not affordable by every family. For this problem, the government could either give vouchers or subsidize the tuition fees of the children who have attended the dual lingual kindergarten so they could study in private dual lingual elementary schools. In addition, the government can also put an effort to open a public dual language elementary school in each grade level to accommodate the education needs of these students. Data Analysis            Students’ cognitive development and academic performance will be assessed through standardized testing and observation from teachers and parents. Data analysis will focus on the findings to determine if advance cognitive development and better academic performance were achieved by students who were given the dual language program in comparison with the dual language students’ performance in the United States and Canada as studied by Barrera (2004) and Chan (2004). To avoid overstressing students, the test will be carefully designed and will be taken semi-annually. Likewise, students’ progress will be recorded for six years. Conclusions            Education is the best investment for the future of a country. With the influx of globalization and stiff economic and business competition, it is time for people of Taiwan to be armed with an education that could be comparable not only to their neighboring Asian countries but also to the western countries as well.            The progress of the country highly depends on its young citizens and the best way for the young citizens to be competitive is by providing them with an educational tool that will enable them to communicate with other people across the globe. English has been considered as the universal language in many parts of the world. There are no negative effects in learning a foreign language as shown in many research studies. Hence, it is time for the government of Taiwan, specifically the Ministry of Education, to study their policies and reconsider the option of reopening bilingual kindergarten schools in Taiwan. If the government intends to be the educational leader in Asia, it is time to open their doors to accept the teaching of English in preschool level. References Barrera, R., et. al. (2004). Profiles in culture. Scholastic Early Childhood Today, 19(3), 46-48. Chan, K. T. (2004). Chinese English bilingual’s theory-of-mind development. University of Toronto, Toronto. Cheung, S. C. C., Jen Ru (2002). The possibility of having english education and hiring foreign teachers in kindergartens in Taiwan. Ministry of Education, Taiwan. (T. Ministry of Education o. Document Number) Chuan, C. S. (2003). My child can’t speak Chinese. Taipei: New Parents. Farmer, M. (1998). Creating Montessori bilingual programs. Montessori Life, 10(2), 22-25. Garcia, E. E. (2007). Bilingual development and the education of bilingual children during early childhood. American Journal of Education, 95(1), 96-121. Krashen, S. (2005). Skyrocketing scores: An urban legend. Educational Leadership, 62(4), 37-39. Lu, H.-J. C., Tai-an. (2003). An evaluation on early childhood english education in taiwan-from the perspective of language policy. Transworld Institute of Technology, Taiwan. Manyak, P. C. (2006). Fostering biliteracy in a monolingual milieu: Reflections on two counter-hegemonic English immersion classes. Journal of Early Childhood Literacy, 6(3), 241-266. Ministry of Education, Taiwan (2004). Educational policy of preschool English education. Monzo, L. D. (2005). Latino parents `choice` for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal, 29(2), 365-386. Norbert, F. (2005). Research findings on early first language attrition: implication for the discussion on critical periods in language acquisition. Language Learning, 55(3), 491-531. Pajares, F. (2007). Elements of a proposal. Available from the author. Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3). Schambach, J. (2006). Childhood bilingualism: problems and possibilities. Kansas. Schofield, A. (2007). An investigation into the practices of a class of field-based student educators working in linguistically diverse early childhood centres. Australian Journal of Early Childhood, 32(2), 23-27. Stewart, M. R. (2004). Phonological awareness and bilingual preschoolers: should we teach it and, if so, how? Early Childhood Education Journal 32(1), 31-37. Thomas, W. P. C., V. P. (2003). The multiple benefits of dual language: dual-language programs educate both English learners and native English speakers without incurring extra costs. Educational Leadership, 61(2), 61-64. Torrez, N. M. (2001). Incoherent English immersion and California proposition 227. The Urban Review, 33(3), 207-20. Wu, S. F. C., Jen Ru. (2002). Examine preschool English education from the perspective of critical study period. Human Education Journal, 158.
