Conform Essay Example for Free

Conform Essay In other cases being beautiful is very important to many people and some are willing to change to conform to everyone else’s perspectives to beauty. Others find themselves comfortable with just the way they are. Some people decide to go into painful plastic surgeries to fit in with the rest of the so-called beautiful people; others rebel against pleasing others and don’t put so much importance to it. They focus on being on what they really are. In â€Å"Barbie Doll† by Marge Piercy and â€Å"Lost Sister† by Cathy Song Girlchild and Sister struggle with their decision on whether to rebel or conform to what society expects. Girlchild from â€Å"Barbie Doll† chooses to conform to society’s expectations. Girlchild does not consider herself beautiful because she has large nose and chubby legs. Even though she is described as smart and in good conditions, the people around her only care of how she looks physically. The requirements to be beautiful are so limited and her good features are not one of them. Physically, Girlchild does not believe herself as beautiful. Barbie dolls are the ideal form of beauty, with the perfect body, big eyes, and perfect nose. Girlchild does not carry any features of a Barbie doll but that does not mean she is ugly. Instead of finding her own way of beauty Girlchild decides to fit in. So Girlchild loses weight, changes her look, and attitude to please others. Even like that people criticize her of being imperfect all they still see is â€Å"a fat nose on thick legs† (Piercy 11). She fails to find acceptance, even after all the hard work she puts into it. To conform to everyone else she finally decides to cut her nose and legs off. This decision to fit in causes her life to end. After that the undertaker fixes her up putting on a fake nose and fixing other imperfections. At her uneral now that she carries a different nose, the so-called perfect nose, everyone finally asks â€Å"Doesn’t she look pretty? † (Piercy 23). At last she succeeds to be accepted but now it doesn’t really matter, because she is dead. In the other hand sister from the poem â€Å"Lost Sister† did not conform instead she decides to rebel. Her culture expects women to be loyal, obedient, and t o stay at home and care for their family throughout all their lives. Sister is compared to a jade stone, because like the stone women are able to do so much, but are not able â€Å"to move freely† (Song 13). In Sister’s culture women are destined to take care of their family and are not capable to achieve anything else. They also have to go through a painful process of foot binding that didn’t allow them to walk comfortably. This foot binding procedure is for women to have small cute feet. It also enables them to move fast and far. Sister does not conform to this lifestyle unlike Girchild, Sister decides to seek opportunities and equality in America. Sister leaves to another country to find freedom. In America she does not have to go through painful procedures to be accepted. She now has the opportunity to â€Å"stride along with men† (Song 36). While this is what she wants, she is still not satisfied. In America she has no family. By rebelling she gets what she wants but she is unable to share this with her family. She is unable to understand the new language. The city is nothing like where she was born; in the city there is always light and the air is not the cleanest. She starts to miss China. She realizes it wasn’t so easy after all. Even though one decides to rebel and the other to conform at the end, ironically, they are both unhappy. Girlchild is lifeless unable to enjoy her accomplishment and Sister was unable to share her freedom with her family.

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS The purpose of this study programme is to determine if students from the elementary level of Hin Hua High School (Chinese Independent School) improved in their ability to write in English after having studied specifically developed curriculum. The 7-hour remedial programme is to be conducted once the academic department releases the final assessment grades. Fifteen students with the lowest score were selected using the criterion method to undergo the remedial programme. the importance of all six major aspects of writing measured in the English Test which comprises mainly punctuation, grammar and usage, sentence structure, strategy, organization, and style. It is believed by attending the remedial programme selected students would be able to show the ability to make and articulate judgments by taking position on an issue or problem. Besides sustaining a position by focusing on the topic throughout the writing. They are alson expected to develop a position by presenting support or evidence using specific details and make inferences based on support or evidence. Most importantly, they should be able to organize and present ideas in a logical way by logically grouping and sequencing ideas. Hence communicate clearly by using language effectively and by observing the conventions of standard written English INTRODUCTION As a language teacher, I often select writing tasks from language textbooks to help students improve their writing ability. Behaviorists, communicative, cognitive, and discourse theories could influence writing approaches in language textbooks. Each theoretical framework has provided us with a better understanding of the multiple dimensions and purposes of teaching writing. A review of the developments in writing pedagogy leads us to conclude that we could teach writing as a means to improve linguistic, rhetorical and communicative competence or as a discovery and cognitive process. The writing tasks that we select from language textbooks and assign to students could reflect one or some of these pedagogical purposes. As teachers, we need to question and understand the pedagogical assumptions of textbook writing tasks so that we can select tasks that will help our students become confident writers and independent thinkers. Primary students entering the secondary school level (high School) are challenged not only to learn new content in the disciplines but also to communicate this. A significant number of students will not have adequate academic literacy levels to be able to do this successfully (Jones and Bonanno, 1995 (1). Atlhough traditionally students were expected to develop academic literacy skills without any explicit teaching of these skills, schools now recognize the increasingly diverse backgrounds of their student populations and have put in place mechanisms for helping students develop their academic literacy. These have included the establishment of literacy and learning units as well as the requirement for school curricula to address the teaching of writing skills including communication skills. English Learning Centre of Hin Hua High School Klang, like other literacy and learning units, has been involved in a number of collaborative projects with teachers involved in teaching Junior One to integrate the teaching of communication skills into the curriculum (Webb et al, 1995, Taylor and Drury, 1996). These initiatives have resulted in the development of new teaching materials and approaches as well as new practices of assessment and feedback. However, as subject area curricula are being adapted to computer-based forms of learning, it is also necessary to consider how the teaching of communication skills can be integrated into these programs or how the teaching of communication skills can be contextualized within the learning of subject area knowledge. With the current demand for propheciuency in English Language great importance has been given to developing programs to instill good writing modes to the elementary learners which aims to help students become successful editors of their own writing. 