Do You Like the Ending of the A Question of Dowry or Cat in the Rain

Do you like the ending of the â€Å"a question of dowry† or â€Å"cat in the rain†. Give reasons to support your answer. What do you think will happen to Sivasothie or the American girl. I like the ending of the â€Å"a question of dowry† because Sivasothie shouldn’t marry to such a materialistic man like Thirulchelvam even though she liked him so much. Thirulchelvam only wanted the dowry that had promised by Mr and Mrs Ramachandran which were a piece of land and gold necklace. If Sivasothie married with such man, she was definitely couldn’t own a blissful marriage.Sivasothie might be very sad when she knew that Thirulchelvam don’t want to marry with her. But, she should feel lucky that she could know the true face of Thirulchelvam before they get marry because he would not be the guy who can give a blissful marriage to her. Besides that, Sivasothie should strengthen her self-esteem and not be a subservient woman anymore. She should have the power to choose the guy that she really feels that are suitable for her until the rest of her life and not compliance with her parents’ choice.This is because her parents are too realistic and just care about the status of their future son-in-law. They had ignored the most important part which is the true heart of the man towards their daughter. Therefore, Sivasothie should broaden her circle of life to get know more of friends and increase her self-esteem as well as her communication skills. Indirectly, these might help her to voice out her opinion and not to be a subservient woman anymore. If she can improve herself, sure she will find a better man to marry to. (251 words)

Jails and Prisons History and Development Essay

Jails and prisons lay at the heart of the Criminal Justice System. These facilities helped forge the concept of rehabilitation. These institutions have changed over time and now reflect the modern methods of housing convicted individuals who need to be reformed or punished. Description of jails The clear concise difference between a jail and a prison is the time limit a convicted person is sentenced to and what offenses were committed. In a jail, prisoners are usually confined because they were convicted of a lesser or petty offense. Examples of petty offenses are driving without a license or a misdemeanor drug possession charge. Most of these offenses come with a sentence of a year or less and anyone with over a year sentence is usually sent to a prison facility (Seiter, 2011). Jails act as holding facilities where inmates rarely get time to be out of their cells, to reflect, or to engage in recreational time. Because jails are so short term the focus is on inward reflection of crime through solitude. Some of these restrictions are a product themselves of the lesser amount of time spent in the correctional facilities. Criminals are charged more in a jail facility with reflecting on their crime by being exposed to sheer solitude. Furthermore, jails rarely have any vocational or rehabilitation programs utilized within their walls. On the other hand, prisons have an ample amount of time to work with, rehabilitate, and reform offenders. Prisons do this with the hope that offenders can eventually be placed back into society and limit their recidivism back to crime. History of state and federal prisons The jail component of the American corrections system came well before the initiation of any prisons, probation, parole, or even halfway houses. The historical origins of jails or local corrections facilities in America come from England. American jails have developed and progressed so much further than that of its roots. Jails served a different purpose in England. Throughout the progression to the modern age, past mentality was altered from a place of confinement before harsh punishment could be administered to a place that rehabilitation and reflection could occur. The historical developments of jails and prisons overtime have gone from detention for purpose of public humiliation or deterrence, to an â€Å"out of sight out of mind† mentality, which segregated convicted individuals from the rest of society. State prisons have their roots in the penitentiary reform ideals of the Age of Enlightenment. The Three Prisons Act is the first law that authorized the establishment of federal prisons. This act was an important milestone for U.S. prison reform. This most important fact is that this act laid the foundation for the federal prison system to be created. Prior to the act being passed there were few penal facilities in the United States. Before this time period and the passing of this act only one facility, the Walnut Street Jail located in Philadelphia, stood the possibility of housing a large capacity of inmates charged with federal crimes. The role of a jail is a diverse one and conducts a very difficult mission. Few offenders skip the step of passing through a jail as they enter the correctional system. Jails hold a variety of offenders: including those arrested; those detained pending trial; those sentenced to short terms of confinement for minor crimes; those awaiting transfer to another facility; and those who are held administratively for a criminal justice agency. Some jail systems are larger than all but a few state prison systems while others are extremely small and have only four or five beds. Jails face unique issues such as dealing with unknown offenders, detoxification and medical problems, and serving the court with security and prisoner transportation. Jails are operated by local authorities and primarily hold pretrial detainees. Other jail inmates are serving time for misdemeanors, while others are held for a variety of reasons. Comparison of security levels The jail-prison distinction, however, is a very simplified label to attach to a very diverse set of facilities. There are in fact a myriad of confinement facilities meant to house criminals of all levels of seriousness. These facilities are broken up by government boundaries of local, state, and federal confinement facilities. The time needing to be served and the severity of the crime determine which of the facilities a convicted person might be sent. Prisons range starting from the most basic minimum security that houses the offenders that are less violent and are often for more administrative type offenses like white collar offenders or drug related crimes where no one else was affected or harmed. These types of prisons are considered more like camps, because they have a relatively low staff-to-inmate ratio, and limited or no perimeter fencing. These institutions are work-and program-oriented and many are located adjacent to larger institutions or on military bases, where inmates help serve the labor needs of the larger institution or base. The next step above the minimum security is low security institutions which have double-fenced perimeters, mostly dormitory or cubicle housing, and strong work and program components. The staff-to-inmate ratio is increased compared to the previous stage. Medium security prisons are the next level up. They are stronger facilities with hardened perimeters that have double chain link fences and an electronic monitoring system surrounding the facility and its corridors. Confinement in the medium-security prisons is cell type but treatment programs are available to convicts to help propel them forward in their reformation. Here the ratio is reversed and the staff greatly outnumbers the inmates. The strictest of prison facilities is the high or maximum security institution. Within its walls are some of the most severe criminals who have committed some of the most heinous acts. This final type of institution is comprised of reinforced fences and walls. Prisoners are contained in solitary cells and their movements are controlled and monitored extremely closely. Because of the severity of the crimes committed by the convicted individuals that are incarcerated in these maximum security facilities, there is an extremely high ratio of staff to inmates (Prison Types General Information, 2012). For prisons to be safe and secure there must be sufficient physical security, consistent implementation of security practices, established methods to control inmate behavior, and adequate preparation to reduce the likelihood or to respond to inmate unrest. For prison staff to provide effective rehabilitative services there must be an assessment of the needs and best practices of a programs focusing on substance abuse, mental health, religious services, education recreation, rehabilitation, and work opportunities. Fully understanding the importance of these programs and implementing them effectively is crucial for prisons to accomplish their dual mission of confinement and rehabilitation. Factors that influence growth The United States currently incarcerates more people of its citizens per capita than any other country in the world. If you count the amount of prisoners which currently reside in the U.S. prison system, it is approximately two million. This would mean that one out of every hundred and fifty residents are incarcerated in a U.S. prison of jail at any given time. Some of the factors that have led to the explosion of the prison population are poverty driven crime and the increased regulation of human and social behaviors (Ruddel, 2011). In the 21st century, we are still contemplating the dilemmas of overcrowding and the best way to correct criminal’s behaviors. The world needs to constantly evolve its correctional systems to meet the concerns of its society and effectively reform criminal behavior to create less of a strain on law abiding citizens. Jails and Prisons are a tremendous and vital piece to the Criminal Justice process. These facilities have been a part of the correctional system for over 200 years. It stands to reason that while the system will change based on new technologies and ideas, the principals of reform and correction will always hold true (â€Å"U.S. Prison Populations-Trends and Implications†, 2012). Conclusion It is hoped that justice will prevail through the rehabilitation and reform of convicted individuals, and our prison system is the best way of correcting the factors that may influence a person to commit such offenses. Incarcerated individuals today should feel fortunate that the times and ideals of prison life have changed and criminals are classified and housed based on the type and severity of the crime, rather than one large melting pot of criminals. Crime will never be completely eradicated therefore the necessity for facilities to incarcerate offenders will perpetually be needed. Free will is one of the greatest inherent rights human kind has but this right makes some people commit crimes and others remain compliant with the rules and regulations of society. The fact that we have free will conclude that criminal behavior will not ever truly disappear and every attempt should be made to inform/reform and rehabilitate offenders, making them act in an appropriate manner that is so cially acceptable. References: Prison Types & General Information. (2012). Retrieved from http://www.bop.gov/locations/institutions/index.jsp Ruddel, R. (2011). American Jails: A Retrospective Examination. U.S. Prison populations-trends and implications. (2012). Retrieved from http://www.prisonpolicy.org/scans/sp/1044.pdf Mackenzie, D. L. (2001). Sentencing and Corrections in the 21st Century:Setting the Stage for the Future. College Park, Maryland: Department of Criminology and Criminal Justice. Seiter, R. (2011). Corrections an Introduction (3rd ed.). Upper saddle Hall, NJ: Pearson/Prentice Hall.

