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Dracula as a Metaphor of Opposition to Modernism Research Paper

Dracula as a Metaphor of Opposition to Modernism - Research Paper Example A novel which portrays this concept is Dracula by Bram Stoker. This novel is able to create a sense of identity through theories that were known while the book was being written in the late 1900s. Two of the theories that Stoker calls on are feminism and Marxism. These two theories are displayed through the plot, characters and results which occur through the book. The ability to create an understanding of these movements is able to further define concepts of identity while challenging the divisions in society in terms of feminist and Marxist thought. This research paper will examine the movements of feminism and Marxism and how these were opposed in the novel of Dracula. The author creates an understanding that the changing identities in the political and social movements would lead to a downfall in society and would create opposition. The author is able to show that, while the philosophies of these movements would be aesthetically pleasing, there was an undertone that would lead to difficulties within society. By creating an understanding of the horror which would be caused through the social movements, there is a link to individuals holding onto the Romantic ideals and the purity of the past instead of moving into the modern approaches. Examining this with the relationships to feminism, Marxism and the psychoanalytical approach the author takes creates a thorough understanding of the philosophies taking place in society at the time. Historical Affiliations with Dracula The basis of Dracula is regarded as one that is affiliated with the novel based on drama and terror through the main character. The character of Dracula is known to haunt those that come into contact with him through trapping them in his castle or torturing and murdering them with different concepts. However, the context that this book is written in moves beyond the horror and drama that is often associated with the book. It is also known that the author had a specific link to the cultural context of the time, specifically which was prevalent in the late nineteenth and early twentieth century. The concepts were first based on the shift into modernism as well as the older concepts which applied to this, such as the Gothic. The descriptions and approach that Stoker uses is defined by relating to others in a bizarre form, similar to the Gothic style. However, the modernist cultural context relates this to the changing beliefs in relationships between the sexes and the need to change concepts such as social class that were emerging at the time. Combining the emerging philosophies of the time frame then created a different understanding of the book which links directly to the anthropology of the culture at this time frame (Riquelme, 585). The concepts which are associated with the history of Dracula then become important not only in defining the drama and horror that was a part of the Gothic period. More important, was Stoker’s desire to create an analysis of cultural identity of the time and how this led to some of the horrors of the time. This linked to many of the changes occurring at the time in Europe, specifically beginning with political changes that were moving to revolts and the desire to have freedom for the common man. The state that was being created was based on socialism, where everything was owned by a more powerful individual and in which others were subjected to the problem. The policies which were created then led to questions about identity and the social state of individuals, specifically with wo men having the same rights as men and workers being able to overcome the political states in society. The cultural identity

Pre-activity Health Screening Case Study

Pre-activity Health Screening Case Study When an inactive person decides to participate in physical activity for the first time, there is a risk of possible major coronary problems. Sharkey and Gaskill (2007) state that inactive people who decide to start an activity are five times more at risk during vigorous exercise. The risk of engaging in exercise varies by the type of exercise and intensity, which a person participates in. This would mean the individual with cardiovascular problems is more at risk of having coronary problems. Sharkey and Gaskill (2007). As suggested by NHS Choices (n.d.) the risk can be dramatically reduced when completing a pre-activity health screening. Pre-activity health screening is a tool used mostly by exercise professionals. It refers to the process of collecting information about an individuals medical history and health status Heaney and Goodey (2012, p.136). This normally involves completion of a physical activity readiness questionnaire (PAR-Q). In addition physiological measures would also be done like height, weight, body mass index (BMI) body-fat percentage and waist-to-hip ratio (WHR). These are necessary to identify any further potential risks factors a person has relating to coronary heart disease(CHD)Heaney and Goody (2012) The American College of Sports Medicine (ACSM) cited in Heaney and Goodey (2012, p.139) recommended that people are categorized into low, medium and high-risk factors. For example, primary risk factors are those at the highest risk, this includes hypertension, cigarette smoking and those with high-cholesterol levels. Secondary risk factors are those classified as medium risk. For example, diabetes type one and two obesity and physical inactivity. Furthermore, the non-modifiable risk factors are classified as low risk. This would include men over 45 and women over 55, in addition to gender and a family history of heart disease. Another important factor is customer care, Sinka, I. (2012) suggested that if a fitness company wants to offer their services to a customer, then the customer needs to believe the service is worth taken part in. Not only does a pre-activity health screening ensure that the correct exercise programmes are offered, but also helps to understand and meet the customer needs. Furthermore, It is necessary for health and safety reasons. Completion of a pre-activity health screening demonstrates that health, and safety is always being considered. Similarly, as suggested by Jason Wamala pre active health screening reduces the risk against potential legal liability to the organization and employees. The open University (2008) Do Daisys results from the health screening physiological measurements fall into healthy ranges. The results show a number of risk factors that are likely to lead to the development of cardiovascular disease. Daisy is 55 years-old sources from ACSM, 2006; Woolf-May, (2006) cited in Heaney and Goodey (2012, p.139) implies that Daisy is at risk to coronary heart disease genetic or lifestyle factors cause plaque to be build-up in your arteries as you age. By the time youre middle-aged or older, enough plaque has built up to cause signs or symptoms. National heart and lung Institute (n.d.) Blood pressure tends to rise with age this could indicate part of the reason why Daisy has a resting blood pressure of 160/100 millimeters of mercury (mmHg), this indicates that Daisy has high blood pressure referred to as stage two hypertension. The Open University (2008) suggested that high blood pressure greater than 140/90 mmHg can dramatically increase your risk of developing cardiovascular disease such as heart attack or stroke. Marie Toms suggested that it may be worth retesting Daisy more than once The Open University (2008). National heart and lung Institute (n.d.) suggested that blood pressure did not stay the same throughout the day. It is a lot lower while you sleep and rise when you wake up. Blood pressure tends to rise when youre excited, nervous or active. If your blood pressure is above average most of the time, youre at risk to CHD. Daisys resting heart rate is ninety six beats per minute (bpm), the average bpm should be between sixty to one hundred bpm, NHS, (n.d.). However, Daisy is within the guidelines yet still at risk. NHS (n.d.) states that the resting heart rate is the number of beats in one minute when the body are at a complete resting state so the more your heart beats the more strain you put on your heart. Looking at Daisys body mass index (bmi) which is 29.01, this indicates that Daisy has an increased health risk. Using the guidelines from Sharkey and Gaskill (2007, p.242.), indicates that Daisy has a desirable BMI of between nineteen to twenty five. Sharkey and Gaskill (2007) also suggested that having a higher than desired BMI puts Daisy more at risk of atherosclerotic heart disease and hypertension. Since Daisy is inactive, and the results from the BMI indicate she is overweight NHS, (n.d.) suggested that these are 2 factors that have an increase risk of hypertension waist to hip ratio of 0.9 would indicate that Daisy has she is above average 0.86(study guide) this would indicate Daisy is more at risk In particular, heart disease, high blood pressure and diabetes develop when the inflammatory effects of that mass of fat hit your blood vessels Sharkey and Gaskill (2007) This would indicate why this individuals body fat percentage is so high, 25 for women is average so 33 percent is bad. The excess weight can put you at increased risk of heart disease, stroke and type two diabetes. To conclude Daisy needs to make some big life changes to avoid being at risk of CHD. For example, exercise regular to help her lose weight, lower her BMI and WHR. In addition to lowering her risk factors to CHD. Outline how physical activity could have a positive effect on Daisys health. Daisy is overweight and is bordering obesity with a BMI of 29.01, Sharkey and Gaskill (2007) suggested that obesity along with lack of activity has been suspected to have a link between coronary artery disease (CAD), hypertension and type two diabetes. For example, an increase level of blood lipids (fat) in the body increases insulin resistance. This means that the insulin-resistant cells cant take in glucose. Glucose levels then rise, which results in the release of more insulin, this in turn increases blood pressure causing possible hypertension and type two diabetes. Sharkey and Gaskill (2007) For example, a study was published by Morris and raffle (1954) cited in Sharkey and Gaskill (2007, p.17.) Showing a link between inactivity and CAD, the bus drivers were tested along with the conductors. The conductors were more active then the bus drivers and were shown to have a 30 percent lower risk of CAD then the bus drivers. It is also suggested by NHS (n.d.) that inactivity increases the risk of hypertension by thirty-five percent. The result published by (Morris and raffle) would suggest that physical activity would benefit Daisy and lower her risk to hypertension and CAD. In addition, People with very high blood pressure are three times more likely to experience CAD and four times more likely to get congestive heart failure then others. Sharkey and Gaskill (2007). Research has shown that physical activity can reduce blood pressure, in middle-aged and older women and Any inactive person engaging in exercise has a 60 percent lower risk of heart attack. Sharkey and Gaskill (2007). It is suggested that regular physical activity help prevent CHD by increasing the efficiency of the cardiovascular system, and example would be increased blood volume and decreased blood pressure. Daisy also runs her own business, which suggested Daisy may be under stress. Sharkey and Gaskill (2007) suggested that stress is associated with heart disease and hypertension. To conclude daisy needs to include some regular moderate activity may minimize the effects of stress and more importantly reduce the risk from cardiovascular disease. What legislation governs health and safety in a sports and fitness facility, and how might these relate to this incident? (250 words/13 marks) Health and safety requirements are supported by tort law. This is a wide area of law covering areas such as negligence and occupiers liability. For example, Heaney and Goody (2012) negligence in tort law concerns situations where a person suffers injuries due to carelessness, forgetfulness or thoughtlessness due to the results of another person. This would mean that person has breached their legal duty to take care. It would make them liable to that person for negligence. An example would be Susan the 14-year-old daughter of Alistair, the father and daughter are fully aware of the health clubs policy relating to no under-16s, and every member has to complete a gym induction and health screening. The father owes a duty of care to his daughter, as he should be competent to understand the policies that the gym has in place. In addition, Goodey, J (2008) p152) suggested that an occupier may not be liable for injuries to a child if accompanied by someone competent enough to look after them. Furthermore, statute law refers to the act of law made by parliament, this includes the health and safety at work act 1974 (HASWA 1974). For example, HASWA 1974) cited in Heaney and Goody (2012) 153 an employer must undertake all necessary measures to ensure visitors to their premises are not exposed to risks of health and safety. There is the management of health and safety at work regulations 1999 (MHSWR 1999) MHSWR 1999) cited in Heaney and Goody (2012) state that management running a health and safety facility are required to conduct a risk assessment to ensure the welfare of employees and visitors. Consequently, the fact Susan was still able to access the gym after claiming to be using the pool only may indicate that the employer has not taken all the necessary measures that fall under (HASWA 1974) and (MHSWR 1999). Discuss whether or not Alistair and his 14-year-old daughter Susan would have a case for a claim for negligence against the facility. There are many factors to consider that explain why Susan may not have a claim for negligence against the facility. One consideration may be that it falls within the occupiers liability act 1984 cited in Goodey, J (2008 p.151) states that a person who controls the premises is responsible for allowing or preventing access to visitors. It can be argued that Susan gained access to an unauthorized part to the facility. Therefore, the duty of care expected of the facilities owner was not met. This would be due to insufficient security measures to prevent unauthorized access to non gym members and people under the age of sixteen. However, Alistair is Susans father so already has a duty of care toward his child. Alistair is already a member of the gym, he has participated in an induction and health screening. Alistair is aware of the facilities policy that under sixteens are not allowed within the gym area therefore, Alistair has been a regular user with the facility. You would therefore expect Alistair to have a higher standard of competence. In addition, Susan is fourteen years old, it is thought that age fourteen they would have some awareness. (Heaney and Goody (2012) Susan went on to use a piece of gym equipment inappropriately, which highlights the cause of her injury. You could argue that the instructor supervising the gym at the time breached the duty of care for inadequate supervision. (Heaney and Goody (2012) However, the gym instructor would assume that all members in the gym at the time would have met the gym requirements and completed the induction and health screening. In addition, the instructors response to the accident was immediate and appropriate, as a result would indicate that the facility takes its duty of care seriously. To conclude the majority of Susan and Alistairs own negligence may have contributed to her injuries. Therefore, it would be suggested that Alistair and his 14-year-old daughter Susan would not have a case for negligence against the facility. Word count 1989