1.1 LITERATURE REVIEW Writing skills have been identified as to improve students thinking. Moffett and a few others have developed cognitively sequenced curricula for elementary and secondary writing, college composition, when it is sequenced at all, tends to rely on structural or rhetorical arrangements, which are neither sequential nor cumulative. Progressions from word to sentence to paragraph to theme confuse quantitative with qualitative growth, while rhetorical sequences confront students with cognitive problems of different but equal complexity. In short, from a cognitive perspective, most writing instruction in higher education is consistent with that in secondary education: what Stephen Judy described as Advanced Hodgepodge in high school gives way to Arrogant Hodgepodge in college. A large and growing body of research, however, shows that cognitive development follows a hierarchical sequence of stages and suggests that a curriculum can be sequentially organized to promote cognitive development. Blooms Taxonomy of Educational Objectives provides some essential connections between the cognitive abilities we expect of college students and a curriculum that can stimulate those abilities Blooms Taxonomy is one solution to the cognitive hodgepodge of the writing curriculum. It allows us to sequence instruction and assignments in ways that speak directly to students developmental needs. From least to most complex, For writing instruction the taxonomy provides a flexible model of what happens cognitively in the learning process Bloom described a six stage sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (See Figure 1) Figure 1.0 The flow chart of Blooms Taxonomy At each new level, thought processes build on and encompass previous levels. Implicit in this structure is the assumption of an ascending scale of difficulty and comprehensiveness. Thinking at the comprehension level is more demanding than at the knowledge level; cognitive problems requiring synthesis or evaluation encompass all the preceding levels. A review of Blooms definitions for each taxonomic level suggests what such a cognitively-based writing course might entail. Although the focus of each level is cognitive, rhetorical issues of audience and purpose are equally appropriate and can be specified for any assignment. Most of all, the taxonomy allows us to contemplate the value and feasibility of a cognition-based curriculum in writing. Such a curriculum would reflect the hierarchical relations of the various thought processes and would help to control for cognitive complexity in writing and thinking about distorting natural discourse. In this form, writing or writing-intensive courses would systematically develop students thinking skills rather than leaving them to chance or, worse, blunting the writers still-developing ability to explore and express ideas. In short, a cognition-based curriculum ensures that students participate fully in using writing as a mode of learning. 2.0 INTENDED PURPOSE The remedial programme is targeted for the elementary learners who are in the process of upgrading their writing skills to the pre -intermediate level. A total of 15 students are selected from the age group of 13 years old based on the final semester examination results. The examination basically structured in accordance to the textbook currently used in the school curriculum ,New Opportunities (Pearson Longman-Cambridge). Basically the (Stiggins to highlight achievement differences between and among students to produce a , 1994). School systems might want to classify students in this way so that they can be enhance their competency level even further. The major reason for using a norm-referenced test (NRT) is to classify students. NRTs are designed on dependable rank order of students across a continuum of achievement from high achievers to low achievers be properly placed in remedial or gifted programs. These types of tests are also used to help teachers select students for differe nt ability level reading or mathematics instructional groups. As the selected students fall under the below average group in Paper 1(Writing Assessment) whereby there are two parts that the had to complete here: SECTION A Notes Expansion and SECTION B Continuous Writing (Choose one topic out of five given) From the academic analysis it was found that majority students failed in Section B where it consists of 25% of the total marks of 40% of the Writing paper. Thus they are required to attend a 7 hour remedial programme to improve their writing skills by at least 85%. 3.0 PURPOSE OF REMEDIAL WRITING PROGRAMME The reasons for the remedial program to be initiated is to better the learners in their writing skills and strengthen it so that they have all capabilities to be promoted to the next level but due to certain minute factors they fail to adhere to the standards of the pre-intermediate level. Thus these students are carefully selected using the criterion method to undergo the 7 hour remedial programme. In order to drill and motivate these students in the remedial programme an enriching lesson plan is formulated to create a positive outcome at the end of the the 7 hour remedial programme. The purposes for emphasizing writing skills are to produce who can comprehend teaching and learning in a positive mental attributes. There is a wide body of research suggesting that assessing students written performance is a valuable undertaking. Not only is an instructor able to help a students progress, but also the instructor can facilitate the learning process and the learning outcomes by being aware of student performance throughout the academic session. Figure 2.0: The Purpose for Teaching Writing Undeniably, 3R skills are important and necessary in daily living. They are also needed to support the development of a knowledge-based economy. Recognizing these needs, the school has initiated and implemented programmes to identify students who have not mastered the 3Rs. These programmes are designed to specifically address and overcome the inability of students to master the 3Rs. This is in line with the essentialism which instills students with academic