Cest la Vie America vs. French Lifestyles Essay

Cest la Vie America vs. French Lifestyles - Essay Example As the paper stresses   Americans have called the French â€Å"cheese-eating surrender-monkeys,† have been derided as weak capitulators to terrorists with loose morals and an eye toward lechery, have had the† french† fry relabeled â€Å"freedom† fry. Certainly, anything French is not very popular in some circles in America today. Thus, it is only with conviction and certainty that one can assert that on the points of daily life, food and culture, the pace of life, and its great cities, one can only conclude that the French lifestyle is superior to the American lifestyle. Tres courageux! Thid paper outlines that in France, one’s daily life is taken at a much slower pace and has a greater focus on leisure time and enjoying what life has to offer. It is not uncommon for business people to eat three or four-hour lunches in France, enjoying conversation and a good bottle of wine along the way. Certain French workers are given subsidies for lunch expenses and bars/restaurants that honor those subsidies are ubiquitous. There is a focus on enjoying eating times, and although there are fast food restaurants in France, they are not iconic as in America and eating food on-the-go in France is still a cultural faux-pas, and will engender stares and snorts. There are less malls and more of a focus on local specialty shops, like grocers, meat markets, cheese stores, chocolatiers, butchers, cobblers, and similarly specialized shops. Indeed, the cafe life--sitting out at a cafe, sipping a coffee or a drink, looking at the world pass by, is one of life’s great pleasures . In America, the outside cafe is a rarity, and even if one finds one, usually one has one drink and must leave (turnover is king!).  

McWorld Vs. Jihad by Benjamin Barber Essay Example | Topics and Well Written Essays - 1500 words

McWorld Vs. Jihad by Benjamin Barber - Essay Example Neither of these two sides wishes to compromise, as the corporations are only worried about expanding their company in order to maximize profits and the tribal communities are only concern with keeping the corporations away, so conflict will always exist. Also, neither of these two sides is interested in democracy, so a battle of wills is taking place in these regions. This book does an excellent job of describing the problems that have occurred since globalization became a reality and the ideas that are presented here can be applied to a number of present day issues in society. The most obvious place where this ideology can be applied is in the Middle East, where militants have become tired of the Americanization of their economies and have decided to do something about it. In these places, war has always been a common answer to problems, as the various tribes in these areas have been feuding for centuries. Conflict is nothing new in the Middle East, so it should not be surprising that there has been a violent uprising in response to the globalization that had been attempting to sweep through the region. Since the region is very rich in oil reserves, corporations feel as though there are ways to make money off of the situation. This greed has made the area very attractive, but this attraction has come at a price. Different groups of people lay claim to various regions in the Middle East, even to the point where the present day borders are disputed regularly. Jihad and McWorld are moving in completely opposite directions, with one siding wishing to make the world a smaller place and the other side wishing to isolate the various tribes so that they each have their own space and are left alone. The problem, according to Barber, is that neither of these sides act democratically, which will causes for the current problems to last well into

World View Essay Example | Topics and Well Written Essays - 500 words

World View - Essay Example As the paper highlights hunger and starvation are other issues that plague countries considered third world. These growing problems may not be unraveled any time soon, and that is the gnawing reality that people have to deal with. This paper will examine the world’s current status, and the difference that might exist if society changed for the better. The current financial crisis that is affecting countries around the world is an issue that a handful of people may not be familiar with. This is especially people who consider themselves members of the first world countries, and who enjoy the fact that other countries have to work to pay off their debts. It is sad, but the truth is; the world may be working to feed families that run the biggest corporations in the world. There are also wars being fought that may not necessarily make sense to most people, but due to fear and mistrust, they allow the wars to go on, and even help in funding these wars. This is the situation facing some regions in the world, which have to put up with knowing that they can do or say little to run or manage their affairs. This is despite being sovereign nations. This study stresses that seeing the debts of some of the nations or countries that owe debts to the first world nations being forgiven would be a nice start. First world continents might not even need some of the money owed in the first place. Moreover, the world would be a much nicer place if bigger, more powerful nations would stop interfering in the affairs of other countries. They need to handle their affairs as best as they can, and if it is something worth handling, world organizations are in place to do that. The cessation of mindless killing would also work toward improving relations between people in the world. It may help in fostering relationships that promote togetherness and unity.  

Strategic Solutions Essay Example | Topics and Well Written Essays - 500 words

Strategic Solutions - Essay Example In Apple Inc., executives take advantage of a large number of college leavers by offering them low wages compared to their contributions besides denying them other employment benefits like commissions. In addition, despite Apple being among well-paying companies, wages paid to employees do not correspond to the sum the fetch for the company, hence the saying ‘Long on Loyalty but Short on Pay’.Most of the Apple’s capital is in the pockets of few, hence leading to wealth inequality in the country. The company does not provide job security too because an employee’s period in the company is very short-lived, mostly two and a half years. This is to the extent of quitting employment in Apple retail shops seems to be the best option for most employees due to the high rate of exploitation in the company. Correspondingly, Apple does not offer commissions to its workers and limits time for taking breaks. Although all this happens to create more wealth, employees earn less while key managers pocket large sums of money. At some point, the majority of employees realize that they will not rise as high as they can due to these limitations. This renders most of them becoming demoralized because they are not seeing any future advancements in the company.As exposed in the video ‘Wealth inequality in US’, local citizens work tirelessly towards enriching themselves in numerous corporations but end up earning less. Much wealth goes into the pockets of a few people holding high positions in these corporations.