Thursday, November 14, 2019
Faulkners Condemnation of the South in Absalom, Absalom Essay
Faulkner's Condemnation of the South in Absalom, Absalom   William Faulkner came from an old, proud, and distinguished Mississippi family, which included a governor, a colonel in the Confederate army, and notable business pioneers. Through his experiences from growing up in the old South, Faulkner has been able to express the values of the South through his characters. William Faulkner's Absalom, Absalom offers a strong condemnation of the mores and morals of the South.       Faulkner's strong condemnation of the values of the South emanates from the actual story of the Sutpen family whose history must be seen as connected to the history of the South (Bloom 74). Quentin tells this story in response to a Northerner's question: "What is the South like?"  As the novel progresses, Quentin is explaining the story of the Sutpen myth and revealing it to the reader. Faulkner says that the duty of an author, as an artist, is to depict the human heart in conflict with itself. This attitude is revealed in the conflicts that Henry Sutpen undergoes in Absalom, Absalom.         Thomas Sutpen is the son of a poor mountain farmer who founded the Sutpen estate. Thomas Sutpen stands for all the great and noble qualities of the South, and at the same time represents the failure of the South by rejecting the past and committing the same types of acts that his ancestors did (Connelly 34). He rejects his own father to adopt a plantation owner as his surrogate father, who acts as a model of what a man is supposed to be. When the plantation owner tells Sutpen to use the back door instead of the front door, Faulkner is using ... ...).  Works Cited  Aswell, Duncan. "The Puzzling Design of Absalom, Absalom!" Muhlenfeld 93-108  Bloom, Harold, ed.  Absalom, Absalom! Modern Critical Interpretations. New York: Chelsea.   1987.  Connelly, Don. "The History and Truth in Absalom, Absalom!" Northwestern University, 1991.  Faulkner, William. Absalom, Absalom! New York: Vintage, 1972  Levins, Lynn. "The Four Narrative Perspectives in Absalom, Absalom!" Austin: U of Texas, 1971.  Muhlenfeld, Elizabeth, ed. William Faulkner's Absalom, Absalom!: A Critical Casebook. New York: Garland, 1984.  Rollyson, Carl. "The Re-creation of the Past in Absalom, Absalom!" Mississippi Quarterly 29 (1976): 361-74  Searle Leroy. "Opening the Door: Truth in Faulkner's Absalom, Absalom!" Unpublished essay. N.d.
Tuesday, November 12, 2019
Holmes v South Carolina Essay
Facts: Holmes was charged with first degree murder, first degree burglary and robbery in connection with an incident involving an 86 year old woman, Mary Stewart. Holmes was also charged for the rape and murder of Stewart. At the trial court, Holmes was convicted by the South Carolina Supreme Court. The United States Supreme Court denied certiorari. The petitioner had appealed and the court granted a new trail. During the new trial the prosecution introduced new forensic evidence including palm prints and blood that was found at the scene of the crime. At the new trial, the petitioner also sought to introduce proof of another man named Jimmy McCaw White. The court excluded the third party evidence of guilt because the grounds of the evidence were not admissible. The evidenced only implicated that the third party and did not exclude the defendant. The United States Supreme Court granted certiorari Issue: Is evidence of a third party’s guilt admissible if it only implicates the third party and does not exculpate the defendant? Rule and Rationale: Yes. Under the Constitution of the United States, a defendant in a criminal case has to be given the opportunity to present a complete defense. The defendant also has the right and opportunity to present evidence of innocence, and only the evidence of guilt of a third party. Excluding evidence and only hearing the prosecutions evidence in the case did not give the court the right to make a conclusion based on the evidence at hand. The evidence against the prosecution supported that the defendant was guilty but did not automatically exclude the evidence of the third party as weak. Holmes was entitled to introduce the evidence of Whites guilt. The exclusion of that evidence violated Holmes’s right to have the opportunity to present a complete defense. Standard Relied On: State v. Gay, 541 S.E.2d 541, 545 (S.C. 2001). The case gave clear meaning by bringing to light that the strength of one party’s evidence has no logical conclusion that can be reached regarding the strength of the contrary evidence from the other side to cast doubt. The rule from Gay was arbitrary and violated a criminal defendant’s right to have a meaningful opportunity to present a complete defense Case Significance: The case clarified the Constitutional validity of rules of admission for third party guilt evidence. Just because the evidence against the prosecution supported the defendant’s guilt, this did not automatically exclude the third party’s evidence. Additionally, no logical conclusions can be made based on contrary evidence that cast doubt on the defendant.