knowledge and character development. Among the programmes that have been implemented in schools are the Early Inter ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One. 3.1 Sub-skills of Writing Besides drilling and enriching the remedial learners with the core writing skills , there are also exposed to the importance of sub-skills in their learning such as: I Manipulating the script of the language: handwriting, spelling and punctuation. II Expressing grammatical [syntactic and morphological] relationships at the sentence level III Expressing information or knowledge in writing: explicitly implicitly IV Enrichment of Vocabulary PART B 4.0 Objectives of the 7-hour remedial programme The main aim in introducing and implementing the remedial programme particularly in the aspect of writing skills is to mainly: to develop competencies in writing skills among learners to move from a teacher-centered didactic model to a student-centered constructivist model to acquire the ability to write in a more clear, concise and acceptable manner 5.0 Instructional Design : Using the ADDIE Model to Build Writing Competency Among Remedial Learners Table 2.0 ADDIEs Model 5.1 Framework The generic term for the five-phase instructional design model consisting of Analysis,Design,Development, Implementation, and Evaluation. Each step has an outcome that feeds into the next step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. Instructional design aim for a learner -centered rather than a traditional teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners needs. This phases sometimes overlap and can be interrelated; however they provide a dynamic, flexible guideline for developing effective and efficient instruction. Figure 3.0 Instructional Design: Using the ADDIE Model 5.2 ADDIES Theory The ADDIE instruction model for this desin is outlined by Smith and Ragan(1995) in their book entitiled Instructional design. The focus is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a need to conduct remedial programme for the elementary low scorers where an opportunty was given to learn and develop basic essay writing skills. 6.0 Remedial Education Programme In Malaysia, the importance of remedial education gained attention in the 1960s. Results of a pilot project in nine schools between 1967 and 1970 showed a need for remedial education, especially for pupils in rural areas. This paved the way for remedial education programmes in primary schools. The pioneers in the field attended a two-year intensive course on remedial education in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial teaching were organized. With the exception of small schools or under-enrolled schools, every school is allocated one remedial education teacher. At the school level, a Remedial Education Committee is formed, comprising the headmaster, remedial education teacher, class teacher, subject teacher, resource centre coordinator, and other teachers as members. The introduction of a new curriculum for primary schools in 1983 implied a return to the basics in education. The ultimate goal was to ensure that no pupil is illiterate by the year 2000. The implementation of the remedial education programme for children in Primary 1-3 is to ensure that they master the 3Rs. Children who have been recommended for remedial education are required to attend remedial classes. As of 1999, 54,000 primary school children have undergone the intervention programme. In addition to improving and enhancing teacher development, the Malaysian government also works towards improving the curriculum at school to meet the changing needs of the economy. During the Fourth Malaysia Plan, the primary school curriculum was revised with the aim of providing and establishing a firm education in reading, writing, and arithmetic. This led to the development of a new curriculum emphasizing the 3Rs. Studies looking at the returns to education in Malaysia have found positive results in those who have had some form of formal education, thereby providing support to the government guidelines on the primary curriculum which emphasizes the acquisition of basic skills.Education in Malaysia , changing very rapidly responding to the emerging focus of lifelong learning; the growing emphasis on learning; as opposed to reaching and the development of the new delivery systems 6.1 The Educational, Philosophical and Psychological foundation Elementary education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship. To achieve these objectives, elementary education curriculum shall provide for the: inculcation of spiritual and civic values and the development of a good citizen based on an abiding faith in God and genuine love of country; training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation, in a progressive and productive home and community life; development of basic understanding about Malaysian culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity; teaching of basic health knowledge and the formation of desirable health habits and practices; development of functional literacy in English as basic tools for further learning; and acquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, and home economics and livelihood education and their intelligent application in appropriate life situations. The Elementary Basic Education Curriculum focuses on the tool learning areas for an adequate development of competencies for learning how to learn. The goal of Instructional design is to support the cognitive processes that result in learning (McGriff). The expected outcome of instructional design is to provide knowledge and skills to people. The three major learning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist principles. Instructional design is associated with instructional systems development (Leshin et al, 1992). An Instructional System is the arrangement of resources and procedures to promote learning (Berger and Kam). 6.2 Programme Design: ADDIE Model ADDIE is a general-purpose model, which can be used to create instructional products and program design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five steps in the Instructional Design process. The instructional designer makes decisions critical to ensuring the effectiveness of the educational experience in each phase of the process. In accordance with the process improvement model, the five phases are a loop, with the improvement of learning outcomes as the goal. Dick and Carey and Kemp (Kemp, et .al, 1998) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist approach in breaking instruction down into smaller segments targeting sub skills. The learner is required to master of sub skills, which are aggregated to achieve overall skill mastery and learned behavior. It provides a systematic approach to curriculum and program design. Teaching is essentially a philosophical endeavor and therefore educational activity can be conceived within the context of a philosophy or worldview. The curricukum refelects the art and craft of teaching. Educational technology can provide diversity of thinking regarding curriculum and instruction which would be curriculum theorizing. 