Factors that Alter the Perceived Quality of Products Essay

Factors that Alter the Perceived Quality of Products - Essay Example Not only are consumers bombarded with overwhelming decision-making scenarios on a constant basis, numerous other considerations come into play before they determine which product they want to buy including the amount of time they have to shop, the time they have available between other activities, and their other daily stresses and concerns. Add the constant deluge of sales pitches, different combinations of benefits, complicated terms of service, fluctuating prices, and highly persuasive, psychologically driven promotional messages and consumers' perception of product quality is highly compromised. A great deal of research has gone into determining just how consumers deal with it all in order to come to any form of buying decision. These studies have discovered that a great deal of consumer decisions are based on a weighted measure between perceived quality, current need, and other emotional factors (Morris & Morris, 1990). While it is not possible for marketers to control consumers ' current needs, there are several ways in which understanding those other emotional factors can help marketers improve perceived quality of products. Perceived quality of a product is very important in consumer buying decisions and will have an effect on how much can be charged for the product as well as where the product should be placed, how it should be packaged, and what types of consumers will be likely to purchase it. When consumers perceive a brand to have a high quality, the brand is able to engage in reverse discounting - reducing the price of an already high-priced product to a point that is still well within the profit margin. Understanding of how much a product is worth is determined to a great degree by the eye of the consumer. This perception can be introduced and maintained by the marketer through the application of a high price tag and sometimes restricted market access. This marketing practice establishes the product as being rare and of high quality, encouraging c onsumers to pay more in order to improve their personal status within a similarly educated society (Passewitz, 2005). Continued feelings of perceived quality can be enhanced without prohibitively pricing the product out of the market by introducing value bundling. By bundling complimentary products together and offering them at a 'discounted' rate, consumers are encouraged to consider the probable cost of the individual pieces and perceive a good deal (Evoy, 1999). However, this method of manipulating perception of quality has its own bundle of concerns. Different approaches taken in research on this topic include examinations of price, the decision-making process, motivation, and application of the elaboration likelihood model (ELM). Price Studies into how price can be used to influence consumers' perception of product quality have identified two major strategies (Morris & Morris, 1990). Consumers see the low prices of bargain brands and assume that the strategy is to sell in bulk. The assumption is the products are of inferior quality - serviceable but not necessarily built to last. 'Quality' is thus defined as durability and not mass produced as opposed to 'value' which is defined as how many (in quantity or benefits) can one get for how few pounds. When the goal is instead to emphasize the high quality of the product, the competition is focused on being the highest priced on the market (Morris & Morris, 1990). To justify the additional expense, marketers bring attention to the higher than average quality of materials used and other attention to detail. In this way, high end marketers build off of the preconceived ideas of quality established by low end marketers (that 'quality' is

Novel reflection Essay Example | Topics and Well Written Essays - 750 words

Novel reflection - Essay Example Krakauer demystifies the enigmatic Everest as well as points out that the climbers were like any other normal human beings with their share of heroism and courage, fear and failure. Just as he draws an account of the successful expeditions of the legendary climbers he would speak of the gruesome instances of failures, death and the struggles of survival. Krakauer being a passionate climber his story narrates first hand experiences. It is his understanding and knowledge of climbing that seems to give him an insight into the nature of the expedition and make his interpretation meaningful. The Lhotse Face episode reveals a disturbing picture of the state of the climbers who were completely demoralized and were suffering from a multitude of ailments related to high altitude. The stark reality of ego tussles and pride stand out amid the impending natural catastrophe that once again exposes the vulnerable nature of human beings. The utter lack of cooperation from the climbers of the other expedition teams and the climbing strategies that sometimes compelled one to be insensitive seem to question the ethical values of our society that are flouted on the mountains. A reading of his book Into Thin Air helps one to conceptualize the various intentions of those people who have willingly opted to undertake the hazardous journey to scale the Everest. It is astonishing for lay persons to conceive of the madness of spending some $70,000 dollars to climb Mt. Everest. It is all the more disturbing to find out that a large number of climbers though rich are not qualified climbers. As Krakauer points out that there were people from different walks of life be it the wealthy doctor Beck Weathers or the rich socialite Sandy Hill Pittman. It appears that all of those climbers have their individual reasons to ‘summit’ (Krakauer, 1997) the Everest. For some reaching the top of the Everest is a dream fulfillment and something of a trophy for a

DBQ French Revolution Essay Example for Free

DBQ French Revolution Essay History can be seen as a series of changes people put upon one another. Throughout the years, these changes have had affected society significantly resulting in more or less conflicts. The French Revolution was one of the many changes that affected society resulting in both conflicts beginning and others being resolved. The French Revolution began in 1789 due to the inequality of French society. The French society was divided into three estates. The first two consisted of clergy and nobility respectively. The third was made up of merchants, businessmen, lawyers, and peasants. They had the least rights and privileges compared with the other estates. The third estate had to pay all the taxes imposed by the king, King Louis XVI, whereas the other estates were excused from it. This made life harder for the peasants, but also sparked the French revolution when the Third Estate began to demand more rights. King Louis XVI ignored the demands of the Third Estate. When the Third Estate wanted to form the National Assembly, this exposed Kind Louis XIVs abuse of power. The Estates General was unfair due to the Third Estates constantly being outvoting by the first and second estates. This resulted in the Tennis Court Oath which said they wouldnt give up. Instead, the people of the Third Estate turned to rioting like when they stormed the Bastille to free political prisoners. After the revolution, the peasants made sure they were heard. They started killing nobles; the guillotine was made making the death sentence faster and cheaper. Thousands were killed with the guillotine including Louis XVI and Marie Antoinette, his wife. The time after this was known as the Reign of Terror, when Maximilien Robespierre took over. During this period of famine and panic, the peasants were finally heard and released from feudalism. This French Revolution changed a lot helping commoners, but not the other people. It actually created a bigger war killing thousands of people. The people were left in fear and the commoners were still left poor and had little food. The Revolution resulted in several negative outcomes as well as positive. Negatively, the Reign of Terror broke out and its aftermath, which includes  countless deaths. Likewise, Louis XVI was overthrown fortunately, which gave the crown to Robespierre and eventually to dictator, Napoleon Bonaparte, who was able to create a stable economy and equalized taxes. I think the French Revolution definitely gave people some sense leading to stabilizing their way of life.