Saturday, November 9, 2019
Northanger Abbey Transformations
â€Å"Explore the theme of Transformations in â€Å"Northanger Abbey†In â€Å"Northanger Abbey†Austen crafts from start to finish a perfect paradigm of her own satirical wit and burlesqued humour, which go to all lengths imaginable to disguise and embed her novel’s transformations. These demonstrate her great skill as a satirist in making the reader dig for their own enjoyment.Her meaning is drenched in multiple interpretations causing even complete opposites like the transformed and unchanged to blur together, leaving as Fuller says, â€Å"The joke on everyone except Austen†; whose sophisticated â€Å"meta-parody†carries on transforming and confusing the reader (Fuller, Miriam 2010). Craik first contrived how to delve into Austen’s satire, and that was by realising that â€Å"The literary burlesque is not incidental, nor integral†(Craik, W A 1965).In my essay I am therefore going to delve deeply into the satirical, and reveal the true transformations Austen intended to present. The first line of the text identifies Catherine Morland as the novel’s central figure for transformation â€Å"No one who had ever seen Catherine Morland in her infancy would have supposed her born to be an heroine†(Austen, Jane â€Å"Northanger Abbey†2003 PP. 5). Austen then ironically, and ambiguously, decks her out to be a burlesqued parody of the heroic archetype, thus transforming the perspective of what constitutes a heroine.Traditionally they were thought of as intelligent, beautiful and isolated like Eleanor Tilney, but we are told Catherine is â€Å"Occasionally stupid†¦almost pretty†¦and (her father) was not in the least addicted to locking up his daughters†(PP. 5 – 7). Austen reverses the polarity of Catherine’s character transforming her into a more modern heroine, her point being that anyone can be a heroine as long as they evolve as opposed to stagnating like tradit ional gothic figures such as Emily St Aubert (Radcliffe, Anne 2008).Already Austen is choosing transformation and change over self-stagnation, while with feminist intentions breaks down the barrier that portrays women as self-reliant on the patriarchal strength of men by encouragement to live life on their own terms like Catherine Morland â€Å"Let me go, Mr Thorpe†¦. do not hold me! †(PP. 73). Austen introduces the unchanged character of Eleanor Tilney to highlight â€Å"Catherine’s subconscious refusal to be helpless and passive†(Fuller, Miriam 2010).Eleanor unlike Catherine relies on men for support throughout her life first her father, and then through a â€Å"man of fortune and consequence†, which shows â€Å"her real power (to be) nothing†(PP. 185), in the light of Eleanor’s lack of transformation Catherine’s transformative nature is apparent by direct contrast. By deviating from this generic norm Austen sets up Catherin e’s own transformation from innocent, naive girl to blossoming, self-reliant woman. However many critics have debated whether or not Catherine in fact changes at all.This is the case for her intuition, which is part of what Fuller called â€Å"Catherine’s defences†(2010), which according to Schaub: â€Å"Catherine’s romantic temperament, her â€Å"intuition,†is right in all her basic judgments†(2000). Schaub is referencing Catherine’s interpretation of individuals such as General Tilney which all turn out to be correct â€Å"in suspecting General Tilney of either murdering or shutting up his wife, she had scarcely sinned against his character, or magnified his cruelty†(PP. 183). A true transformation however does occur in Catherine abandoning her gothic unreality for â€Å"objective reality†(Butler, Marilyn 1975).Her change is illustrated in the fading out of Austen’s free indirect narrative, observed in volu me one, for the true direct narrative perspective of Catherine herself, heard strongly in her condemnation of Isabella â€Å"she must think me an idiot, or she could not have written so†( PP. 161). This narrative change shows the growth of mind that Austen observes in her own character, and she allows her the freedom to use it which has Catherine; through transformative mistakes; gain a greater perspective on the world â€Å"Nothing could shortly be clearer, than that it had been all a voluntary, self-created delusion†(PP. 46). Lastly a final sign of her ultimate growth is a change in her setting of choice after marrying Henry Tilney. Instead of the sublime gothic grandeur of the