6.2.1 Analysis Basically the nature of the students whom the remedial programme to be conducted are students who learn English Language as a second language. They are originally from Chinese speaking families with a minimum exposure to English Language. Due to the expectation of the school and the educational needs in adhering English as one of the core subjects in school these students are required to have in depth knowledge and skill in it. All of them have been educated in the Chinese primary school education system. Based on the final semester examination results 15 students are selected to undergo remedial programme as they fall in the border line cases .The students acquire poor writing skills, while being able to construct sentences fairly well, they seem to have great difficulty in organizing and developing their ideas into the form of an essay that has an introduction, body and conclusion. In order to promote these students to the next level that is the pre-intermediate phase from their origin elementary level the English Language Department found it vital for them to attend a 7-hour remedial programme in order to find solution to this situation. All of them need to further develop their writing skills in term of cohesion and coherence; time and practice. 6.2.2 Design The main design goal for our programme would be on the cognitive strategies of being able to develop an idea for writing since all of them com e from a very similar background and have basic sentence writing skills. Besides the development of language in the mechanics of sentence construction such as syntax, grammar, structure, etc given priority. R.Gagne(1965) divided learning into 5 categories: Verbal or declarative knowledge, intellectual skills, cognitive strategies, attitudes and psychomotor skills. The learning goals are also in connection to these categories to try to put educational value behind our goals. At the same time the goal also reflects competences outlines by Benjamin Bloom (Bloom,1956). These include: Knowledge, Conprehension , Application, Analysis, Synthesis an Evaluation. These give our goals validity whereby competencies are incorporated in bringing about concrete task for learners that we assign in order to achieve their goals. Hence in the evaluation phase, we can use this aspect to find out the validity and the accomplishment of the learners in implementing the programme. Learning Goals and Type of Learning OBJECTIVE STANDARD GAGNES DOMAIN BLOOMS TAXANOMY Learners will identify an essay topic and 3 sub-topics Criteria established by Hin Hua High School, English Language Department Cognitive strategies Synthesis Learners will be able to write a 3 paragraph essay with an introduction, 2 sub topics to include their opinions, ideas and conclusion Criteria established by Hin Hua High School, English Language Department Declaration Knowledge Intellectual Skills Synthesis Evaluation Application Learners will be able to use the library and Handouts to research printed information on their topics Criteria established by Hin Hua High School, English Language Department Procedural knowledge (declaration knowledge) Knowledge Learners will be able to use proper mechanics of grammar syntax Criteria established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to present their topics in class Criteria established by Hin Hua High School, English Language Department Declaration knowledge Comprehension Table 3.0 Learning Goals and Type of Learning 6.2.3 Development In order to establish a approachable remedial programme for the elementary learners , we English teachers have developed a remedial programme which will undertake a 7 hour learning process. The teachers from the same level have brainstormed and come up with a course content for the 7-hour teaching and learning programme. The teachers from the same teaching level are the best person to create the lesson as they deal with the same competency level of students all the time and are considered experts in their area. Besides this, they will be able to make he printed and computer materials and added step of getting the right content for the level. On top of that since they have already been teaching in the same scope so they will be undoubtedly familiar in the process of teaching and guiding the learners in order to make the remedial programme a success. 6.2.3.(1) Procedure The remedial programme would be in the English medium since the main objective is to improve writing skills among elementary learners. The programme consists of 6 regular sessions and followed by a review and a test day. Each hour is scheduled to be conducted for 60 minutes ***Details on the whole programme given on Part D 6.2.4 Implementation Further to the development to the development the teachers would be equipped with intact course content for he programme. The module would be prepared in balance with the time frame allotted for the programme. Any teacher who is selected for this task should be ready to undertake the teaching process based on the scheme that has been prepared. Al l 15 students will be instructed to attend the programme for 7 hours. These are the various aspect of implementation emphasized in the learning process: Table 4.0 Learning Process Implementation 6.2.5 Evaluation The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users. Primarily the evaluation is done in two parts. The first phase will be the evaluation of student work based on the objectives in the Learning goals and type of learning listed above. Students will be rated by their teacher based on the A,B,C,F criteria set by the English Department. An A is excellent work, B is average, and C will mean student needs improvement. An F would mean that student failed the writing assessment with below 60% of mark. Students will be evaluated at each stage of the course. The department will use this evaluation in order to find out how they might need to modify the programme in the future. A summative evaluation will be conducted as outlined by Smith and Ragan(1999,p.352). Those authors explain that in order to evaluate the effectiveness, appeal, and efficiency of instruction, a collection, analysis and summary of data on students ia essential. In our designed programme an exam is built to access students of their mastery on the abilities taught during the programme.Students are to show their capabilities in their understanding and knowledge taught to them by completing the set of homework targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the following sections: Student name Student able to choose a topic n sub-topics Student able to use handouts information Student able to complete the essay Score dated from 1 to 5 1 : poor 2 : Able to understand the writing concept with some guidance 3 : Able to complete the task with help and support 4 : Able to understand the concept and complete the task individually A pre-test and post-test can measure how well learners achieved the learning objectives. However, it usually takes more time and effort to measure things such as whether the learners will use their training. This evaluation phase can extend for months. Upon completion of the programme the students feedback will be collected to further gauge the success of the programme. Questions are also answered on a scale of 1 to 5. 