Character Analysis of Thomas Gradrind in the Hard Times Essay Example for Free

Character Analysis of Thomas Gradrind in the Hard Times Essay Thomas Gradrind is the first character presented in the book Hard Times by Charles Dickens. He is one of the central figures through whom the author weaves a web of intricately connected characters and plotlines. The main central features of his character are his monotone attitude and appearance that is mechanized. Mr. Gradrind’s opening speech to a group of young students during the opening scene embodies his dryness and the hard fact that he impounds in his student’s heads.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gradrind is best described physically as an obstinate carriage, square coat, square legs, square shoulders by the narrator, which is suggestive of Gradrind’s unrelenting rigidity (Dickens, 2001, p.47). During the first few chapters, Gradrind expounds his philosophy of calculating his rational self interest. He believes that human nature can be governed by complete rational rules. He is also ready to weigh and measure any parcel of human nature and be able to tell what it comes to. He lives by a joyless, pure memorization approach to education and life.   In the novel, his dull approach regarding education is shown: Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone   Ã‚  Ã‚  Ã‚   are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   them. This is the principle on which I bring up my own children, and this is the    principle on which I bring up these children.   Stick to Facts, sir! (Dickens, 2001 p.47) By this philosophy, he was able to triumph financially and socially. Even his way of living as a hardware merchant is an implication of his fixation on hard material reality. He also became a member of the Parliament and this position allowed him to indulge his interest tabulating data about people from England. Though he is not a factory owner, he evinces the spirit of Industrial Revolution as he treats people like a machine that can be reduced to a number of principles of science.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although it seems that the narrator’s description of Gradrind seems depressing, the latter also undergoes significant change in the novel which later catches the narrator’s sympathy. This is when Louisa confessed to Gadrind that something really important is missing in her life and that she is unhappy about marrying Bounderby. This makes Gradrind realize that the education system that he has is not perfect. This is also proven when he learned that Tom, his son, robbed the bank of Bounderby. After Gradrind realizes his failures, he admits to himself that he is really sorry for relying too much on facts. The dilemmas of his children made him feel and learn love, compassion and sorrow. He later becomes a humble man and making his facts and figures in greater connection with the virtues of faith, hope and charity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout the book, Thomas Gradrind was a man who clings to facts and statistical objects as the only truth. He believes that these are the important things that should be dealt with in order to achieve a healthy productive life. This makes him somewhat closed-minded since he solely sticks to his own vision of truth about life. He can be quoted as a perfectionist who strives to make his children perfect and raised them with perfection. Ironically, his children cannot absorb all that he was feeding.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thomas Gradrind lives in a reality where he always depends on meanings and calculations. This trait of his was shown in his dialogues such as this: Herein lay the spring of the mechanical art and mystery of educating the reason without stooping to the cultivation of the sentiments and affections. Never wonder.   By means of addition, subtraction, multiplication, and division, settle everything somehow and never wonder† (Dickens, 2001 p.89) This implies that he has a scientific and mathematical approach to life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After being a prominent citizen of Coketown he later becomes one of the Parliament members. This gives him a chance to implement a one-sided practical philosophy on local schools. He is often viewed as rationalist, self-centered and cold. In raising and teaching children like Louisa, Tom, Jane, Adam, and Malthus, he sees to it that they are equally practical. They are also always forbidden to nurture emotions and fill their minds with imaginations. He also views love and forbearance as a means of regulating facts and figures. Not until Louisa runs to him in full distress of the impending misfortune when she marries Bounderby that he realizes the limitations of his philosophical notions about hard facts. Despite his stubbornness and fixation on logic, Gradrind is a great father to his children. He raised his kids well because he always wanted the best for them. He does things which he thinks will benefit their individuality. Thus, after hearing Louisa’s troubles, he makes it a point to change himself and support her in her agony. For his children, he learned to repent for his wrongdoing and became ready to change his ways that caused his children’s unhappiness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main conviction of Gradrind in the story is his utilitarian point of view regarding facts and figures. Being a man of facts and figures, utilitarianism is manifested in his view of every individual. Rather than see people as a unique person, he develops a general view of people, which focuses on their productivity and usefulness in the society as a whole. He feels that everything in life can be measured through universal calculation and tabulations. Everything can be computed, from interior designing to marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Further analysis of Gradrind’s character suggests that he also mirrors the way people think during the era of industrialization. Charles Dickens wanted to explain to his readers the ideals and disadvantages of industrialization. Thomas Gradrind is an embodiment of how an individual embraces the beliefs and practices of industrialization. The way factory owners think during the time of industrialization is shown in the character of Gradrind. They are only after the monetary gain rather than the individual worth of the workers.   Dickens created an enduring tale that reflects the issues of an era filled with historical transformation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The philosophy of utilitarianism and its connection to industrialization is given enough meaning through Thomas Gradrinds character. After practicing the fact philosophy, his daughter Louisa made him realize that something is more important than the lessons of facts and figures. Before the novel ends, she ends up confessing to her father that â€Å"there seems to be nothing here but languid and monotonous smoke† (Dickens, 2001, p.78). She complains how mechanized the way her father raised her that brought her such misery.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is in the near end of the novel that Gradrind realizes and sees his errors. He feels sorry for the way his children suffered his ideological principle. For the first time he did not dwell on facts and figures and humbly felt sorry for what he did, Dickens used Gradrind to tell readers how to understand that there is more to life than facts and figures. He wanted to use Gradrinds character to show that everyone can change even the industrialized society during that time. Thomas Gradrind can be viewed by readers as character of change. He changed his philosophical ideals in place of something more important—his family’s happiness. Each individual has his or her own set of principles. Although it is worth sharing with others, it should not be shared to the extent of imposing it to others to follow. It should also not be used to manipulate other people. Gradrind can be an eye opener for many people who live under the influence of abusive power and authority. Louisas case made a turning point on her fathers life and paved the way for a better life for his children. Work Cited Dickens, Charles. Hard Times. Norton Critical Edition 3rd Ed. 2001.