How does the language and stage directions of this section reveal the :: English Literature

How does the language and stage directions of this section reveal the tensions between the two characters. How does the language and stage directions of this section reveal the tensions between the two characters. How far does the section prepare the audience for what is about to happen? From the opening stage directions you get a very clear indication of what Miller is trying to show about Eddie. His flat is described as clean, sparse and homely. The use of a phone box in the set is relevant as the audience can expect it to be used in an important way in the future. After Alfieri’s opening speech there are hints that all is not right and this leads the audience to think about the future. â€Å"A distant foghorn blows.† This gives a sense of impending disaster as the foghorn conveys confusion, a foghorn is used when you cannot see where you are going which is a lot like Eddie in the later stages of the play. As Alfieri is rounding off the opening speech he states: â€Å"sat there powerless as I, and watched it run its bloody course.† The audience knows the future will contain blood and tragedy. Towards Catherine, Eddie is fatherly and protective. When Catherine first says hello to Eddie the stage direction says that he id pleased and therefore shy about it. Catherine wants to hear Eddie’s approval of new skirt as his opinion means a lot to her. He calls her beautiful and states: if your mother was alive to see you now, she wouldn’t believe it. This is a relevant statement as he again later refers to her dead mother. Eddie is worried about the way Catherine walks and this leads to him saying â€Å"you aint all the girls,† he believes she is his girl. He brings her to tears in this argument and he then states â€Å"I promised your mother on her deathbed,† and â€Å"you’re a baby.† He constantly mentions his duty to her dead mother so she will do as he says. At this early stage of the play the audience is probably not aware of the fact Eddie has major feelings for Catherine, yet they are able to pick up on certain things in the language and stage directions. The stage directions give a clue to the actor how to present the lines. Beatrice and Eddie’s relationship is not one of a happily married couple. After she hears the news that her cousins have landed she states: â€Å"Im worried about you,† leading the audience to think why this could be and may be due to problems.

Enculturation

Enculturation is the process where the culture that is currently established teaches an individual the accepted norms and values of the culture or society in which the individual lives. The individual can become an accepted member and fulfill the needed functions and roles of the group. Most importantly the individual knows and establishes a context of boundaries and accepted behavior that dictates what is acceptable and not acceptable within the framework of that society. It teaches the individual their role within society as well as what is accepted behavior within that society and lifestyle† Enculturation can be conscious or unconscious, therefore can support both the Marxist and the hegemonic arguments. There are three ways a person learns a culture. Direct teaching of a culture is done, this is what happens when you don't pay attention, mostly by the parents , when a person is told to do something because it is right and to not do something because it is bad. For example, when children ask for something, they are constantly asked â€Å"What do you say? † and the child is expected to remember to say â€Å"please. The second conscious way a person learns a culture is to watch others around them and to emulate their behavior. An example would be using different slang with different cliques in school. Enculturation also happens unconsciously, through events and behaviors that prevail in their culture. All three kinds of culturation happen simultaneously and all the time. Enculturation helps mold a person into an acceptable member of society. Culture influences everything that a person does, whether they are aware of it or not. Enculturation is a lifelong process that helps unify people. Even as a culture changes, core beliefs, values, worldviews, and child-rearing practices stay the same. How many times has a parent said â€Å"If all your friends jumped off a bridge, would you? † when their child wanted to fit in with the crowd? Both are playing roles in the enculturation. The child wants to be included in the subculture of their peers, and the parent wants to instill individualism in the child, through direct teaching. Not only does one become encultured, but also makes someone else encultured. Enculturation is sometimes referred to as acculturation, a word which recently has been used to more distinctively refer only to exchanges of cultural features with foreigncultures. Note that this is a recent development, as acculturation in some literatures has the same meaning as enculturation. Rilloraza, Lorna M. Tm09205 Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviors that are appropriate or necessary in that culture. As part of this process, the influences which limit, direct, or shape the individual (whether deliberately or not) include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture. The process of enculturation is related to socialization. In some academic fields, socialization refers to the deliberate shaping of the individual, in others; the word may be used to cover both deliberate and informal enculturation. Enculturation can be conscious or unconscious; therefore can support both the Marxist and the hegemonic arguments. There are three ways a person learns a culture. Direct teaching of a culture is done, this is what happens when you don't pay attention, mostly by the parents , when a person is told to do something because it is right and to not do something because it is bad. For example, when children ask for something, they are constantly asked â€Å"What do you say? † and the child is expected to remember to say â€Å"please. † The second conscious way a person learns a culture is to watch others around them and to emulate their behavior. An example would be using different slang with different cliques in school. Enculturation also happens unconsciously, through events and behaviors that prevail in their culture. All three kinds of culturation happen simultaneously and all the time. Enculturation helps mold a person into an acceptable member of society. Culture influences everything that a person does, whether they are aware of it or not. Enculturation is a lifelong process that helps unify people. Even as a culture changes, core beliefs, values, worldviews, and child-rearing practices stay the same. How many times has a parent said â€Å"If all your friends jumped off a bridge, would you? when their child wanted to fit in with the crowd? Both are playing roles in the enculturation. The child wants to be included in the subculture of their peers, and the parent wants to instill individualism in the child, through direct teaching. Not only does one become encultured, but also makes someone else encultured. Enculturation is sometimes referred to as acculturation, a word which recently has been used to more distinctively refer only to exchanges of cultural features with foreign cultures. Note that this is a recent development, as acculturation in some literatures has the same meaning as enculturation.