1 is low and 5 is high. The standard questions constructed are as below: Were you satisfied with the content of this course? Were you able to understand the teachers explanation? Were you able to put into practice elements that you learnt? Did you fond the course interesting? On a scale of 1 to 5, what is your general feeling about the course? PART C 7.0 REVIEWERS COMMENTS Below is the summary of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School regarding the 7hour remedial programme on writing skills. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and weaknesses of the newly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively participating in group discussion 2. Encouraging students to construct their own ideas and knowledge of the topic 3. Student-centered rather than teacher or subject-centered 4. Teaching aid contributed to students visualization on the topic given 5. Suitable to students development level 6. Group work enables students to self express, to be self-confident and self- awareness 7. Encourage teacher to develop students creative thinking abilities 8. Emphasizing the concept of group work and peer evaluation where no student Is left behind 9. Encouraging the co-operation among students and teacher positively 10. Enables student to have a positive mindset in creative writing Weaknesses 1. Unsuitability of activities for crowded room 2. Lack of materials used as aid for pre-writing task 3. Lack of teachers evaluation on the first phase of writing 4. Certain task may take more time than the planned time 5. Peer evaluation on writing inappropriate approach for elementary learners 8.0 Summary of Review Summarized below are some of the accomplishments and challenges I personally went through in construction the remedial programme: 8.1 Strengths 8.1.1 Improved students attitude and motivation Students are mentally prepared to participate in the programme because students agree to a particular pace, workload, and learning environment from the beginning. 8.1.2 Creating Learning Communities: Classes function as teach communities both teacher and their students benefit in both social and academic areas from working with each other over a entire programme. 8.1.3 Eliminating Stigma of Dependency: The concept group work and peer evaluation removed the stigma of being too dependent on the teacher Writing materials. 8.2 Weaknesses 8.2.1 Students participation Some learners will not contribute in due to the lack of interest or proficiency 8.2.2 Stipulated Time The period allotted might not be sufficient for certain task. Thus this will delay or sometimes interrupt the whole programme structure. 8.2.3 Genuinely in peer marking Some learners will not adhere by the rules set in peer marking when it comes to assessment. Favoritisms and self -centered will influence the observation 9.0 Conclusion It is expected that by attending this model of English remedial instruction it will be beneficial to low English achievers. Students will gain substantially in grammar and vocabulary and they will also gradually improve in their overall English competence. Based on the comments from the reviewers it can be concluded that learners will be effectively improve their English writing skills through the prepared course module for the remedial programme. A well-designed course will definitely give them encouragement and support to elevate their English proficiency and be prepared for the next level , pre=intermediate. 10.0 PART D 7 HOUR LESSON PLAN REMEDIAL PROGRAMME ENGLISH LANGUAGE LEVEL: ELEMENTARY LENGTH:420m LESSON TYPE: WRITING SKILLS Aim: by the end of my lesson, students will be able to write a full-length essay on Endangered Species and improve their approach of writing strategies. Subsidiary aim: students will be able to improve their use of linking words in controlled and less controlled writing activities on Endangered Species Evidence: (How will I know I have achieved the aim?) Students will be able to complete gist and short writing strat

Hamlet †its Universality :: The Tragedy of Hamlet Essays

Hamlet – its Universality  Ã‚        Ã‚  Ã‚   What secrets of dramatic genius underpin the universal acceptance of Shakespeare’s tragedy Hamlet so long after its composition?    Harold Bloom in the Introduction to Modern Critical Interpretations: Hamlet explains one very solid basis for the universal appeal of this drama -- the popular innovation in characterization made by the Bard:    Before Shakespeare, representations in literature may change as they speak, but they do not change because of what they say. Shakespearean representation turns upon his persons listening to themselves simultaneously with our listening, and learning and changing even as we learn and change. Falstaff delights himself as much as he delights us, and Hamlet modifies himself by studying his own modifications. Ever since, Falstaff has been the inescapable model for nearly all wit, and Hamlet the paradigm for all introspection. (3)    Another feature of the play is that the Bard presents characters which are lifelike and with whom the audience can identify. William Hazlitt comments in â€Å"Characters of Shakespear's Plays† on Prince Hamlet: It is we who are Hamlet.[. . .] he who has felt his mind sink within him, and sadness cling to his heart like a malady, who has had his hopes blighted and his youth staggered by the apparitions of strange things; who cannot well be at ease, while he sees evil hovering near him like a spectre; whose powers of action have been eaten up by thought, he to whom the universe seems infinite, and himself nothing; whose bitterness of soul makes him careless of consequences [. . .] -- this is the true Hamlet. (74-75)    Brian Wilkie and James Hurt in Literature of the Western World conclude that the Bard’s â€Å"sharply etched characters,† representing universal types, are the secret of his amazingly broad appeal (2155-56). The â€Å"sharply etched characters† involve a heterogeneity. Harry Levin in the General Introduction to The Riverside Shakespeare explains:      Universal as his attraction has been, it is best understood through particulars.[. . .] The book-learning that Shakespeare displays here and there is far less impressive, in the long run, than his fund of general information. His frame of reference is so far-ranging, and he is so concretely versed in the tricks of so many trades, that lawyers have written to prove he was trained in the law, sailors about his expert seamanship, naturalists upon his botanizing, and so on throughout the professions.