abbey she chooses the simplistic pastoral setting of the parsonage â€Å"In her heart she preferred it to any place she had ever been†(PP. 156). The abbey of Northanger, that Catherine rejects, is traditionally seen as the key location for all gothic goings on. However it is my joint assertion with Fuller, that â€Å"the social codes of Bath are as labyrinthine as he passageways of Udolpho are to Emily†, and according to Drabble â€Å"like a minefield†(2010) for the young Catherine Morland. Austen uses satire once again to confuse and camouflage the full roles these two settings play, making for a clever and shocking juxtaposition as settings now transform along different lines. This is done through almost frequent and obvious references to the gothic in the anti-gothic setting of Northanger â€Å"Darkness impenetrable and immoveable filled the room†(PP. 124) while contrasting it to more subtle and less noticeable gothic in Bath â€Å"Mr Thorpe only laughed, smacking his whip†( PP. 2). If we follow Fuller’s argument that â€Å"Northanger abbey†is part of what she terms the â€Å"Domestic Gothic†(2010); a genre that highlights the sexual threat to young women; the then humorous misadventures of Catherine in Ba th turn into events that closely resemble sexual abuse. Particularly in the character of John Thorpe who transforms from a bawdy, comic figure, stumbling over himself to marry Catherine, into a sadistic sexual predator. This is seen in the simple contrast when he abducts young Catherine on a trip to â€Å"Blaize castle! †(PP. 0), and Austen transform the light comedy of deception into a â€Å"gothic abduction scene†(Fuller, Miriam 2010). In which Thorpe â€Å"lashes his horse into a brisker trot†and takes her â€Å"into the marketplace†(PP. 62) thus turning Catherine into a â€Å"commodity†to be owned (Fuller, Miriam 2010). In her sudden character transformations Austen shows how she can rework any of her characters in an instance, making them comic one moment and frightening the next, and it is also a warning to young women of the â€Å"powerful and opportunistic members of society†that reside in Victorian resort towns like Bath (Full er, Miriam 2010).Austen’s satire, as witnessed, goes to great lengths to confuse and mask her meaning. Her reasoning behind it is simply her own enjoyment, and her desire to praise her medium of choice: the novel. Her complexity and ambiguity are merely part of an elaborate, and in itself satirical complement to novels which she believes display â€Å"the most thorough knowledge of human nature, the happiest delineation of its varieties, and the liveliest effusions of wit and humour†(PP. 24). Bibliography: Austen, Jane (2003[1818]) Northanger Abbey, Lady Susan, The Watsons and Sandition (Oxford, Oxford University Press) †¢ Fuller, Miriam (2010) â€Å"Let me go, Mr Thorpe; Isabella, do not hold me! : Northanger Abbey at the Domestic Gothic†Persuasions: The Jane Austen Journal (Jane Austen Society of North America) †¢ Craik, W A (1965) â€Å"Jane Austen The Six Novels†(W & J MacKay & Co ltd, Chatham, Great Britain) †¢ Schaub, Melissa (2000 ) â€Å"Irony and Political Education in â€Å"Northanger Abbey†(Jane Austen Society of North America) http://www. asna. org/persuasions/on-line/vol21no1/schaub. html Accessed (27/0/2012) †¢ Butler, Marilyn (1975) â€Å"Jane Austen and the War of Ideas: The Juvenilia and â€Å"Northanger Abbey†(Clarendon Press, Oxford) †¢ Radcliffe, Anne (2008) â€Å"The Mysteries of Udolpho†(Oxford, Oxford University Press) †¢ Keymer, Thomas (2011 [1997]) â€Å"Northanger Abbey and Sense and Sensibility†â€Å"The Cambridge Companion to Jane Austen†(University Press Cambridge, Cambridge) †¢ Bush, Douglas (1978[1975]) â€Å"Jane Austen†(The Macmillan Press LTD, London)
Thursday, November 7, 2019
Teenage Alcoholism essays