Analysis of Chapters 8 and 9 in Paradise of the Blind Essay

Write an analysis of how Chapters 8 and 9 explore the connection between culture, food and community The interdependent connection between culture, food and community is pivotal in the demonstration of the importance Vietnamese tradition in Paradise of the Blind. Chapters eight and nine focus on the importance of culture through family particularly evident in the way food acts as an expression of this culture. Food is also used to establish a sense of community, which is an important aspect in the Vietnamese culture. Food is presented as a direct reflection of a person’s wealth in Vietnamese culture. Limited in other forms of power, women like Aunt Tam can rely on materialistic objects, such as food, in order to display their wealth and earn respect. This is evident as one of the guests at the feast exclaims, â€Å"What a pleasure this evening has been. A sumptuous meal followed by such spellbinding stories. This is a blessing from heaven.† The use of words with strongly positive connotations, such as â€Å"sumptuous† and â€Å"spellbinding† displays the great degree of appreciation and thus importance that food has on Vietnamese culture. This idea is further emphasised with the reference to the Gods and ancestral beings through the use of the word â€Å"heaven†. Another example of food reflecting the idea of wealth is when another guest says, â€Å"A sticky rice flavoured with rose-apple juice! Why, it’s exquisite.† Aunt Tam responds to the compliment, â€Å"Oh please, will you stop it?† The use of the word â€Å"exquisite† again highlights the importance of food and its inherent effectiveness in delivering praise. The way in which Aunt Tam replies, almost rehearsed and clichà ©d, suggests that there was an unspoken expectation of praise and therefore respect in the original intention of the feast. The undeniable connection between food and wealth reflects the material-focused culture of Vietnam. Another idea that connects food to culture is the idea of the sacrifice, particularly in relation to food. Selflessness is a major part of Vietnamese culture and a certain amount of gratification can be achieved through sacrifice, which is shown in these chapters as sacrifice of food. Hang observes that Aunt Tam â€Å"ate almost nothing as if watching me gave her greater pleasure.† Aunt Tam’s sacrifice of her own wellbeing reflects the cultural idea that the strongest link between people is in family. Aunt Tam is willing, even happy to sacrifice her own well-being in order to cater for Hang. This idea of sacrifice can also be linked to the cultural idea of worship and fate, whereby it is believed those who perform good deeds in the present will be rewarded in the future. This idea of selflessness has evidently also affected Hang as she says â€Å"I played the part of the successful niece†¦ I smile dutifully at everyone. My lips stiffened into a permanent smile.† Although Hang is obviously uncomfortable, which can be seen through the use of words such as â€Å"dutifully† and â€Å"stiffened†, she continues to put on a faà §ade of happiness to please her Aunt. This reinforces the cultural idea of the strength of familial ties as well as the importance of sacrifice in solidifying these relationships. The practice of food preparation establishes a sense of community in the chapter. Food preparation appears to have a rehearsed, methodical quality which is evident in the line â€Å"The scene was lively but well-ordered as if all the feverish activity was directed by the iron hand of some invisible conductor.† The simile of the conductor draws a comparison of food preparation to an orchestra, thereby highlighting the importance of group collaboration. Furthermore, the juxtaposition of the â€Å"feverish activity† and its â€Å"well-ordered† nature suggests the idea of controlled chaos. Thus the great amount of activity that is required in the practice of food preparation can only be completed with the cooperation of each individual party. Finally, the unchanging nature of culture is shown to cause conflict within Hang’s character as she is caught in her desire to become a modern woman and her family’s strong links to cultural traditions. Hang describes the countryside as â€Å"Everywhere, an indescribable backwardness hung in the air, immaterial yet terrifyingly present: It would be like this for eternity.† This line suggests not only in restrictive nature of culture but also shows how difficult it is to shake culture. The use of the phrase â€Å"terrifyingly present† highlights the inescapable nature of tradition and the strong bond to which each individual in the book is tied to their traditions. The ideas of food, culture and community are explore in chapters eight and nine, particularly through the ideas of family relationships and its strong links to traditional Vietnamese culture.

buy custom The Great Society essay

buy custom The Great Society essay Kennedys presidential campaign plan and a set of domestic programs offered by Johnson were undoubtedly the most comprehensive social initiatives since the enactment of the New Deal federal programs. Both Presidents sought to resolve significant challenges, which America faced at that time, including space race, discrimination, unemployment, and poverty. Despite the fact that the Presidents approaches to the issues and the amount of success and approval of reforms greatly varied when dealing with issues, their programs have played a crucial role in shaping Americas public policy. Today, the USA experiences consequences from the domestic promising programs offered by the authoritative leaders in the 60s. The democrats tenure in the White House lasted for eight years since 1961 till 1969. The Democratic domestic policy was based on important liberal reforms. Kennedy tried to deal with the opposition in Congress concerning his New Frontier plans until assassination, when Johnson took off ice and pushed the proposed reforms of his predecessor under the auspices of what he called the Great Society. John Kennedy used the term The New Frontier in his speech at the National Convention, where he was chosen as the Presidential nominee from the Democratic Party (Conley 147). The term referred to the policy conducted by the Kennedys administration overseas and at home. The most memorable achievement of the internal presidential initiatives was a human visit to the moon in the 60s. Although Kennedy did not live up to this event, the space program has long been considered as a national priority, implemented by his successors. The most significant economic accomplishment of the New Frontier initiatives was the enactment of amendments to the federal statute, Fair Labor Standards Act. In 1961, the passage of these amendments helped to raise the minimum wage from $1 per hour to $1.25 (Vogel 16) and provided more power to government in regulating salaries and labor standards for large business. Other economic achievements meant the reduction of trade tariffs with foreign nation-states and the ratification of legislation aimed at reducing unemployment and creating affordable housing. Other reform efforts were not as successful. Despite the fact that Kennedy proposed legislation that would have promoted the affordability of medical careand other laws that would have provided equal rights to minority groups, the U.S. legislation never ratified these initiatives during Kennedys tenure. Domestic programs proposed by the President Johnson in 1964 were more successful since the Congress passed legislation that could deal with these significant issues. According to DiBacco, Johnsons programs did not end poverty (510). However, the Presidents initiatives significantly reduced them. The Kennedys New Frontier tried to accomplish many of its initiatives. However, the Johnsons Great Society realized most of them passing important legislation freely and successfully. It helped to create social programs and numerous agencies to guide them. Under the Great Society, various environmental regulations were passed. Moreover, the passage of the Voting Rights Act as well as the Civil Rights Act guaranteed that minority groups received the same rights as other representatives of the U.S. society. Though the Great Society programs failed to eliminate poverty, it created a variety of programs and services that Americans use today and take for granted. Therefore, it was the most successful accomplishment. With no doubts, if John Kennedy had lived longer, he would have realized most of his promising programs. Therefore, many ideas left to Johnson, who was more concerned with implementing his own reforms. Lyndon Johnson quickly took the presidential office. Despite the Senates conservative voting, the President re-acquainted with the liberal roots and funded the large reform agenda since the domestic programs introduced by Roosevelt in 1933. After the Kennedys assassination, Lyndon Johnson was supposed to complete the unfinished New Frontier programs. Moreover, he had less than a year before the elections of 1964 to prove to the U.S. citizens his desire and right to become a new President of the U.S. The Congress passed the important legislation. The Civil Rights Bill that Kennedy promised to sign was passed into law after his death. It prohibited discrimination based on gender, race and ended segregation in public places. According to Blaustein, Johnson as the President signed the Economic Opportunity Act in 1964 (85). The law established the eponymous office aimed at eliminating poverty in the U.S. In addition, educational institutions in impoverished regions could get help from teachers and volunteers. Federal funds were sent to struggling and needy communities to fight illiteracy and unemployment. During his campaign in 1964, Lyndon Johnson started his war on poverty. He challenged millions of citizens to build a Great Society that could eliminate woes of poor people. Under the Johnson presidency, the U.S. liberalism was at high tide. In order to pass his agenda, the President as the experienced legislator used his strong personality and connections in Congress. According to Dallek, Johnson was pleased with accomplishments he had made by 1966 (327). However, in the course of time, events occurring in Southeast Asia overshadowed the Presidents achievements. Funds that he was supposed to spend on fighting with poverty were spent on the war in Vietnam. Conservatives slandered Johnson for his domestic policy. Liberals also blamed the President for the hawkish stance on the war in Vietnam. Johnsons hopes to leave a legacy of internal reforms had been in serious jeopardy by 1968. Structural issues in a free market system, mentality among poor Americans, and misconceptions of the middle-class citizens about the issues led to increase of poverty after the Second World War. Moreover, the Johnsons Great Society could not eliminate social problems. The free market system generated poverty as other individuals progressed towards wealth. Johnsons programs failed since they could not manage deficiencies in the system of free market. Postwar poverty led to the demoralized mentality of poor Americans. Ongoing plight was evident. Buy custom The Great Society essay