Behavioral Therapy Essay -- Psychology, Illness, Hypnosis , Pain

Most contemporary psychological treatment approaches are predecessors of the ancient and medieval philosophies and theories. Cognitive behavioural therapy as one of the modern treatment method in not an independently formed treatment, different theories have contributed to its present shape and application. The purpose of this paper is analysing the contributing treatment approaches that resulted in the emergence of the Behavioural Cognitive Behavioural Therapy (CBT). The paper presents and analyses the contributions that previous psychological treatment methods made in culminating the CBT. To this end, the paper presents the main treatment methods that are assumed to be most important and analyse their main arguments in detail. It also tries to show the logical transition of the previous treatment methods to CBT. For the purpose of this paper it is better to start from the medieval time where the modern psychological treatment started. Many writers would claim that the contemporary psychology and psychological treatment has its beginning from Sigmund Freud’s and post Freudian psychoanalysis movement. However, it is equally correct to appreciate the legacy of Franz Anton Mesmer(1734-1815) who should be credited for introducing the Hypnosis, the evolution and development of which lies the unlocking of the mysteries of a unifying theory of all therapy and healing (Franz Anton Mesmer believed that illness is caused by an imbalance of magnetic fluids in the body that can be corrected through "animal magnetism." He asserted that the hypnotist's own personal magnetism can be transferred to a patient Tommy Hanchen, (2009). Mesmer contributed to psychology in various ways firstly, by revealing that illne... ...cticing RET†. Ellis further says in this book that he is considered to be the father of RET and the grandfather of CBT. However, evidences show that any single therapeutic technique can’t be responsible for the generation of CBT In conclusion therefore, CBT as the modern therapeutic method, was as a result of several developments that activities within clinical psychology and laboratory experiments being faced with that led to advent of techniques such as cognitive therapy. have evolved from the start of the modern psychological treatment method by Mesmer who developed the hypnosis and the concept of suggestibility that follows. We can now see that the Cognitive Behavioural Therapy encompasses different techniques that it received from previous generations of treatment. Similar development also brought Behaviour Therapy and Cognitive Therapy together.

Redneck Recording Process

How do you record a song? Hmm, well that's easy. It's easy if you follow the three steps, of the Redneck Recording Process. First we jam or play what we feel like playing. Jamming is a very unstructured thing. Jamming usually consists of playing the old â€Å"guit-fiddle† or (guitar by its normal name), having a good time, watching movies and talking shop. Second we take the song we wrote and set up the Rednek Recording Studio (, Misspelled on purpose. ) And finally we'll put it on to tape. Mix it, master it, and finally burn it to CD. This makes it easier to sell. So now lets record â€Å"Brew Drinkin-Hell Raisers† to tape. The first step in the Redneck Recording Process is to jam out. My friend comes over and we just start playing. After about thirty minutes to an hour of playing and shop talk we usually have a riff (Musical Melody for the guitar) to work off of for the song. Most of the time this will end up being the bridge or the chorus. After the riff is placed in the song. Well start working out the other parts of the song. Because were both guitarists we'll figure out the other parts of the song later. After another fifteen to forty minutes we basically have the song's guitar parts and vocal melodies worked out. When hitting out the vocals, I usually like to Shoot from the hip. So Chris plays the riff while I start singing words. This part is usually pretty funny cause like Ozzy Osbourne; I usually just sing random words. Sometimes it takes three hours other times it takes three days. After we've got the Melody, I've usually got a basic idea were the lyrics are going. It usually takes me some time to get down some lyrics that work for the song. Ok now that the guitars and vocals are worked out, well take the song to the bass player. He listens awhile to the song gives us some ideas, Then he makes the bass lines for â€Å"Brew Drinkin-Hell Raisers†. Then the drummer does the same. After all the parts are finished. We will re-hearse â€Å"BDHR† until we have it down right. â€Å"Brew Drinkin-Hell Raisers† is now ready to be taken to Rednek Rekording Studio, or RRS for short to record it. Rednek Recording Studio is also known as a house. Just to let you know, this paragraph is filled with products and descriptions of them to futher your knowledge of recording. Ok, the song is firing on all cylinders, so lets set up the studio. First we will get the gear we need, so we'll go to a rental company such as Rock & Roll Rentals. First off the mixing board, for this well use the Behringer MX2642A Euro rack to a Tascam DA-P1 DAT recorder. (DAT is short for Digital Audio Tape). Ok we now have the base of RRS, for the rest of the Studio Equipment, I'll just explain the instrument, amp, and microphone used to capture their sound. The rhythm guitar is a Gibson Les Paul Custom running through a Lee Jackson XLA-1000 Amplifier dry. Dry is a term meaning no effects are added to the signal (sound) till after the recording. To record it we are going to â€Å"close mic† or put the mic right next to the speaker cabinet so we get as little atmosphere as possible. The mic I chose is a Shure SM-57 to give it a nice flat sound which is easier to mix. We'll get to the mixing later. For the Lead guitar were using another Gibson Les Paul Custom. The Paul is going dry into a Marshall JCM 800 to a close mic'd SM-57. So they can hear what's going on with the rest of the band Ill hook up some monitors (speakers). Now we have the guitars done, so lets move to the â€Å"thump and the bump† of the ensemble. The drum set is Tama Star Classic Trap Set similar to the one used by Lars Ulrich of Metallica. To mic this were going to use four mics. First one is for the snare, once again were using a SM-57, Boy those really seem to be popular. The second is for the Kick drum we'll try the AKG D112 microphone. The final two mics are the overheads, for these well employ the AKG