Teenage Alcoholism essays I am a senior at Plainview High School and I was a part of the sit-in on Thursday the 11th and I was suspended for nine days for my involvement in the act. I am very disappointed in the way this matter was presented to the public and the major part of the information was missing from the article in the Post-Bulletin and on KTTC. First off the major concern of the sit in was not about the loss of a vacation day. The major concern was the destruction of our student council. The student council has gone through a lot this year. They lost an advisor to some unmentionable controversial issues involving the school board and high administration members. Then they lost their authority to be the decision makers of most of the school sanctioned student events. We were also infuriated about the fact that one of the Student council members attended a school board meeting in which when she presented her report they asked everyone in attendance to leave the room and they closed the doors which is against policy to close a school board meeting (when it doesnt have to do with personal business) In the room she was being almost being verbally harassed by the school board for 31 min. The next subject on hand is the so called meeting with select students today (Friday the 12th). They did have a meeting with very select students. In all truth they selected the students who agreed or did not have a feeling either way on the issue. In fact they were so good about selecting students only about 3 of the dozen or so students actually were involved with the sit in. This has lead many students to believe that the school is just trying to push this off till the summer break when we (the seniors) leave and the underclassmen have a whole summer to forget about it. It makes me wonder what else is going on in the school system when the administration is so worried about press being involved that when KTTC showed up Thursday morning, after being allowed ...
Tuesday, November 5, 2019
An Overview of Pontiacs Rebellion
An Overview of Pontiacs Rebellion Beginning in 1754, the French Indian War saw British and French forces clash as both sides worked to expand their empires in North America. While the French initially won several early encounters such as the Battles of the Monongahela (1755) and Carillon (1758), the British ultimately gained the upper hand after triumphs at Louisbourg (1758), Quebec (1759), and Montreal (1760). Though fighting in Europe continued until 1763, forces under General Jeffery Amherst immediately began working to consolidate British control over New France (Canada) and the lands to the west known as the pays den haut. Comprising parts of present-day Michigan, Ontario, Ohio, Indiana, and Illinois, the tribes of this region had largely been allied with the French during the war. Though the British made peace with the tribes of around the Great Lakes as well as those in the Ohio and Illinois Countries, the relationship remained strained. These tensions were worsened by policies implemented by Amherst which worked to treat the Native Americans as a conquered people rather than equals and neighbors. Not believing that the Native Americans could mount meaningful resistance against British forces, Amherst reduced the frontier garrisons as well as began to eliminate ritual gifts which he viewed as blackmail. He also began to restrict and block the sale of gunpowder and weapons. This latter act caused particular hardship as it limited the Native Americans ability to hunt for food and furs. Though the head of the Indian Department, Sir William Johnson, repeatedly advised against these policies, Amherst persisted in their implementation. While these directives impacted all of the Native Americans in the region, those in the Ohio Country were further angered by colonial encroachment into their lands. Moving Towards Conflict As Amhersts policies began to take effect, Native Americans living in the pays den haut began to suffer from disease and starvation. This led to the beginning of a religious revival led by Neolin (The Delaware Prophet). Preaching that the Master of Life (Great Spirit) was angered at the Native Americans for embracing European ways, he urged the tribes to cast out the British. In 1761, British forces learned that the Mingos in the Ohio Country were contemplating war. Racing to Fort Detroit, Johnson convened a large council which was able to maintain an uneasy peace. Though this lasted into 1763, the situation on the frontier continued to deteriorate. Pontiac Acts On April 27, 1763, the Ottawa leader Pontiac called members of several tribes together near Detroit. Addressing them, he was able to convince many of them to join in an attempt to capture Fort Detroit from the British. Scouting the fort on May 1, he returned a week later with 300 men carrying concealed weapons. Though Pontiac had hoped to take the fort by surprise, the British had been alerted to a possible attack and were on alert. Forced to withdraw, he elected to lay siege to the fort on May 9. Killing settlers and soldiers in the area, Pontiacs