Annotated Bibliography: Drug Delivery Mechanisms

Annotated Bibliography: Drug Delivery Mechanisms LITERATURE REVIEW Nyol et al., had presented thesis on among all dosage forms tablet is the most popular dosage form existing today because of its convenience of self administration, compactness and easy manufacturing; sometimes immediate onset of action is required than conventional therapy in many cases. So that to overcome these drawbacks, immediate release dosage form has emerged as alternative oral dosage forms. Immediate drug release dosage forms disintegrate rapidly after administration with enhanced rate of dissolution tablets .The objective of this work was to explain about immediate release tablets. P. Rohini et al., Developed oral disintegrating tablets of Rosuvastatin by superdisintegrants addition method by direct compression technique using sodium starch glycolate, croscarmellose sodium, lycoat Rs 720 and cross povidone in different concentrations. All the formulations were evaluated for disintegration, hardness, friability, dug content and dissolution study. The best release formulation was compared with the marketed product of Rosuvastatin. Bheemeswara rao k et Al., The objective of this study was to develop immediate release film coated tablets of Rosuvastatin by wet granulation method. Different formulations were made by using various concentrations of superdisintegrants ployplasdon XL-10 and granulating fluids like water, isopropyl alcohol and butyl hydroxyl toluene. Opadry pink was used as film coating material. The prepared tablets were evaluated for the physical characteristics, invitro dissolution and stability. Mayank Bansal., et.al.Zaltoprofen is a nont concentran-steroidal anti-inflammatory drug (NSAIDs) with powerful analgesic action on inflammatory pain. The purpose of this research work was to formulate an immediate release tablet of Zaltoprofen for the treatment of pain and inflammation, by using superdisintegratnts such as Croscarmellose sodium and different grades of microcrystalline cellulose. Immediate release tablets of Zaltoprofen were prepared by direct compression method using superdisintegratnts such as Croscarmellose sodium and different grades of microcrystalline cellulose in different ratios. Sodium starch glycolate was added to aid disintegration. Murdochet al., 2005 :( Escitalopram (Cipralex ®, Lexaproâ„ ¢), the activeS-enantiomers of the racemic selective serotonin reuptake inhibitor (SSRI) citalopram (RS-citalopram), is a highly selective inhibitor of the serotonin transporter protein. It possesses a rapid onset of antidepressant activity, and is an effective and generally well tolerated treatment for moderate-to-severe major depressive disorder (MDD). Pooled analyses from an extensive clinical trial database suggest that escitalopram is consistently more effective than citalopram in moderate-to-severe MDD. Mishra DN et al., 2005: Formulated rapid disintegrating oral tablets of valdecoxib using super disintegrating agents such as crosspovidone, croscarmellose sodium, sodium starch glycolate. The results showed rapid disintegration with use of cross caramellose sodium at low concentrations.   Chaudhari PD et al., 2005: Formulated fast dissolving tablets of famotidine by using croscaramellose sodium and crospovidone as superdisintegrants. Famotidine was initially masked for its bitter taste by preparing solid dispersion with eudragit E100. Compressed tablets containing different concentrations of super disintegrants showed disintegration time between 11 to 26 seconds. Invitro release was about 92% to 1005 at the end of 12 minutes. Schreimer T et al., 2005: Investigated about the mechanism of immediate drug release from solid oral dosage forms. They found that starch and cellulose substances favoured the matrix disintegration and the generation of effective dissolution surface of the drug substances. They developed a mathematical model suitable for the characterization and optimization of immediate drug release by the choice and modification of excipients. Stanifort John N et al., 2004: Studied that microcrystalline cellulose excipients having improved compressibility whether utilized in direct compression, dry granulation or wet granulation and possess excellent disintegration and dissolution properties when exposed to gastrointestinal fluid. Emily R et al., 2004: Citalopram, a selective serotonin reuptake inhibitor, is used as a neuroendocrine probe in human subjects to assess serotonin function as reflected in prolactin and plasma cortisol release. Citalopram is a racemic mixture of equal proportions of the S(+) and R(−) enantiomers. Inhibition of serotonin reuptake and, consequently, antidepressant activity is associated, almost exclusively, with the S(+) enantiomers (â€Å"escitalopram†). Shirwaikar A et al., 2004: Carried out formulation of fast dissolving tablets of granisetron hydrochloride using super disintegrants by direct compression method, formulation containing crospovidone and croscarmellose sodium displayed shortest disintegration time compared to other disintegrants. Shimizu T et al., 2003: Performed the formulation study of lansaprazole fast disintegrating tablet by MCC, low substituted hydroxyl propylcellulose and cross povidone as binders and disintegrants respectively. Formulation showed rapid disintegration of tablets in mouth (not more than 30 seconds). Larry Augsburger L et al., 2002: Studied about characterization and functions of super disintegrants. In recent years, several newer disintegrants have been developed called superdisintegrants and these disintegrants may be organized into three classes based on their chemical structure (such as SSG, crospovidone and croscaramellose sodium). It was concluded that these would be used at lower levels than starch and any possible adverse effect on fluidity would be minimized.   Bi YX et al., 1999: Evaluated rapidly disintegrating tablets prepared by direct compression method using excipients MCC, lactose, croscaramellose sodium and erythritol. Within the optimal region, the minimum tensile strength was 5kg/cm2 while the maximum disintegration time was 15 seconds. The method described here was useful for the preparation of rapidly disintegrating tablets. Chetan N. Yeole et al., Formulated and evaluated paroxetine immediate release tablets. Paroxetine is a selective serotonine reuptake inhibitor (SSRI) used in treatment of depression. Paroxetine immediate release tablet have been prepared by direct compression method. Effect of various fillers and disintegrants were also explored. MCC and DI-Tab were used as directly compressible fillers. In order to obtain acceptable product several trials were conducted. Various pharmacopoeial evaluations of the formulations were conducted including weight variation, hardness, friability, disintegration time and dissolution. Final selection of formulation was done on pharmaceutical equivalence of developed formulation to that of marketed one. Rishikesh et.al. Studied Immediate Release Drug Delivery Systems. Oral administration is the most popular route for the systemic effects due to its ease of ingestion, pain, avoidance, versatility and most importantly patient compliance. Tablets or capsules are most popular among all dosage forms existing today because of its convenience of self administration, compactness and easy manufacturing; however in many cases immediate onset of action is required than conventional therapy. By using MCC, DI-TAB, CCS, SSG like excipients we will achieve the immediate release. Syed azeem.et.al Studied immediate Release Drug Delivery Systems. Tablet is the most popular among all dosage forms existing today because of its convenience of self administration, compactness and easy manufacturing; however in many cases immediate onset of action is required than conventional therapy. To overcome these drawbacks, immediate release pharmaceutical dosage form has emerged as alternative oral dosage forms. There are novel types of dosage forms that act very quickly after administration. The basic approach used in development tablets is the use of superdisintegrants like Cross linked carboxy methyl cellulose, Sodium starch glycolate, Poly vinyl pyrrolidone etc. which provide instantaneous disintegration of tablet after administration. Immediate release liquid dosage forms and parenteral dosage form have also been introduced for treating patients.

Carlo Levi’s Memoirs, Christ Stopped At Eboli Essays -- Carlo Levi Chr

Carlo Levi’s Memoirs, Christ Stopped At Eboli Carlo Levi’s memoirs, Christ Stopped At Eboli, describe his time spent as a political prisoner in the isolated and desolate village of Gagliano in southern Italy. He tells of the village itself and the surrounding settings and what it is like to be forced to live in a completely different environment to that which he is accustomed. In this literary reminiscence, Levi addresses the themes of impoverishment, religion, social divisions and the ever-present issue of death. The author discusses his own personal struggle with imprisonment and how he interacts with the bewildering individuals from the extremely Fascist mayor to the rough but quiet natured Giulia to the simple, untrustworthy peasants. Levi takes us through a life changing experience where discovering himself is not as easy as looking into ‘Narcissus’ pool’, but is a complex process of finding oneself through people, places, emotions, hardships and different viewpoints. This reflective work is important to Levi but he does not see it as a concluding viewpoint, he simply considers it another point in his life and over all just one stage in his writing career. Levi is a prisoner in the small village of Gagliano and is being forced to live there but throughout the writing Levi exposes the fact that he is not the only prisoner and that it is more than a physical imprisonment that is keeping him there. The images of imprisonment that Levi presents us with occur all through the novel starting with the second chapter and continuing throughout the course of the writing. He describes physical borders, mental incarceration and the turmoil of the other villagers and how they seem to be experiencing the same... ...relate to the peasants understand the Priest because he to is imprisoned. It is not onlt the characters and physical and mental characteristics that paint the image of imprisonment but also the setting. Set in the mountainous region of Lucania, the mountains are a prison within themselves. This image of imprisonment is easily noticed because it is so well placed and described and this may stem from the fact that Levi was an artist. Overall the image comes through strongly and in many cases and Levi uses many different techniques to convey this topic to the reader clearly. Christ Stopped at Eboli is perhaps one of the great books of our century. Its effective, convincing humanism seeks to breed understanding and widen mental horizons. Half—anthropology and half-literature, it’s also a book that any travel writer would give up their life to have written. Carlo Levi’s Memoirs, Christ Stopped At Eboli Essays -- Carlo Levi Chr Carlo Levi’s Memoirs, Christ Stopped At Eboli Carlo Levi’s memoirs, Christ Stopped At Eboli, describe his time spent as a political prisoner in the isolated and desolate village of Gagliano in southern Italy. He tells of the village itself and the surrounding settings and what it is like to be forced to live in a completely different environment to that which he is accustomed. In this literary reminiscence, Levi addresses the themes of impoverishment, religion, social divisions and the ever-present issue of death. The author discusses his own personal struggle with imprisonment and how he interacts with the bewildering individuals from the extremely Fascist mayor to the rough but quiet natured Giulia to the simple, untrustworthy peasants. Levi takes us through a life changing experience where discovering himself is not as easy as looking into ‘Narcissus’ pool’, but is a complex process of finding oneself through people, places, emotions, hardships and different viewpoints. This reflective work is important to Levi but he does not see it as a concluding viewpoint, he simply considers it another point in his life and over all just one stage in his writing career. Levi is a prisoner in the small village of Gagliano and is being forced to live there but throughout the writing Levi exposes the fact that he is not the only prisoner and that it is more than a physical imprisonment that is keeping him there. The images of imprisonment that Levi presents us with occur all through the novel starting with the second chapter and continuing throughout the course of the writing. He describes physical borders, mental incarceration and the turmoil of the other villagers and how they seem to be experiencing the same... ...relate to the peasants understand the Priest because he to is imprisoned. It is not onlt the characters and physical and mental characteristics that paint the image of imprisonment but also the setting. Set in the mountainous region of Lucania, the mountains are a prison within themselves. This image of imprisonment is easily noticed because it is so well placed and described and this may stem from the fact that Levi was an artist. Overall the image comes through strongly and in many cases and Levi uses many different techniques to convey this topic to the reader clearly. Christ Stopped at Eboli is perhaps one of the great books of our century. Its effective, convincing humanism seeks to breed understanding and widen mental horizons. Half—anthropology and half-literature, it’s also a book that any travel writer would give up their life to have written.