Harper Lee Essay Example

Harper Lee Essay Example Harper Lee Essay Harper Lee Essay Essay Topic: Woman of Colour Novel Harper Lee involves the theme of prejudice by illustrating many different examples of where society is judgmental. Mrs. Luttrell-Anderson Tuvraen Kaur Prejudice in To Kill a Mockingbird Prejudice cannot perceive the things that are because it is always looking for things that are not. In Harper Lee’s novel, To Kill a Mockingbird, prejudice is accentuated as one of the main themes and is illustrated in many different examples of where society is judgemental.Set in the South during the 1930’s in a small town known as Maycomb County, one of the most important morals, the one that states that all humans, no matter colour, or gender are equal, is justified. Due to the Great Depression during the early twentieth century, poverty became an issue that affected many. Instead of using that as a binding theme, the people in the town use it as an element of separation. Prejudice of every sort runs rampant throughout the town. Three types of prejudice are conveyed in this book; name ly, social class prejudice, racial prejudice and gender prejudice.The backwardness and insularity of the community fuelled the racism in Maycomb. The theme of the wrongs of prejudice is brought forth through the eyes of a nine-year-old girl, Scout Finch. Gender prejudice has been long woven into the fabric of many societies. It was driven by the universal belief that women are weaker of the sexes, emotionally as well as physically. Women in the early 1900’s did not have the right to vote, and were refrained from pursuing jobs that were usually done by men. In the book, women were not permitted to be a part of the jury.Many believed that women were too weak to handle the details of some cases. Atticus Finch, Scout’s father, and also Tom Robinson’s attorney, further explains this belief, â€Å"I guess its to protect our frail ladies from sordid cases like Toms. Besides, I doubt if wed ever get a complete case triedthe ladiesd be interrupting to ask questions. â⠂¬  (221) In this book, not only does one come across prejudice directed towards woman, but also towards men. Francis, a cousin of Scout’s tells her that his grandmother is oing to teach him how to cook. Scout replies by saying, â€Å"Boy’s don’t cook† (84) In Maycomb it appears that the society chooses how the girls and boys should act, and what professions they are allowed to pursue. Scout Finch has been described as a tomboy, most frequently clad in overalls, and spends much time with her older brother, Jem. Throughout the novel, Scout is scolded about her manners, tough character, and her overall unladylike behaviour. â€Å"Aunt Alexandra was fanatical on the subject of my attire.I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I wasn’t supposed to be doing things that required pants. Aunt Alexandra’s vision of my deportment involved playing with small stoves, tea sets, and wearing the Add-A-Pearl necklace she gave me when I was born† (83) It’s unfortunate that woman were burdened by the society and moulded into the perfect ladies right from a young age. In Maycomb gender discrimination was contemporary as many were denied opportunities in the work place or, misjudged or critiqued solely on the basis of their sex.Racism is the belief that race is a key determinant of human traits and those racial differences produce an inherent superiority of a particular race. The community’s narrow-mindedness is formed because the society has remained unchanged for many decades with the same families occupying the town. This causes prejudice towards anything that is different from the â€Å"norm†. Though times have changed since slavery, Maycomb is not able to look past their differences and treat each other equally. Racial discrimination cost Tom Robinson his life.Tom, a black man, was accused of raping Mayella Ewell. In the court hearing, it seems that Tom was innocent because the person who beat Mayella had led primarily with his left hand, and Tom’s left hand was crippled. Even though there was no sufficient evidence that Tom tried to rape Mayella, the jury convicted him. The jury sentenced Tom simply because it was his word against a white woman’s word. Mayella broke a time-honored code, she tempted a black man, and to restore her dignity she lied to the jury. When its a white mans word against a black mans, the white man always wins. (220) During the hearing, Jem, Scout and Dill learn that Dolphus Raymond, who is the supposed town drunkard, hardly drinks alcohol at all. â€Å"He’s got a colored woman and all sorts of mixed chillun. † (163) Dolphus tells the children that he pretends to be drunk so the people of Maycomb can blame his living conditions on the effects of alcohol. He explains that the people could never understand that he lives with colored folks because he wants to live with them. â€Å"â€Å"Wh- oh yes, you mean why do I pretend? Well, it’s very simple,† he said. â€Å"Some folks don’t- like the way I live. (204) The society goes to such an extent with their prejudice that the coloured people are segregated not only from church, but also in the court room. Racial prejudice is a controversial issue throughout the book that adds suspense and drives the plot. Social hierarchy is a very significant part of any community, fictional or not. In Maycomb, who the people are, what they own, and the color of their skin, all contribute to their standing in society. There is a definite separation between those who are higher and those who are lower on the social ladder.Jem even acknowledges this by stating, â€Å"There’s four kinds of folks in the world. There’s the ordinary kind like us and the neighbors, there’s the kind like the Cunninghams out in the woods, the kind like the Ewells down at the dump, and the Negr oes. † (226) Aunt Alexandra abides by this and blatantly tells Scout that Walter Cunningham is trash. â€Å"The thing is, you can scrub Walter Cunningham till he shines, you can put him in shoes and a new suit, but he’ll never be like Jem. † (228) The Cunninghams and the Ewells are discriminated against because they both do not have much money.The Cunninghams and the Ewells are both farming families, but the Cunninghams are part of a higher class because the Ewells are what one would call trash. They do not have the same social etiquettes and respect for societys rules and morals. The black community is the lowest social class. Having black skin automatically puts them on the bottom of the class chain. In Maycomb it is hard to judge someone without being bias about who they are, what they own, and, most importantly, the colour of their skin.Prejudice can shield you from getting to know the real person by arbitrating them based on their race, social class, and ge nder. â€Å"Shoot all the bluejays you want†¦ but remember, its a sin to kill a mockingbird† (93) The mockingbird is being represented as a repetitive motif to symbolize virtuousness and victims of injustice throughout the novel. It is a symbol of innocence and benevolence against prejudice of all sorts. Though many people in Maycomb have broken away from the norm, racial, social, and gender prejudice is still strong and a vile force in society that is hard to break away from.

On Behalf Of vs. In Behalf Of

On Behalf Of vs. In Behalf Of On Behalf Of vs. In Behalf Of On Behalf Of vs. In Behalf Of By Maeve Maddox A reader asks, Is there a difference in the use of these two prepositional phrases? I get mixed up a lot of times. I’d appreciate your clarifying this in one of your posts. â€Å"On behalf of† means, â€Å"as representing,† and â€Å"in behalf of† means â€Å"for the advantage of.† People or agencies who act as representatives of others, act â€Å"on behalf of†: The ACLU brought suit against the city on behalf of three residents.    People whose intention is merely to be helpful act â€Å"in behalf of†: The residents along the border collected food in behalf of the migrants. Merriam-Webster does not draw a distinction between the phrases, but includes both in its entry for behalf: â€Å"in behalf of or on behalf of preposition: in the interest of,  as the representative of,  for the benefit of. Ex. â€Å"This letter is written in behalf of my client.† The OED, on the other hand, deplores such a merger of meaning: In recent use we often find on behalf in the sense of in behalf, to the loss of an important distinction. According to the OED, on behalf of means, â€Å"on the part of (another),† with the notion of official agency; in behalf of means, â€Å"in the interest of, as a friend or defender of, for the benefit of.† The connotation is the notion of interposition. The Chicago Manual of Style supports the distinction for American speakers in its â€Å"Good Usage versus common usage† section: In behalf of means â€Å"in the interest or for the benefit of.† Ex. â€Å"The decision is in behalf of the patient.† On behalf of means â€Å"acting as agent or representative of.† Ex. â€Å"On behalf of Mr. Scott, I would like to express heartfelt thanks.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Inquire vs Enquire20 Pairs of One-Word and Two-Word FormsWhile vs. Whilst

Themes Across Literature and Film Research Paper

Themes Across Literature and Film - Research Paper Example The stress associated with this disorder can trigger self-damaging impulses or suicidal, such as random sexual encounters (Baer et al 350), reckless behavior and minor crimes. Most of the people suffering this disorder normally have trouble operating in customary social environments. The women are more prone to this disorder than men. In many occasions, people suffering from borderline personality disorder experience feelings such as boredom, emptiness, feel mistreated and alone. Severe feelings of solitude or isolation are frequently accompanied by frantic struggles in order to avoid loneliness (Baer et al 350). The film Cruel Intentions features Kathryn Merteuil, a fictional character, and she plays as the main villain in this 1999 teen drama film. Actress Sarah Michelle Gellar plays the role of Kathryn Merteuil in this movie. Kathryn Merteuil, is the daughter of Tiffany Merteuil who is a very well respected socialite in New York. She went to school in Manchester Prep, which is a very prominent private school that is located just on the outskirts of the city. She lived with her mother on the Upper East Side. They moved into Valmont’s house immediately her mother was married to him (Porr). As Kathryn grew, she surpassed in a lot of school fields and turned out to be very eloquent and fluent in both Vietnamese and French Languages. She also learnt and became good at playing the Piano and she turned out to be well known and admired all over the school community as an idol and she became an inspiration to almost all the parents, yet she was clandestinely getting addicted to both cocaine and alcohol (Porr). Cassidy, a cousin to Kathryn, is even more devious than she is. Sebastian’s funeral inaugurates the new school year (Porr). As the service progressed, Kathryn makes a speech concerning her unsuccessful trials to get the late Sebastian to change his habits and

Review of a Sociology Research Paper Term Example | Topics and Well Written Essays - 1000 words

Review of a Sociology Research - Term Paper Example The sample includes urban and suburban high schools in which at least five students from the original NELS: 88 samples were enrolled. The sample of NELS: 88 students in each high school were augmented to create a representative sample of students for each school in HSES. The study presented is based on the conceptual framework established in the literature that suggests that school resource structures and norms for facilitating college transitions are an important mechanism through which schools influence college enrollment. Moreover, this mechanism reflects distinctive school strategies that have implication for stratification. Using a large sample of high schools and multiple analytic methods, the analysis specifies a typology of college linking strategies and models their effects on college enrollment, with particular attention to how these effects may differ for disadvantaged students. In this way, the analysis offers an empirical extension of the literature that seeks to shed new light on the nature of stratification among high schools and its implications for students and its implications for students from different racial/ ethnic and socioeconomic status (SES) groups. The questions that author address are significant from a sociological persp ective because they reveal a type of organizational stratification among schools that has not been thoroughly explored in the literature and can broaden our insights into the ways in which schools influence stratification in postsecondary education. The analysis is also significant from a policy perspective in that it reveals school structures and practices that are linked to group disparities in college enrollment and may be responsive to intervention. Those Schools foster significant racial / ethnic variation in students’ outcomes that operate primarily as a resource clearinghouse, in which organizational norms limit their role as agents in the college-linking process. The dependant variables for hierarchal

Major disadvantages of pizza hut interactive table Essay

Major disadvantages of pizza hut interactive table - Essay Example Second, the platform is vulnerable to uncertainties of technology. Software bugs and failures during a busy session will bring a restaurant to stand still. This will be especially the case if customers get overly used to the platform. It is worth noting that the platform is yet to be tested severely and such software bugs and failures are a possibility. The way to overcome this challenge is through pilot testing the platform before rolling it out fully. Thirdly, the system like any other electronic system is vulnerable to malicious hacking. Malicious hackers may hack the platform and modify customer order contents. This will likely cause uproar in a restaurant as customers get served with what they did not actually order. In order to overcome this challenge, an alternative method should be readily available in case of a failure of the platform. Zolfagharifard, Ellie. Pizza Hut reveals interactive table concept that lets you design your perfect pie. Daily Mail, 4 March, 2014. Web. April 28, 2015.