men defeated a British supply column at Point Pelee on May 28. Maintaining the siege into the summer, the Native Americans were unable to prevent Detroit from being reinforced in July. Attacking Pontiacs camp, the British were turned back at Bloody Run on July 31. As a stalemate ensured, Pontiac elected to abandon the siege in October after concluding that French aid would not be forthcoming (Map). The Frontier Erupts Learning of Pontiacs actions at Fort Detroit, tribes throughout the region began moving against the frontier forts. While the Wyandots captured and burned Fort Sandusky on May 16, Fort St. Joseph fell to the Potawatomis nine days later. On May 27, Fort Miami was taken after its commander was killed. In the Illinois Country, the garrison of Fort Ouiatenon was compelled to surrender to a combined force of Weas, Kickapoos, and Mascoutens. In early June, the Sauks and Ojibwas used a stickball game to distract British forces while they moved against Fort Michilimackinac. By the end of June 1763, Forts Venango, Le Boeuf, and Presque Isle were also lost. In the wake of these victories, Native American forces began moving against Captain Simeon Ecuyers garrison at Fort Pitt. Siege of Fort Pitt As fighting escalated, many settlers fled to Fort Pitt for safety as Delaware and Shawnee warriors raided deep into Pennsylvania and unsuccessfully struck Forts Bedford and Ligonier. Coming under siege, Fort Pitt was soon cut off. Increasingly concerned about the situation, Amherst directed that Native American prisoners be killed and inquired about the potential of spreading smallpox among the enemy population. This latter idea had already been implemented by Ecuyer who had given the besieging forces infected blankets on June 24. Though smallpox did break out among the Ohio Native Americans, the disease was already present prior Ecuyers actions. In early August, many of the Native Americans near Fort Pitt departed in an effort to destroy a relief column which was approaching. In the resulting Battle of Bushy Run, Colonel Henry Bouquets men turned back the attackers. This done, he relieved the fort on August 20. Troubles Continue The success at Fort Pitt was soon offset by a bloody defeat near Fort Niagara. On September 14, two British companies had over 100 killed at the Battle of Devils Hole when they attempted to escort a supply train to the fort. As settlers along the frontier became increasingly worried about raids, vigilante groups, such as the Paxton Boys, began to emerge. Based in Paxton, PA, this group began attacking local, friendly Native Americans and went so far as to kill fourteen that were in protective custody. Though Governor John Penn issued bounties for the culprits, they were never identified. Support for the group continued to grow in and 1764 they marched on Philadelphia. Arriving, they were prevented from doing additional damage by British troops and militia. The situation was later diffused through negotiations overseen by Benjamin Franklin. Ending the Uprising Angered by Amhersts actions, London recalled him in August 1763 and replaced him with Major General Thomas Gage. Assessing the situation, Gage moved forward with plans that had been developed by Amherst and his staff. These called for two expeditions to push into the frontier led by Bouquet and Colonel John Bradstreet. Unlike his predecessor, Gage first asked Johnson to conduct a peace council at Fort Niagara in an effort to remove some of the tribes from the conflict. Meeting in the summer of 1764, the council saw Johnson return the Senecas to the British fold. As restitution for their part in the Devils Hole engagement, they ceded the Niagara portage to the British and agreed to send a war party west. With the conclusion of the council, Bradstreet and his command began moving west across Lake Erie. Stopping at Presque Isle, he exceeded his orders by concluding a peace treaty with several of the Ohio tribes which stated that Bouquets expedition would not go forward. As Bradstreet continued west, an incensed Gage promptly repudiated the treaty. Reaching Fort Detroit, Bradstreet agreed to a treaty with local Native American leaders through which he believed them to accept British sovereignty. Departing Fort Pitt in October, Bouquet advanced to the Muskingum River. Here he entered into negotiations with several of the Ohio tribes. Isolated due to Bradstreets earlier efforts, they made peace in