People need People :: essays research papers

utation came to her house for her taxes, Faulkner describes how the house and Ms. Emily looks. "only Miss Emily's house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps-an eyesore among eyesores", this statement explains how the house gives off such a depressing mood. "Her skeleton was small and spare;", this line shows us how her appearance showcases death also. When Ms. Emily was younger, her deceased father used to force away all the young men that was in love with her. The summer after her father death, she fell in love with a Yankee by the name of Homer Barron. Everyone in the town was whispering about their relationship and wondering if they were married. After a while they stop seeing Homer and decided that they got married. The townspeople then proceeds by saying that Ms. Emily then died a while after. They didn't know she was sick. After they buried her, they knew that there was one room that wasn't opened. So after they decently buried her they went to see upon the room. When they opened the room they was greeted by great amounts of dust. They also explain that the "room decked and furnished as for a bridal: upon the valance curtains of faded rose color, upon the rose-shaded lights, upon the dressing table, upon the delicate array of crystal and the man's toilet things backed with tarnished silver, silver so tarnished that the monogram was obscured." They also saw a man's collar, tie, suit, shoes, and discarded socks. "Then shockingly, laying right there in the bed was the man. For a long while we just stood there, looking down at the profound and fleshless grin. The body had apparently once lain in the attitude of an embrace. What was left of him, rotted beneath what was left of the nightshirt, had become inextricable from the bed in which he lay; and upon him and upon the pillow beside him lay that even coating of the patient and biding dust. Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair." Sonny’s Blues by James Baldwin Frequently anthologized, James Baldwin's "Sonny's Blues" tells the story of two brothers who come to understand each other.

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www. mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.

Jones Case Study

Jones Case Study Scenario 1: Since it seems like the Jones’ are set on having a family and that family is important to them this scenario will focus more on what could be best for them to do to make sure their family life is stable. In this scenario it seems to me that Jim needs to find a job closer to home that maybe works him a little less. He has stated that he would like to spend more time with his son and that could be achieved by working closer to home. The commute itself would save him about 7 hours weekly that he could spend with his child.Jim has also mentioned that his job isn’t particularly exciting so this might be his chance to go after something he likes more while giving him more time at home. Since his wife makes more money it might not be bad if he took a little pay cut as well in order to accomplish his goals. As far as Lisa goes if having a family is truly a main priority for them she may not want to take the job in Atlanta. She already has a job that makes quite a bit and a move to Atlanta would only mean more work and probably would mean that they wouldn’t be able to have another child for a couple of years.Also moving to a bigger city will also mean that they will have to find new child care which may cost more, another home which will cost more and Jim will have to definitely find another job which could put a strain on the marriage if he is unsuccessful or if he is making considerably less that she is. I see the best outcome with this scenario if Jim can find a job closer to home in order to spend more time with his son and also find a change of pace with his job. Lisa would need to stick with her current position in order to make having a bigger family more attainable for the moment.Scenario 2: If Jim and Lisa put a priority on being financially secure and more so value Lisa’s career then these are some options they might consider. First off Lisa would definitely need to take the promotion and they would move to Atlanta. This would be great because they would definitely have enough money for their home as well as childcare. They would also have more financial security and would be better able to save for things like their kids education and retirement since Lisa is now making more money than both of them were combined.If Jim also found another job they would be very secure financially and potentially with the move it might open up more job options for Jim and he may find something that he enjoys more. Moving to a bigger city also opens up the options for better childcare and better education for their children in the future should their family grow. However as mentioned in the last scenario this may put a strain on the marriage if Jim is unsuccessful in finding another job. Also this new job for Lisa will probably mean more hours at work and less time with the family.It will probably also mean not having another child for quite sometime and maybe never depending on what her new roles ar e at her job. The family might definitely have to be put on the backburner for a little while as the transition occurs. Scenario 3: This scenario would be kind of an extreme mix of the two previous scenarios. Since Jim has stated that he wants to spend more time with their son he could possibly become a stay at home dad. Lisa could take the job in Atlanta, which would definitely make more than enough money to support a family of three especially since they could cut childcare costs.Some cons to this situation however would be that they would have to overcome the social stigma of having the wife work and the dad stay at home. That would be the biggest challenge in my opinion. Especially if Jim started to feel like his worth had been diminished. This could definitely put a strain on the marriage. Also Lisa would have to deal with turning over her motherly duties somewhat and spend less time with the family. She would also probably not be able to have kids anytime soon as well but if t hey decided to at least this way she wouldn’t have to take as much time off since Jim would be home tending to the new child.Jim could also start up some type of business he could run at home. This would allow him to feel like he is contributing to the family income but also spend time with the kids. Reflection: This assignment is a good preparation for big decisions that we all make in our lives. One thing that it shows is that there are many possible solutions to any problem and that we must look at the risks and rewards with each and decides which is best for our own unique family situation. These decisions would be much easier for a family with no children vs. family that already has 3 or 4 kids. If my wife and I were presented with the same situation I would think that we would follow scenario 1 the closest since family is most important to us. Neither of us are really looking to make a lot of money and for myself I wouldn’t mind being a stay at home dad. My wife may object but I love kids and spending time with them and if my wife was offered a job that paid a lot of money, enough to support a family, and it was something that she wanted to do and was passionate about I would like to think that I would support her in doing that.Every family is different though and needs to meet different needs so there is no wrong or right way to go about this. I personally believe that family should always come first but that doesn’t necessarily mean that you have to spend a lot of time with them. I think it is important though that you are there for your spouse or your kids when they need you and that you are there to support them in the things that they do. If they feel your love and support I don’t think it matters how many hours you work or how much money you make.