Chem lab module 7 Essay Example | Topics and Well Written Essays - 750 words

Chem lab module 7 - Essay Example The solution and the solid were separated by decantation. I divided the remaining solid available to perform vinegar. Since no bubbles were seen, the possible compounds were narrowed down to Plaster of Paris and cream of tartar. On addition of hydrochloric acid, the precipitate didn’t dissolve, thereby, confirming the solid precipitate to be Plaster of Paris. Moving to the solution part, a violet color was obtained on carrying out the pH test, which narrowed down the compounds to table salt, glucose and sucrose. On copper sulphate test, no reddish brown precipitate was observed; hence presence of glucose was not possible. The only other sugar that could be present otherwise was sucrose. I took 2g of the given unknown mixture in a test tube and added water. After decanting the solution from the solid, I carried out the identification tests separately on the solid and the solution parts. I, first, carried out the iodine test on the solid precipitate and got a negative result. Next I performed the vinegar test and observed bubbles rise from the test tube, hence confirming the presence of baking soda. In the remaining solid part, which I had previously separated into another test tube, I added hydrochloric acid. Since the precipitate didn’t dissolve, the other constituent of the mixture was identified as Plaster of Paris. I added 2g of mixture 2 in a test tube followed by 10 ml of water. After separating the solution from the solid, I performed the pH test on the solution and obtained green color. To distinguish between the possible presence of drain opener and washing soda, I added vinegar, after taking 2ml of the solution in another clean test tube. Bubbles were seen to rise in the tube, hence confirming the presence of drain opener. In the solid part, I performed the iodine test, followed by vinegar test only to be met by a negative result. The possible compounds were narrowed

Critical review on the movieThe lottery directed by Madeleine Sackler Movie

Critical on the movieThe lottery directed by Madeleine Sackler - Movie Review Example As per the film, the UFT fight to repossess the closed down building of a public school whose ownership changes to that of Harlem group of schools. In contrast, the UTF and the public view this move as one to degrade the public schools, which is not. A summary of the movie’s argument The film follows in the lives of four children namely Eric Jr., Ameenah, Greg Jr., and Christian whose backgrounds are seemingly different. The film portrays them as being the carriers of the ambitions and dreams of what their parents could not achieve in their hay days. The four children compete for the one opening available in the school. However, the events surrounding the schools closure give a twist to the whole story. A better part of the anti-charter schooling activists fight all through to lock out Harlem School from accessing public money. In addition, the closure of the public school draws the view that charter schools are better than those public schools. The film depicts the stakes on public education, as not all the stakeholders participate in deciding whether the Harlem Success School should possess the collapsed public school. The chances of winning these lotteries are relatively low, but the movie shows that it is worth trying their luck. The demands and hindrances posed by the teachers’ unions are a constant hurdle that public schools have to overcome. In essence, it makes the quality of learning in public schools to deteriorate. The argument brought out in this film is that they need not do away with public schools but should create more charter schools to benefit many. Sackler’s argument was that for her, she was not a politician but she only wanted to point out the real picture of the situation in the society. About the interview she had with Barry Weiss, the movie was not in any way political, as it did not take any political stand. It neither took sides nor did point accusing fingers at any one. She argues that the inspiration behind the f ilm was the number of disappointed parents she had witnessed during a lottery selection process. The need to ascertain why parents opted to undergo the risky fifty-fifty chance to acquire this chance for their children inspired her to do the film. Essentially, the movie’s argument was on why the chances to attend charter schools were necessary to many parents and children alike. Secondly, Sackler’s argument was that the future of public education was also at stake. According to Weiss, her stumbling upon a group of protesters protesting against the current state of the public schools inspired her into doing the film. The fact that UTF had paid Acorn to silence them over the advocacy of charter schools to public schools during the protest was also present in the film. As per her film, the level of bureaucracy in the public schools and the governing of public schools were detrimental to the children’s future. Therefore, her argument was that a broader look in to th e affairs of the teachers’ unions responsible for the running of public schools was a matter of importance. Her argument was if there were high ranked institutions that could accord high quality of education, and then why not create many others. Thirdly, Miss Sackler argues that many parents ignore what the charter school is about hence they just view it as a gateway to success for their children. In essence, she uses a deaf

In the struggle for equality, civil partnerships have been viewed as a Essay

In the struggle for equality, civil partnerships have been viewed as a triumph. Do they signify the achievement of full equalit - Essay Example This refers to the marriage between the two people of the same biological sex or social gender and is legally or socially recognized. The occurrence of the civil partnership between the couple gives them the advantage of similar treatment as well as benefits the same as any married couple (CivilPartnershipInfo.co.uk, 2006). Since the early part of the twentieth century, number of countries has begun formalizing same-sex marriage legally by which this has been recognized by some other conservative nations as civil, political, social, and religious issues. The issues regarding the civil partnership or same sex marriages are all about the conflict whether the same sex-couples must have the rights of marriage, use different status as stated in the civil unions and be granted the equal rights as of marriage or either limited rights compared to marriage, or not to be given any of the said rights. Many arguments arise regarding the issue between the people that support same-sex marriage and those that are against. An argument that supports same-sex marriage expressed and claims that the reason behind the denial of the same-sex couples legal access to marriage as well as the benefits that it incorporates signifies discrimination that is based on sexual orientation. It is also claim by the supporters that the financial, psychological, and physical comfort and security are improved by marriage which benefitted by the children of the same-sex-couples by being raised by two parents that is legally recognized union (Rosie Harding, 2011). The rejection for the use of the word â€Å"marriage† to be applied to the same-sex couple has also been an argument by those that are against the same-sex marriage, the same as the objections about the status legally and socially of the marriage itself being applied to same-sex partners. Other arguments are presented directly and indirectly concerning the consequences of same-sex marriage regarding the parenting and tradition. Pursu it of Equality There was a domino type effect regarding the movement in the same-sex marriage since the 2001 debut in the Netherland. Up to date, its legal status was fully secured in 13 areas of responsibilities within the three continents: Europe, America and Africa. In Europe, the legalization of the same-sex marriage was driven by the gays and lesbians to the government as their right that lead the way to the legalization of the same sex marriage. The same pattern was also observe in the US and this step by step approach lead to a positive effect of attaining three prominent milestones which is the decriminalization of homosexuality, anti-discrimination legislation and partnership legislation. At the present, the government is demanding its people to respect and to have the equal treatment among the gays and lesbians and certain measures would be given to the transgressors. There should be an equal treatment among everyone in the society regardless of the sexual orientation; thi s creates a big question as to why same-sex couples are not enjoying the rights as well as the benefits compared to the married heterosexuals. This issue opens the awareness that attracts suspicion that the treatment to same-sex couples are second class citizen and definitely under the second-class institution. Therefore, there will only be equality upon the legalization of the same-sex marriage if logically, treatment in all manner of life will be identical (Lee, M.Y.K., 2010). As the arguments