C-418's. The Drums are now set up in a separate room with some head phones to hear the other band members. Lets move onto the bass; He's going to use an Ernie Ball Stingray bass to a Galien Krueger 2001RB mic'd by a once again a SM-57. Since the bass is in the same room as the guitars, he can hear whats going on. Last we just have to get the vocals. For this well set up in the shower with headphones and an AKG tube (a vacuum Tube) mic for that tube warmth. Whew finally RRS is set up and ready to Rock. Well, we are cocked, locked and ready to rock! Lets get started on recording. With all our mics, monitors, and headphones are hooked up, were going to get a few practice takes in. After we're all in the same groove, we're going to lay it down for real. After about seven takes we've probably got the best were going to get. So we start mixing. First the producer and the artists, who in this case are the same people, start listening to the takes. So I don't get bogged down in techno mumble-jumbo again, let's say we all nailed it on the same take. Now were going to mix it. Basically sound is a 3D ball that has to be assembled. Mixing assembles this ball by cutting and boosting frequencies, volume and adding effects. So â€Å"BD-HR† is now mixed perfectly, so were going to burn this onto a cd. So the song is now on tape and cd which will make it much more accessible for fans. We have been through the three very tedious yet enjoyable steps of the Redneck Recording Process. First I, told you about the jam session, which can only be described not explained. Secondly I gave you the set up of the RRS used to record the song. The third step recording the song. Sorry for the over technical second paragraph, but all of the tools are instrumental to making the record sound right. So hopefully the process and point of this paper got through. If It did, you know what the RRS is, and how to apply it to your own situation.

The Hijras of India

The hijras of India are unlike any you might see in any other part of the world. You might have occasionally come across men dressed as women, wearing garishly bright makeup. They immediately attract attention to themselves for all the wrong reasons and most often win ridicule. We are really not sure if eunuch, transvestite, gay or transgender is actually the right term for a hijra as their social mores are very unique and are almost above classification by western terms.One can attempt to know them by their social mores rather than by classification by taxonomy, so here goes: Who is a hijra? Is there no western classification to this transgender from India? Because of a lack of proper english definition, most research points to hijras associated with a matriarchal, hierarchical clan that encompasses LGBT orientations. Some relevant points here to help you understand who a hijra really is: 1. There are more than a million hijras in India, the largest presence in any country! . Hijras live in clans or all-male hijra communities. The hierarchical head of such a community is called a guru. The followers are chelas. The gurus and chelas live in harmony. 3. In larger cities, like Delhi and Mumbai, hijra communities could coalesce based on language and caste but they are mostly secular in their views on everything. 4. Their sharp clapping conveys their presence and orientation quickly to the normal folks. The clap I demonstrate in the audio is simply limp and incorrect.The hijra’s clap is a distinct horizontal flat palms striking against and perpendicular to each other, with fingers spread, as opposed to the common applause-style, vertical palm & closed fingers strike. I believe this is an extension to their physiological identity. It communicates ‘I am, who I am’. There is a sense of instant identification of the community they belong to. Sociologists actually think there are subtle variations in the ‘taal’ of the hijra’s clap that, apart from controlling the attention of ‘normals’ like us, are also used for internal codified messages.Modern hijras maybe dropping this unique aural identifier to possibly naturalize themselves into the rest of society. Apart from it being somewhat aurally arresting, the visual beauty of the henna design on their hands gets a resounding slap and abruptly snaps it out of it’s intended accent on their femininity. This could well be the reason why an activist, Laxmi Narayan Tripathi discourages the continuing use of the hijra clap, as it has come to only signify begging and extortion. 5. According to Indian surveys, less than 10% of the hijras are castrated . Castration is a hijra’s ultimate form of liberation. Either through a legal gender reassignment by a qualified doctor or an illegal unhygienic, and painful excision by another designated hijra spiritual head. The latter, can often lead to death, but is considered a pure form of nirwaan. Those wh o have undergone and survived the barbaric excision are accorded greater respect in the hijra community. Thankfully, contrary to popular myth, only 10% are actually castrated. Woefully, the deaths due to illegal excisions are not registered. 7.It is believed that because of their unique gender liminality, they have the power to express boon or bane to the recipient. Often called to celebrate weddings and births of newborns. 8. In a successful employment and empowerment scheme, they accompanied Indian tax collectors in the year 2005 and had a revenue share of 4% of the collections attributable to their skills. A euphemism for exhortation, if you ask me, both by the hijras and the tax collectors! 9. Unlike their western counterparts, they are neither men nor women and do not attempt to pass as one.I have a problem with this concept, as they do pick a dominant gender role, when they seek partnership. 10. The Aruvanis of Tamil Nadu have also stated that they do not like to be labeled as ‘hijras’ but as transgendered females. This is cause for some confusion. Was it due to social stigma associated by the term? 11. Most often, hijras are born male but aspire to be women and yearn for a man’s love. 12. Most of the hijras are poor and are discriminated against. They are not gainfully employed and will resort to beg or extort for money and are given to sex work. 3. Because of the lack of jobs many hijras are forced to prostitution and have higher rates of prevalence of HIV within their communities. ** 14. NGO’s employ hijra activists to ensure that their fundamental human rights are not violated. Illegal police custodies and lock-ups of hijras are quickly dealt with by the NGOs. One such promising NGO that has done stellar work with the hijra communities is SANGAMA in Bangalore. ** Sangama was set up in 1999 and is funded by the Bill Gates Foundation and the Fund for Global Human Rights among others.As well as organising protests and rallies, groups like Sangama have been instrumental in establishing community networks with monthly meetings and safe spaces such as drop-in centres for all sexual minority groups. Two thirds of their spending goes towards fighting against the spread of HIV infection through awareness programmes and condom distribution. According to Sangama, approximately 18-20 per cent of hijras are HIV positive. â€Å"Four years ago,† Rex says, â€Å"there were three to four AIDS deaths every month [in Bangalore], now there are three to four deaths every year. † http://petervas. wordpress. com