Irony In Nathan The Wise Essay

Nathan the Wise is a call for reexamination among those who consider themselves as having the monopoly on truth while the rest of the world are supposedly living their lives based on false creeds. The misunderstanding among peoples or nations is rooted in this perception. Gotthold Lessing’s play sought to highlight the innate prejudices of his characters’ religious affiliations and subsequently provided a pithy reminder in the form of an irony. â€Å"Ah! Indeed you do not know how closer I shall cling to you henceforth. We must, we will be friends. Despise my nation. We did not choose a nation for ourselves. Are we our nations? What’s a nation then? Were Jews and Christians such, e’er they were men? And have I found in thee one more, to whom It is enough to be a man? (Lessing)† This was Nathan’s response to The Templar on the latter’s perception of Jews. The irony is on the second to the last sentence which implores humanity to be humane or kind to others regardless of what one believed in. Lessing is contrasting people living their lives based on religions and men who are humane kind to their fellowmen. The irony is in our supposition that our beliefs save us, guide our conduct, and teach us to be human. Yet the same precepts tend to make us biased and often cruel to those outside our fold. Indeed everyone is certain that his belief is the truth among many â€Å"lies†. Sometimes it’s this self-righteousness that makes us unjust. A paradox as pointed out by Lessing. It is ironic that a play written more than two centuries still holds true today. IRONY IN TARTUFFE Moliere parodied religiosity through his play, Tartuffe. Moliere created a very witty play of witless characters-with the exception of the servant girl, Dorine and Cleante. The irreverence of the play could explain away its banning during its time. Hypocrisy is personified by Tartuffe as credulity is personified by Orgon. There are gems of literary passages in the play that demonstrate irony. One particular instance was the interjection of Dorine to Orgon who was convincing his surprised mother about Tartuffe’s masquerade. This passage in Act V, Scene V is worth considering: â€Å"You are quite wrong, you have no right to blame him; This action only proves his good intentions. Love for his neighbour makes his virtue perfect; And knowing money is a root of evil, In Christian charity, he’d take away Whatever things may hinder your salvation. † Orgon and his family are about to be evicted from their own home by the unscrupulous Tartuffe when this particular dialogue was uttered. He was already at a loss of how Tartuffe could have done this to him. The irrepressible Dorine could not resist jabbing him verbally. To be deprived of one’s property is to be given the chance to be eternally saved since the thing that causes sin is taken away from you. The person robbing you then is in fact doing you a favor and the robbery itself is a result of good intentions. This may be a tongue-in-cheek line but the irony is apparent in the situation where the quest for religiosity has led almost to Orgon’s total material depravity. IRONY IN THE PRINCESS OF CLEVES â€Å"If any other motives than honour and virtue were necessary to induce you to persist in that character you have hitherto worthily sustained; I would tell you, that a reverse of conduct will disturb my happiness in a better world. But should (which Heaven forbid! ) this heavy misfortune be inevitable, I shall welcome death with joy, since it prevents my being witness to your disgrace (Lafayette). † These last words in the deathbed of Madame de Chartres were part of a warning to her daughter of the pitfalls of falling in love while married. Rather than prevent the Princess of Cleves falling in love, it further arouses in her the need to experience what is romantic and for her which obviously she has not found from the Prince of Cleves. Aside from this irony of a warning prodding one to fall into the pit of forbidden love, Madame de Chartres or Madame Lafayette treated us with verbal irony in the last two sentences. She indicated that if the Princess will stray from the marriage path, she will be unhappy. Still she added she might be happy in death since it will prevent her from witnessing that which would bring disgrace to her daughter. This strong admonition is quite consistent with how society looks upon extramarital dalliances. The Princess was only guilty of mental infidelity. Ironically, it was not only her who suffered but her mother, who died of a broken heart, perhaps from a daughter who ignored her; husband, who died of jealousy; the Duc Nemours who suffered emotionally; and finally the Princess herself who entered a convent. The deathbed warning is ironically not helping the Princess. It destroyed everybody. Bibliography Lessing, G. E. (n. d. ). Nathan the Wise. Retrieved March 14, 2009, from PDF Books: www. pdfbooks. co. za Moliere, Jean-Baptiste Poquelin. The Project Gutenberg EBook Tartuffe. Project Gutenberg, October 26, 2008 (Posting Date). Lafayette, M. The Princess of Cleves. London: J. WILKIE, No. 71, St. PAUL’S.

Bitter Strawberries Essay

In life we must savor the sweet and endure the bitter challenges, when it comes to accommodating to a perilous situation. An ongoing war on terror is exacting a heavy emotional toll on families and other individuals that are in danger due to being surrounded by an atrocious environment that involves war. The life of apprehensive individuals has never been an easy one to live, with frequent upheavals of the individual’s and very little sense of control over their lives. Perpetually living around brutality, destruction, and violence links individual’s into obtaining bundles of emotions to a certain extent.From a psychoanalytic point-of-view, war affects society in a way that is painful; the war engenders a deep effect on other individual’s lives as well as their perceptions and obtained views from the devastating experience of the surrounded environment fulfilled with hatred, mischievousness, and depravity. As war increases in brutality to a certain extent, society ’s aspects are intensely affected;this issue can result in the destroying of land, culture, and other tangible aspects.A poem, â€Å"Bitter Strawberries†, written by Sylvia Plath, is a sardonic way of describing a war that have occurred in Russia. While this piece offers little insight into human nature, it portrays some solid images, even though disconnected and often jarring. â€Å"All morning in the strawberry field†: the speaker sets the scene by distinguishing herself and one or more companions from the women who are talking â€Å"about the Russians. †; one particular word that stood out the most within the first two lines was â€Å"the Russians. This specific clue can enhance an individual’s interpretation and observation of the hidden message within the poem. In history Russia was known for its dangerous, malicious war and obtaining the characteristic of being destructive of society, so this particular clue could be conveyed within the mess age as of being the poem’s topic of an atrocious war occurring that is gradually destroying the environment as well as many inhabitants sweet side of life, which turns into complete bitterness. Horseflies buzzed, paused and stung and the taste of strawberries turned thick and sour. † Why did the taste of strawberries â€Å"turned thick and sour? † Had they tasted thin and sweet before the horseflies stung or perhaps before the subject of the Soviet-American Cold War relations had been broached? The disconnect between the horseflies and the taste of berries is jarring and obstructs any real meaning of and purpose for this three-line versagraph. Certain literary devices were used to convey the meaning of the poem, by catching the reader’s interest.One of the devices that were used in this particular poem was â€Å"Symbolism. †The literary poem contains symbolism because the bitter strawberries displays the overall mood of the Russian society as a whol e. Strawberries are sweet but can lead to bitterness which portrays the atmosphere of the war. The world of Russia was tranquilent and quiet, but when the war occurred it led to bitterness and despair. Imagery was contained in the poem when it states that â€Å"the horseflies buzzed, paused, and stung. Stung is a feeling that was obtained from other’s in society as if they were actually stung by an insect ,but it was a feeling of pain obtained by the negative atmosphere of war; Sylvia uses horseflies sting as a way of comparing the inflicting pain of an insect to an actual emotion that were felt by others in the poem. â€Å"She stood up a thin commanding figure, in faded dungarees. Businesslike she asked us, ‘How many quarts? ’ She recorded the total in her notebook, and we all turned back to picking. † By this point the reader is wondering when the point of it all will be made and how the speaker will tie all the loose ends together.The last stanza: â₠¬Å"Kneeling over the rows, we reached among the leaves with quick practiced hands, cupping the berry protectively before snapping off the stem between thumb and forefinger. † The reader will experience a profound disappointment expecting the final stanza to save this piece. Instead of offering anything near a resolution, the speaker simply describes the act of picking strawberries. The emotion behind the country’s bitterness of fighting another country automatically affects society’s sweetness and joy being drained into a pool of woe, sorrow, and despair.Since a war is occurring between two opposing forces, the countries may not like each other due to a different religious beliefs, race,etc. From a Feminist point-of-view the bitter strawberries represents the sweet females that have been tortured and dominated by the men of their Russian society as a way of practicing their religious belief; the women may feel beaten down and helpless to a certain extent, which l eads them to feeling unwanted, worthless, and the abuse turns them into a bitter human being, because no man have appreciated their sweet characteristic.From a Psychoanalytic point-of-view, the individual within the poem signifies the bitter strawberries as a way of comparing his/her attempted mistakes, cruel life, and harsh treatments from others. Experiencing something that is imposed as being dangerous to society can carry the process of gained perceptions or views of the experience. Emotions are portrayed among this topic because in order to sense the world and observe every negative/positive aspect, some feeling has to occur to make these assumptions upon a life experience.To a certain extent war does affect a person’s views and perceptions obtained from a point-of-view to a life situation because if the effect is characterized as being bad, then the individual will build some form of hatred against every common piece of life that involves other countries;therefore the m orals and ethics behind the perceptions are transformed into a new state of mind.The little girl with blue eyes was fulfilled with a terror emotion because of the nefarious environment that she was surrounded by; this prime example represents the title above, the sweet girl that is filled with sweetness concludes at the end of the poem with a bitterness feeling because of fear. Until one have experienced this anguished situation, he/she does not know how it feels to automatically lose the sweetness of life to the cold, crucial life of bitterness.