Critical review on the movieThe lottery directed by Madeleine Sackler Movie

Critical on the movieThe lottery directed by Madeleine Sackler - Movie Review Example As per the film, the UFT fight to repossess the closed down building of a public school whose ownership changes to that of Harlem group of schools. In contrast, the UTF and the public view this move as one to degrade the public schools, which is not. A summary of the movie’s argument The film follows in the lives of four children namely Eric Jr., Ameenah, Greg Jr., and Christian whose backgrounds are seemingly different. The film portrays them as being the carriers of the ambitions and dreams of what their parents could not achieve in their hay days. The four children compete for the one opening available in the school. However, the events surrounding the schools closure give a twist to the whole story. A better part of the anti-charter schooling activists fight all through to lock out Harlem School from accessing public money. In addition, the closure of the public school draws the view that charter schools are better than those public schools. The film depicts the stakes on public education, as not all the stakeholders participate in deciding whether the Harlem Success School should possess the collapsed public school. The chances of winning these lotteries are relatively low, but the movie shows that it is worth trying their luck. The demands and hindrances posed by the teachers’ unions are a constant hurdle that public schools have to overcome. In essence, it makes the quality of learning in public schools to deteriorate. The argument brought out in this film is that they need not do away with public schools but should create more charter schools to benefit many. Sackler’s argument was that for her, she was not a politician but she only wanted to point out the real picture of the situation in the society. About the interview she had with Barry Weiss, the movie was not in any way political, as it did not take any political stand. It neither took sides nor did point accusing fingers at any one. She argues that the inspiration behind the f ilm was the number of disappointed parents she had witnessed during a lottery selection process. The need to ascertain why parents opted to undergo the risky fifty-fifty chance to acquire this chance for their children inspired her to do the film. Essentially, the movie’s argument was on why the chances to attend charter schools were necessary to many parents and children alike. Secondly, Sackler’s argument was that the future of public education was also at stake. According to Weiss, her stumbling upon a group of protesters protesting against the current state of the public schools inspired her into doing the film. The fact that UTF had paid Acorn to silence them over the advocacy of charter schools to public schools during the protest was also present in the film. As per her film, the level of bureaucracy in the public schools and the governing of public schools were detrimental to the children’s future. Therefore, her argument was that a broader look in to th e affairs of the teachers’ unions responsible for the running of public schools was a matter of importance. Her argument was if there were high ranked institutions that could accord high quality of education, and then why not create many others. Thirdly, Miss Sackler argues that many parents ignore what the charter school is about hence they just view it as a gateway to success for their children. In essence, she uses a deaf

The Role of Women in Igbo Society Essay Example for Free

The Role of Women in Igbo Society Essay Women’s role in Things fall apart. Igbo women reveals itself to be prematurely simplistic as well as limiting, once the reader uncovers the diverse roles of the Ibo women throughout the novel. An excellent example of powerful women in the Ibo village is found in the role they play in the Ibo religion. The women routinely perform the role of priestess. The narrator recalls that during Okonkwos boyhood, the priestess in those days was woman called Chika. She was full of the power of her god, and she was greatly feared (17). The present priestess is Chielo, the priestess of Agbala, the Oracle of the hill and the Caves (49). There is an episode during which Chielo has come for Okonkwo and Ekwefis daughter Ezinma. We are told, Okonkwo pleaded with her to come back in the morning because Ezinma was now asleep. But Chielo ignored what he was trying to say and went on shouting that Agbala wanted to see his daughter . . . The priestess screamed. Beware, Okonkwo! she warned (101). There is no other point in the novel in which we see Okonkwo plead with anyone, male or female, for any reason. We witness a woman not only ordering Okonkwo to give her his daughter, but threatening him as well. The fact that Okonkwo allows this is evidence of the priestesss power. The ability of a woman to occupy the role of a priestess, a spiritual leader, reveals a clear degree of reverence for women being present in Igbo society. Another example of such reverence for women is unveiled in the representation of the earth goddess, Ani. Ani is described a playing a greater part in the life of the people than any other deity. She was the ultimate judge of morality and conduct. in Chapter fourteen, when Okonkwo returns to his mothers clan after being exiled from the Ibo village. Uchendu, reproaching Okonkwo for his sorrow about having to come to live with his mothers clan, explains: Its true that a child belong to its father. But when a father beats his child Upon delving beneath this deceiving surface, one can see that the women of the clan hold some very powerful positions: spiritually as the priestess, symbolically as the earth goddess, and literally as the nurturers of the Ibo people, the caretakers of the yam crops and the mothers and educators of the Ibo children.