mid-October. Aftermath The campaigns of 1764 effectively ended the conflict, though some calls for resistance still came from the Illinois Country and Native American leader Charlot Kaskà ©. These issues were dealt with in 1765 when Johnsons deputy, George Croghan, was able to meet with Pontiac. After extensive discussions, Pontiac agreed to come east and he concluded a formal peace treaty with Johnson at Fort Niagara in July 1766. An intense and bitter conflict, Pontiacs Rebellion ended with the British abandoning Amhersts policies and returning to those used earlier. Having recognized the inevitable conflict that would emerge between colonial expansion and the Native Americans, London issued the Royal Proclamation of 1763 which prohibited settlers from moving over the Appalachian Mountains and created a large Indian Reserve. This action was poorly received by those in the colonies and was the first of many laws issued by Parliament that would lead to the American Revolution.
Sunday, November 3, 2019
Developed Countries ( listening and reading, with vocabulary ) Assignment
Developed Countries ( listening and reading, with vocabulary ) - Assignment Example What is more surprising is the fact that the economy of the world is controlled by the developed countries since they have the power over global financial institutions such as the World Bank and the international Monitory Fund (IMF). Less developed countries are not given the same opportunity to make decisions that can shape the global economy. I therefore, chose this topic to gain a clear understanding of the major roles played by the developed countries in running the world economy and the role played by the other less developed countries. 2 What was it about? The video is about the outlook for US economic growth which is a developed country and its economy is used as a yardstick to measure the performance of the economy of the world at large. On the other hand, the story seeks to highlight how the developed countries such as USA and other European countries have been monopolising the global financial institutions such as World Bank and the IMF for their own benefit with regards to economic development. The story is clearer about how the developed countries are abusing their power to control the world economy while there are other countries with strong economies like China but have little influence over the decisions made by the developed countries at the World’s biggest financial institutions. 3 Did you read or listen first? Why? Do you think the order you chose helped you or not? How many times did you need to read & listen before you felt confident about understanding the topic and vocabulary? How do you feel about this topic, e.g. positive or negative feelings? Do you agree/disagree with the ideas?†I watched and listened to the video at least two times to gain a clear understanding of why the developed countries such as USA have more power to determine the state of the economy in the world. I think this helped me since the video explained more about the IMF’s predictions of the US economy which is a developed country. After reading th e story, I came to grasp the meaning of some economic terms that have been used and I gained confidence about their meaning after reading and listening to the story and video for at least two times. I feel positive about this topic because the developed countries are mainly concerned with economic activities that will benefit themselves at the expense of developing countries which are given less power to influence the decisions made by institutions such as World Bank and IMF. 4 Did you learn anything new from this reading & listening? What? I learnt a lot of things from listening to the video. I leant that the price of oil is the major determinant of the economic status of developed countries like USA and the world at large. If oil prices increase, there is likely to be a general increase in the prices of many commodities and job losses can be witnessed. In the story, I also leant that if developed countries continue to control the IMF and World Bank, they will suppress other develo ping countries given that the economies of emerging economies like India and China are developing more that America at the moment by they have no controlling stake in these institutions. 5 Was this topic connected in any way to your future studies and if so, how do
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