8th Grade History Observation

I was very excited about this assignment. I enjoy going into the classroom and being able to observe what is going on and how everyone interacts with each other. I decided to attend a classroom at an expulsion school that has 4th- 12th grade students. Every student has a different story of why they are they at this school, some students made a mistake and want to earn their way back to their school site and some do not care about school and to not try to work towards anything positive. The staff explained that working there is a challenge and takes a special type of person that can adjust to a variety of challenging students and still try to accomplish a positive learning environment. I decided to observe the 8th grade history class for an entire chapter. I wanted to get the full experience from the start of the lesson to testing and see how the whole lesson is presented, delivered and received from start to finish. The text book used is United States History: Independence to 1914. I sat in when the students were learning about the Constitution and Bill of Rights. The book seemed difficult for some students to read and comprehend. There was an aide in the classroom at all times. I sat in a class with 31 students in it and 12 of them had an IEP, 504 plan or BSP. The teacher and aide were constantly walking around and helping the students with a diverse set of challenges. Some students I could see clearly could not read the book. The level of reading was considerably lower that what the textbook was. I could see there were students with a 2nd grade reading level trying to read a 8th grade textbook. There was also one student who caught my eye because he had a one on one aide. The first day of class the teacher passes out a page that is front and back. This has a few vocabulary words that are in the text and has sentences from the text with blanks within the sentences. The student is to read through the text and fill in the blanks and define the vocabulary words. Most students are able to complete this task without help. It took them to look in the glossary or dictionary and copy the definition. The student with a one on one aide did not have the skills to find the words alphabetically. He needed assistance finding the words and then was able to copy the words down on the page. The teacher and aide continued to walk around with the class and that kept everyone on task. I thought this was a good idea and the students seemed to know what to do and got right to work. They are allowed to work in a group of two or independently. The students that seemed serious about getting the work done worked independently. The students who worked â€Å"smarter not harder† split to front and back pages and then copied so that they could finish and have free time. The second day of class was for the students to finish their sheet of work. The students that already finished earned free time. I saw this was a distraction for the students who were still working. They were constantly looing at the students that had free time and could not focus on the job they needed to complete. A few students rushed through their work to earn free time. I did not notice anyone checking their completed work. After this class knowing that all the students were finished I asked the teacher if I could see the answer key and review the students work. He gladly granted my request. Out of 30 students, only 5 students did a great job and it showed in their work that they cared about getting a good grade and had little to no incorrect answers. More than half of the students clearly did not care and wrote in bogus answers. The few that were left copied each other’s work and clearly did not care about what was written. The third day of class the students traded papers and corrected their work with the teacher. He went through every question and had them write in the correct answer if they got it wrong. This was the first time I saw interaction between the teacher and the students. There was no conversation about the information and how this may apply to the students today. The correction of the two sided paper took the whole hour period, mainly because the students were uninterested and wasted a lot of time talking. It was almost like the students did not know how to behave when the teacher was in front of the class. After the students were done correcting their work the teacher collected the papers and recorded their grades. The next day, which was day 4 and the 4th hour of instruction on this lesson, the teacher passed out their work with the correct answers and a similar paper that read â€Å"test†. This format was the same as the assignment and had sentences from the text with blanks for the student to write the correct answer completing the sentence. I reviewed the test and see that the answer or black portion for the student to fill in was the question in the assignment. The question in the assignment was the answer or blank portion in the test. The whole concept seemed a little easy for this age and to be honest very boring and redundant. The next day the teacher had the students watch a history movie on the Constitution and Bill of Rights. The movie had more interest to the kids than the assignment that week. I was disappointed with the teaching aspect of this class. The teacher said he feels this â€Å"packet method† gets through the material and is repetitious for the kids to learn the material. I felt the kids were bored and had no desire to read the material. These kids especially strive for attention and most of the times do not have positive interactions with adults. The Constitution and Bill of Rights is a LARGE part of our history and after this week these kids did not have a better understanding or respect for our country and the rights they take for granted. The teacher and the children were not involved with each other at all with exception to correcting the assignment together. There are many things I would do differently. I would first, to get their attention, had out a blank piece of paper and ask them to make their own rights and make their own Constitution. I would have them do this to grab their interest in the lesson. These kids are more interested in what they think and what they want than anything else so I would use that and ask them what they want. I would then let them speak to the class about what they feel like they should have as right and why. This would teach the kids to respect the student speaking and also teach the kids courage to get up and speak in front of a group of their peers without using foul language. I would want to spark up a conversation about right and how important they are to each and every person. After that I would use the study guide the teacher created and read and answer the study guide as a class. I would also relate the lesson to what the students wrote in their own Bill of Rights. This was a great learning experience for me as an aspiring teacher. I would want more interaction within my classroom and my students. The students were very diverse in the aspect of some wanting to work, some not caring about the work, some unable to do work and some tweeners. I think having control of the classroom is the key in this environment. Being in front of the students and showing them you care about this and they should too, this is the philosophy I would do every day in class. I would have very little time in this environment where the student has the option when they are finished they would have free time. The only incentive there is the quicker you finish the quicker you can do whatever you want. I would have different incentives and a more positive environment that the kids could participate in with me, the teacher, the leader and their peers. In this type of school I feel with the curriculum you are also teaching life skills that they have not had the privilege of learning in their home environment. I cannot wait to have my own classroom and see the outcome of constant interaction and having the students give their personality to the lesson and assignments.