Immersion Education In Korean Elementary Education Education Essay

Immersion Education In Korean Elementary Education Education Essay As the world is globalised and English-speaking countries have dominant roles in politics, economy and culture, English is universally recognised as a global language. With the importance of English as a global lingua franca and the necessity of having a command of English, South Korea (hereafter Korea) has perceived the importance of English language education and tried to improve students English proficiency by suggesting multilateral methods. Many language education specialists, scholars and policy-makers have suggested many methodologies applicable to the Korean public education system. In 2009, the Korea Herald (2009) reported, for example, that Korea ranks 89th out of 120 countries in terms of TOEFL (Test of English as foreign language, led by Educational Testing Service, U.S.A) results, achieving a score below the international average. Korea has still been ranked bottom in the English Proficiency Test, especially in the speaking section (Korea Times, 2011). Demand for a high level of English is increasing because English has become the most important part of Korean peoples lives. English proficiency tests, such as university entrance exams, TOEIC (Test of English for international communication, see reference C) are now essential elements for going to a good university or getting a good job or promotion. Especially, English proficiency is a major component in university admission. A recent survey led by KDI (Korea Development Institute) mentions that academic cliques are voted as the top-ranked factor of individual success. This leads to English education fever in Korea and students parents have spent colossal amounts of time and money on English education for their children. When the current government was launched in 2008, its campaign in terms of English education was Anyone who graduates from high-school can communicate with English without inconvenience, and when President Lee was selected, his transition committee of education brought in the Immersion education concept, known in Korea as Mol-ib. In particular, the committee focused on early English education, and targeted elementary school students for this imme rsion scheme. After severe controversy, the committee had to withdraw the policy, but some offices of education from cities and provinces still encourage their elementary/middle schools to adopt immersion education voluntarily. Especially, the government allowed four international middle schools to adopt English immersion education and accordingly many offices of education in cities and provinces considered establishing a specialised middle school. Accordingly, the new governments cancelled policy resulted in unintended consequences that led to overheated early English education. There was a rush of students who would go to private language institutes to prepare for going to the new schools. Students living in rural areas moved to the cities where four International middle schools are located. Other students and their parents have also recognised that English education in public school is not enough and searched for private institutes which provide the Immersion programme and classe s taught by English native speakers. Contrary to the governments expectations, many middle-class students have to rely on private language institutes and their parents have to spend more money for private English tutoring and sending their children abroad for Summer/Winter language programmes. Especially, as the new presidential election approaches, this policy is mentioned again by new candidates, education policy-makers and educators. Accordingly, the interests of teachers at public schools and private institutes are reaching the climax of new policy. This case study explores the suitability of the English immersion programme in South Korea from two immersion teachers experiences and attempts to answer the following research questions: 1) How do Korean immersion teachers teach in an immersion education environment for elementary students? 2) What difficulties do non-native speakers have when teaching in the target language? 3) Is immersion education suitable for English language e ducation in Korea? The study first observes Korean immersion teachers classes. It then investigates their opinions in terms of immersion education. Finally, it looks into the suitability of immersion education in the Korean education system. Although this case study is small-scale, the findings will show some suggestions to the persons concerned with English education in the next government. 2. Background 2.1 Theories of bilingual education From the twentieth century, the worlds globalisation has greatly influenced language education in every country. According to Baker (1996: 165), one of the illusions about bilingual education is that it is a twentieth century phenomenon. Some countries, such as Hungary, Finland in Europe, Canada, and Hong Kong have applied bilingual education officially or unofficially and optionally or compulsorily. This phenomenon explains why people cannot deny current globalised times and must recognise the importance of communication across the globe. Paulston (1992: 80) argues that unless we try in some way to account for the socio-historical, cultural, and economic-political factors which lead to certain forms of bilingual education, we will never understand the consequences of that education. In this sense, characteristics of bilingual education can be deeply related to ones societys history, culture, economy, and politics and can be changed according to these aspects. Two terms, immersion education and CLIL, are introduced briefly in this chapter, as they require a wide range of theoretic background. One of very well-known bilingual education programmes is immersion education. Baker (1996: 180) introduces the term Immersion bilingual education as an intended outcome, and therefore represents a strong use of the term bilingual education. In this sense, from the view of teaching general subjects in English, English immersion education is a different approach from TEE (Teaching English in English) or teaching other subjects integ rated partially in an English class. Johnson and Swain (1997: 6-8) discuss the core features of a prototypical immersion program. They present that there are eight common features which exist in spite of the variable features in each immersion education programme: 1. The L2 is a medium of instruction. 2. The immersion curriculum parallels the local L1 curriculum. 3. Overt support exists for the L1. 4. The programme aims for additive bilingualism. 5. Exposure to the L2 is largely confined to the classroom. 6. Students enter with similar (and limited) levels of L2 proficiency. 7. The teachers are bilingual. 8. The classroom culture is that of the local L1 community. On the other hand, there is another immersion education programme, which is called CLIL; Content and Language Integrated Learning. According to Dalton-Puffer (2007: 1), CLIL refers to an educational setting where a language other than the students mother tongue is used as a medium of instruction. Garcà ­a (2010: 210) takes the stance that CLIL-type programmes aim at achieving a functional competence in both receptive and productive skills, particularly when the target language takes a low portion of curriculum time, as in vocational or professional training. Garcà ­a refers to Hammerly and Swain in noting the difference between them, as follows: (2009:209-2010) Full immersion offers intensive contact with the target language and aims for native or near-native competence at least in receptive skills of comprehension and reading. However, many early total Canadian immersion pupils, even by the end of the program, continue to reveal striking grammatical inaccuracies in their speaking and writing (Hammerly 1991; Swain, 1985). 2.2 Current theoretic trend of English immersion education in Korea Since the latter part of the 20th century, the introduction of the immersion programme as one of bilingual education and the research of its necessity in the Korean education system has been shown. J. Park (2000) suggests the importance of bilingual education, and especially the application of immersion education to English classes in Korea. His paper provides three key objectives; showing successful cases of other countries in terms of immersion education, exploring the applicability of the immersion scheme in Korean education and arguing that partial subjects need to be taught in the immersion education system. There is updated research based on teachers cognition to apply immersion education in the Korean curriculum. S. Park (2004) broadly surveys the subject of teachers ideas in relation to English immersion education in Korean elementary schools in the Seoul metropolitan area. He suggests several ideas based on his research findings and some representative suggestions from parti cipants are summarised as follows (2004: 277-278): English immersion education should be fundamentally implemented after cultivating professional immersion teachers and should not give pressure on general subjects teachers. Teachers emphasise the need for government policies to give thoughtful consideration to immersion teachers in order to make them into immersion teachers. Additionally, preliminary arrangements in terms of curricula and materials would be needed to minimise the possibility of disorder and inconvenience caused by insufficient preparation. In relation to induction timing, they recommend slow and partial induction of immersion education and the government should suggest this policy to schools in the form of a voluntary, not compulsory, aspect in the beginning stage. The idea of working with English native speakers is recommended and desirable for team-teaching, but Korean teachers should lead the initiative. They recommend that in the later phase, Korean teachers who are fluent in English should lead the class alone. Especially, social equality between the students from diverse family backgrounds is insisted upon and policy-makers are required to suggest proper methods of selecting beneficiaries. Furthermore, teachers argue that the induction of immersion education should not foster the growth of the private education market. Additionally, J. Park and S. Park (2007) suggest a time of induction of English immersion education, appropriate subjects of immersion, its curriculum, a selection scheme for students of this programme, immersion education teachers, types of immersion class, a plan for improving teachers English proficiency, and developing materials in a practical manner. 3. Methodology This chapter describes the methodological framework. It first describes participants and their recruitment. The description is followed by a detailed description of the procedures and techniques of data collection. The chapter ends with an account of data analysis methods as well as ethical issues related to the study. 3.1. Participants Two immersion teachers participated in the survey. I recruited them at a public elementary school and a private educational institute through my personal network. Both are male and their average age was 32. I made this decision in order to listen to different voices from public and private institutes. A public school teacher (hereafter Teacher A) received a BA in Math Education from one local university and gained a teaching license from the Korean education council. He has taught English in elementary school for 7 years, but his immersion teaching experience is only 1 year. Another teacher (hereafter Teacher B) from a private institute gained a BA in science education and spent a total 6 years in U.S.A. His immersion teaching experience is 2 years in Korea. 3.2. Data collection This study tries to employ qualitative data collection and analysis methods. These characteristics of qualitative research match this studys research purposes. The focus of the study is to observe immersion classes in Korea and particularly to get Korean teachers opinions about English immersion education. Therefore, qualitative research methods were prioritised in this study. Among various qualitative data collecting tools, interview was used as a primary data collection tool, and observation served the purpose of getting referencing data. 3.2.1. Observation Due to geographical distance, I had to observe their classes via videos which were uploaded on their institutions websites. Teacher As video was produced and uploaded onto the web because the school was designated as an exemplary immersion school. On the other hand, teacher Bs video was produced for the purpose of marketing for recruiting students. One reason for classroom observation was mainly to build up a background knowledge of immersion education in Korea. The second reason is to develop my questionnaire and see the consistency between what interviewees think about immersion education and what they actually do in their classroom teaching. 3.2.2. Interview The interview was followed by two interviews separately via Skype and was conducted with a pre-provided questionnaire (Appendix A) which was sent to them by E-mail. In order to allow for flexibility, some questionnaires were additionally made to get their opinions. All the interviews were conducted in Korean and audio-recorded with Evaer Skype Recorder. 3.3. Ethical issues When I found the appropriate participants, I contacted them via Facebook and explained the purposes of the case study. They informed me that they would accept my offer under the condition of anonymity. I had to promise to protect the confidentiality of the participants and that I would secure their anonymity by using pseudonyms as well as the institutes names. I assured them that the interview results would not be released to anyone with whom they work, or to any institutes at which they work. 4. Research findings 4.1 Immersion programme in two institutions The below contents are collected from interviews with two participants and information from school/institute homepages and are summed up. The general approach to immersion is similar but they have slight differences of purpose and characteristics. 4.1.1 Programme purpose and characteristics of Teacher As school This programme is sponsored by the Office of education, Busan city. This school is designated as an exemplary school which provides immersion education. Three subjects, which are maths, science, and sociology, are taught in English, not in regular classes but in extracurricular classes for voluntary students. Students English levels are diverse. The mission of the programme is to assist EFL elementary students in developing English language proficiency while fostering an interest in their studies. This programme enables the students to learn English additionally at school and review subjects which were taught in Korean at regular classes. In class, the Korean teacher leads the class and an English native speaker supports the Korean teacher. The textbooks are provided by the government and have similar contents to Korean textbooks. 4.1.2 Programme purpose and characteristics of Teacher Bs institute The programme enables highly intelligent elementary students who have a good command of English to complete a series of elementary-level subjects in immersion education. This programme is designed to meet the interests of elementary students who plan to go to International Middle school (Appendix B) or secondary school in English-speaking countries. In order to be considered for this programme, candidates must possess over 700 points in their TOEIC score and their ranking in their class should be within the top 5% of total subjects. The mission of the programme is to provide the upper level contents to elite students and to enable them to prepare for studying in an English environment. The main subjects, such as maths, science, and sociology, which are core courses required to prepare for junior high school, are taught in English. All teachers are English native speakers or Koreans who speak English fluently and have a relevant degree from English-speaking countries. The materials ar e diverse; from American elementary books to self-translated books into English. 4.2 Classroom observation In order to observe two different classrooms, I borrowed Fortune (2000)s immersion teaching strategies observation checklist (appendix D). I observed how teachers would operate the class and how students responded to find similarities and make comparisons between their two programmes. There are several areas of classroom observation, but I focused on teachers methods of 1) Making input comprehensible, 2) Integrating language with contents, and 3) Interacting with students. 4.2.1 Teacher As class Teacher A teaches maths for the 5th grade (age 11) in English immersion. In his class, there are about 25 students. This class is not in the regular course curriculum but is additionally conducted for the purpose of immersion education. This is an alternative measure to avoid making students parents worried in terms of childrens scholastic attainments. When the class begins, teacher A and a native speaker share greetings in English to catch the students attention and to inform them that only English is to be used in the class. He leads the class with relative ease and simplicity in order not to give pressure or stress to students. His intention seems to focus on the understanding of the English language, especially vocabulary. He tries to provide activities by asking questions. He also asks the native speaker to talk to students individually. The native speaker tries to tailor her English to a level that the students, with their limited English proficiency, can understand. 4.2.2 Teacher Bs class Teacher B teaches science to the 6th grade (age 12) in English immersion. In his class, there are 12 students. He explains some contents and their structures and vocabularies simultaneously. He focuses not only on speaking, but also on reading and writing skills. In order to develop students English skills, he encourages students to write their thinking after the teachers explanation and to have a discussion with a partner. He uses American material from California state for grade 7 (12-13 years of age). He tries to correct the students English and seems more focused on students understanding of content. In order to familiarise them with Western classrooms and culture, he uses an American Home school DVD as a visual aid to supplement information to get positive feedback from his students. 4.2.3 Similarities and differences between them The main intentions of both of the programmes are to promote academic instruction so that all students become proficient in English through the implementation of immersion education. Their classes aim to provide students with a Western-like environment and to provide some opportunities for positive interactions. Both programmes seem to employ a lesson plan that facilitates English language development. Lessons are designed to promote English language skills, rather than to deliver content. As students have a limited understanding of English, teachers try to speak English slowly and explain things simply. They allocate some minutes for providing opportunities for students to produce language on their own to practice English. After their response, teachers provide positive feedback, although the students make some mistakes, so that students get involved and interested in another language and class. Although there was not a significant difference between the two classrooms, one particul ar finding is that Teacher A delivers some content in Korean to help students understand information. His class focuses on helping children become comfortable with the English language. His intention is to make his students become familiarised with the English language and to grow slowly in their English skills. Students feedback is rather limited and this class is generally teacher-centred. This case is not the original class of immersion education because this class is for reviewing what students have already learned. Repeating the lesson in the target language is the main purpose; thus, it does not fit in the basic principle of immersion education. In contrast, teacher Bs class is slightly different. Because of the student body, which is composed of elite students, his class provides an environment that promotes positive attitudes towards the English language. It allows them to simultaneously learn content on a topic as well as acquiring vocabulary and the ability to speak in Eng lish. This programme seems to focus on individual academic strengths. The teachers main interest includes students developing high levels of proficiency in the English language and performing at or above grade level in academic areas in both languages. 4.3. Interview results and discussions This section shows the findings from the interviews based on questionnaires. A copy of the questionnaire can be found in appendix A and copies of the completed questionnaires can be found in appendix B. The public school teacher is referred to as Teacher A and the private institute one is referred to as Teacher B. I summarise the findings with 4 themes, as shown below. 4.3.1 Target language proficiency and self-confidence Teachers are not sure whether immersion education should be introduced in public school. They point out that their English proficiency is the main problem and they lose confidence when teaching. They also worry about the teaching quality due to delivering lessons. When I was selected as an immersion teacher, I was excited, but on the other hand, I was worried about my English proficiency. I had some English communication classes in college, but that was for general English classes. Although I have quite a high score in TOEIC (Test of English for international communication by ETS), I have had no exposure to an English environment. I am planning to go abroad for intensive English. (Teacher A) Although I studied and gained a B.A. degree in U.S, its very challenging to teach in English. Policy-makers need to understand that an American degree cannot make foreign students get the language level of native speakers. There is no option but to improve English proficiency at this moment. (Teacher B) These two participants recognise the teachers English proficiency as a starting point for immersion education. They understand that the language issue is critical for adopting immersion education. However, they appreciate that the future trend of English education in Korea will be similar to the immersion education system. Thus, in order to strengthen their teaching competitiveness, they are going to language schools after work or are planning to go overseas. 4.3.2 Relationship with their parents and the market of private institutes One of the key issues in introducing immersion education is dealing with students and their parents. Especially, they have common ideas that immersion education should require parents permission and agreement. These are quotations in terms of this theme: In the beginning, it was very difficult to persuade parents. Thats why immersion class is executed in extra-curricular class, not regular class. One particular thing is they regard my class as another opportunity to expose themselves to English language. (Teacher A) Parents intentionally send their children to my institute, as it is one of a few institutes which provide immersion education in this town. Most of them expect their children to go to middle school of science; thus, their expectation is very high. They pay a significant amount of money. I think immersion teaching would be limited in public school and the market of private institutes will be bigger. (Teacher B) As shown above, it is found that getting permission from students parents is not easy and general explanation needs to be provided to parents in the beginning stage. One interesting finding is that this immersion programme increases the role of private education, which is contrary to the governments intention. Furthermore, this points to the fact that the immersion programme creates a gulf between the rich and poor. 4.3.3 Interaction with students Interaction between teachers and students is a very important factor in the classroom. As a teacher, he/she needs to monitor whether students understand the content and can follow what he/she teaches and be aware of any difficulties the students have. Especially, this is very important in the immersion classroom because a foreign language is the main delivery method. This is the most important issue that I object to in the adoption of immersion education. Most students start learning English from the age of ten in public school. To be honest, their English proficiency is not enough to understand a class in English. Accordingly, they lose interest in the class. Although the class deals with elementary-level content, students feel difficulty in understanding new English words and contexts. (Teacher A) As a matter of fact, class in a foreign language is difficult not only for teachers but also for students. My students English is definitely better than other students in the same grade. However, understanding, presenting and asking questions is not that easy. Fortunately, they are aiming to go to international middle school and they try their best. In my position, I try to utilise many visual aids to catch their attention. (Teacher B) In terms of this issue, the language issue is mentioned again. One of the key principles of immersion education is linguistic knowledge. In Korea, one of EFL countries, where English is rarely used in real life, it is once again confirmed that by teaching in a foreign language, it is not easy to make academic content comprehensible to learners. 4.3.4 Qualified native speaker and tailored materials The basic requirement for any class is material. The two participants agreed that they were not sure about which materials they should use. They also had some difficulties in finding qualified native-speakers to work with. These remarks are exemplary in relation to this theme: To be honest, selecting materials is beyond my capacity. There is no official textbook for immersion education. I use an American textbook but the curriculum is very different. Thus, I translate Korean textbooks into English before class and hand them out in class. (Teacher B) Working with a native speaker is very beneficial to me and to students. However, I have to spend more time to prepare for class because the native speaker and I have to prepare together in advance. In particular, getting a qualified one is very difficult. Most of them come to Korea to teach English, not maths or science. Even finding a qualified one who meets the school recruitment standard is very rare. (Teacher A) As shown above, producing material tailored to the Korean education curriculum is recognised as one of the most challenging aspects. Currently, the average monthly wage for a native-speaker is about 1300-1500 pounds, which is quite a lot lower than other East Asian countries. The Korean government needs to organise a task-force for implementing the necessary conditions. 4.3.5 Testing and assessment Language assessment is a very important factor in helping to understand students academic outcomes or proper development and even help them to learn the target language effectively. Unfortunately, at this moment, it is difficult to assess students learning process. City office education has not mentioned about testing. Fundamentally, my class is not on regular curriculum and I feel little necessity of testing. If I have to, then I need some support from school or city office of education. (Teacher A) As the interview result shows, Bax (2010: 52) also describes in terms of immersion education in Korea that there is an absence of firm test data by which to evaluate the academic success of English language learning in Korea in comparison with other countries. Assessment should have been considered when the immersion scheme was introduced in Korea. 5. Conclusion 5.1. The findings and implications This case study shows some limitations of employing the immersion programme. In order to gain a successful immersion programme, sustainable support and interest is needed from educational policy-makers, administrators, teachers and students. In this sense, the results of this case study have some implications for other schools and private educational institutes, and particularly for policy makers of English language education. As discussed in the interview chapter, the teachers have difficulty in teaching their subjects in an immersion education environment in several respects. First of all, English language proficiency is considered to be a very important tool in educational contexts. Secondly, although the immersion educational policy has attempted to strengthen English language proficiency for students, the current educational system cannot cover their willingness. Thirdly, the sudden change in language education policy has been generating many constraints, such as teachers low En glish proficiency, the lack of materials and English native speakers. In this sense, all of the relevant people share many weaknesses and shortfalls of immersion education in Korea and thus may benefit from the results and findings of this study. The results of the study may also have implications for people who plan to teach their subjects within immersion programmes. They need to study how they can deliver their education to students within immersion environments effectively. Native English speakers who plan to teach English in South Korea or EFL settings may also benefit from this study about English language teaching, as they are informed of the realities of teaching EFL in the current trend of South Korean situations. For these reasons, this case study can be a useful source of information. Korea has a tendency to quickly benchmark things which are deemed good policies, or systems from developed countries, without thorough preparation. This also seems to apply in this case. Stu dents and teachers recognise this scheme is clumsily prepared without all circumstances being set up. 5.2. Limitations and suggestions for future research directions This study employs two means of data collection; interview and observation. However, in terms of combining quantitative and qualitative research instruments, the study has not fully provided a better understanding of the suitability of English immersion education in South Korean education. Instead, this study rather focuses on teachers beliefs about the English immersion education, their perceptions of it, and their attempts to implement newly suggested immersion education into their classroom teaching. In this sense, the study is rather small-scale. There are three big limitations of this study. One is the difficulty of persuading participants to have interviews. For finding interviewees, I managed to recruit some of the candidates through my personal network. However, it was very difficult to get their permission for interviews. As I described in the interview results section, they hesitated to accept my interview proposal, because they also understood that most of their ideas would possess negative views of immersion education. Therefore, at their request, we agreed to have interviews on condition of the anonymity of all of their names, schools and mentioned people. The second limitation concerns a lack of real class observation. Due to the long distance between us, although they provided me with video cl