Increasing Mental Health Issues of University Students

Heading off to a university is the most exciting milestone of a student’s life since it`s a time of growth and learning but never was post-secondary education thought to have a negative influence towards these young adults. It is the time now that the students begin to face new responsibilities and challenges and learn to conquer them but unfortunately it hasn`t been going the way that it’s been expected to. The rising issue of mental health problems is climbing the ladder as more and more students are being accustomed to it. This is no longer seen as a simple issue; it’s becoming more complex as majority of the students are showing vital signs of helplessness. Obiviously the pathway from high school to a university may be a bit shaky that†¦show more content†¦Even Dr. Su-Ting Teo puts her input saying â€Å"†¦ they’re just so much less supported. In high school you have a schedule. You need to show up. In university or college, if you donâ €™t show up, nobody knows. No one is checking up on you. It’s a huge shift† (Teo, 2013). Although stress and anxiety impacts students from a variety of factors; education and university learning have caused a significant role in influencing this negative toll upon students. It is definite that students need support in every step of the way but research goes to show that the absence of guidance and lack of understanding from family and peers is strongly present which contribute to students’ downfall in their academic learning. Having support doesn’t just build confidence but puts a whole lot of power and encouragement that allows them to look toward a positive aspect of university education and make the most of it. This generation especially is in the need of having someone by their side as reports show that students are isolated and confused about their future pathway more than ever before. But actually it has just become extremely difficult for these young adults to connect with their loved ones; the understanding between them is slowly or has faded away. â€Å"When parentsShow MoreRelatedEmotional And Psychological Mental Health Essay1071 Words   |  5 PagesOver recent years’, emotional and psychological mental-health has bec ome the biggest issue facing college students, today, because of increasing self-induced pressure, which, is causing more college students to experience frustration in athletics, suicide, failing grades, and more. â€Å"In October 2015, 69.2% of 2015 high school graduates were enrolled in colleges or universities† (â€Å"U.S. Bureau of Labor Statistics†). This large percentage of incoming new freshman have to learn and adapt to college lifeRead MoreEssay Issues That Modern College Students Face936 Words   |  4 PagesCollege students are thrust into a new academic world only to be met by seemingly insurmountable troubles. 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In the last few years there has been a steady increase in the number of suicides on college campuses in the United States. In the United States suicide is the third leading cause of death among persons aged 15-24 (Centers for Disease Control and Prevention, 2015). A study conducted by the University of Virginia suggests that more college students die as a result of suicide than alcohol abuse (TurnerRead MoreMental Health Issues And Levels Of Participation1725 Words   |  7 PagesLiving in a state of positive, stable mental health benefits individuals in all areas of life. Attaining a positive state of mental health seems simple enough, but can be difficult when juggling many different responsi bilities and leading a busy life. As the modern world becomes more and more reliant on technology, and an increasing number of occupations require employees to sit at a desk for long hours, there is a need to remedy the stress that is associated with these â€Å"desk jobs.† This report addresses

Impact Of Globalization On Foreign And Local Suppliers Essay

Virtually, all industries in Thailand can be argued to be partaker of this industrialization boom experienced, because of both direct and indirect influence of globalization. However, the economic contributions of these industries to Thailand GDP varies. Nevertheless, the effects of globalization common to these industries is the increase in B2B relationship and presence of both foreign and local suppliers. As argued by scholars of globalization, globalization brought both pro and cons to economies. In the case of Thailand, it was argued that the globalization has influenced industrialization of which higher percentage can be attributed to the SMEs in manufacturing sector who produces and export their produce (Pardo, 2007). From the report by Yoshino, Taghizadeh-Hesary, Charoensivakorn and Niraula (2015), the activities of SMEs in Thailand within the year 2007 to 2011 constitute to the increased in economy growth accounted for about 37.0% of Thai’s GDP and produces around 80.4% of employment opportunities in Thailand. However, during the same period, reports from Yoshino et al (2015) is that the SMEs in manufacturing sector experience a decrease employment rate for almost 6.2% because of the decrease in the sector’s growth rate. Furthermore, it was reported that the overall SME in Thailand experience a decrease in growth rate of 1% from 8.3% to 7.3% between the year 2010 to 2012. On the other hand, despite the Thai government intervention to foster and maintain growths ofShow MoreRelatedGlobalization : A New Way For International Trade1392 Words   |  6 Pagesgrowing. While that sounds promising, globalization is also becoming one of the most debated issues and coming under much criticism. 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