Kants and Aristotles Ethics Essay -- Philosophy, Philosophers

To be good is good but it has to be done for the right reason. Aristotle and Kant are two famous philosophers who have different ethical theories. The theory’s of virtue and duties rest not only on laws and obligations but from what comes from the inside. Morality comes from inner strength, character and how we live our life to the best end. Aristole 384-322 b.c.e. Aristotle conceptualized the branches of philosophy and contributed to the theories in logic, metaphysics, ethics and political philosophy (book 237). Aristotle’s teleological ethics: the reason for being. Aristotle focused on the peoples actions whether good or bad, as well as their character, not there right or wrong actions. Immanuel Kant (1724-1804) branches of philosophy included contributions to metaphysics, epistemology, ethics, and aesthetics. Kant's deontological ethics, a duty based ethics. His focus is on rational will and a conception of self-governing reason, and not what kind of person one should be (Betzler 7). The bases of Aristotle’s and Kant’s theories are different. Aristotle believes when you do something it comes from the virtues you have, while Kant believes there is always a reason behind actions. However, both agree â€Å"that time and practice is required to develop virtues† (betzler 50). Another thing they have in common is that both of them focused on peoples actions and why people performed those actions. Whether, it is happiness or good will we are all completing an action to the end; in order to have a good life. Aristotle’s Strength is his belief in moderation (Book480). Aristotle believes the ultimate goal in life is to be happy and people will do what makes them happy. He defined the highest good as â€Å"eudaimonia† (Chaffee 477). To a... ...n different ways to achieve an end. However, I believe that Kant’s theory is most likely correct because it includes everyone and not just what makes an individual happy. Although, Kant’s views are a bit extreme when it comes to rules, we all have to have rules to live by we cannot just go out and do what makes us happy. I do like the â€Å"Golden Rule† better mainly because that is what my great-grandmother us to tell me all the time and it is a good rule to live by. â€Æ' Works Cited Betzler, Monika. Kant's Ethics of Virtue. Berlin, DEU: Walter de Gruyter, 2008. Broadie, Sarah. Ethics with Aristotle. Cary, NC: Oxford University Press, 1993. Chaffee, John. The Philosopher's Way Thinking Critically About Profound Ideas. Upper Saddle River, New Jersey: Prentice Hall, 2009. Kupperman, Joel. Ethics and Qualities of Life. Cary, NC: Oxford University Press, 2007.