The Goddess of Chastity Essay Example for Free

The Goddess of Chastity Essay Explore the social and historical context through Shakespeares stagecraft in A Midsummer Nights Dream. To explore the social and historical context in William Shakespeares A Midsummer Nights Dream the features of the play will be analysed, such a: the different characters dialogue compared to their social class, the connections to Greek and Roman mythology, Elizabethan beliefs and the many references to the moon. The play opens with characters from classic Greek mythology, Theseus who slain the Minotaur and Hippolyta Queen of the Amazons, who an Elizabethan audience would be familiar with as it was extensively studied in that era and the legends would be common knowledge among people so when the play begins the audience would instantly have had an understanding. But the opening would be questioned by the viewers because they would be wondering why they are marrying since they would be aware the couple are from different cultures. It is ironic that the queen of a race of woman who refuse to marry because they despises men is marrying; this is how Shakespeare immediately sets the genre of this performance as a humorous love story. Shakespeare would have been aware that many of the audience in a public performance would have only received a basic education and would be technically illiterate, so verbal communication was of greater significance and so they would be more perceptive in listening to patterns of verse and rhyme in characters language, and aware of imagery created throughout the play. To increase attentiveness the style of dialogue is varied. Theseus and Hippolyta are aristocracy and to express this Shakespeare used blank verse, this sophisticated style of communication makes the audience conscious of their high status. Their speech consists of iambic pentameter which contains five meters of two syllables, one stressed, one unstressed. This creates a rhythm that people listening can easily follow. In contrast, the Athenian workmen converse in regular prose, their speech isnt restricted by grammatical styles and their use of malapropisms, particularly by Bottom in an attempt of self-aggrandizement, suggests they are of a lower social status and lesser educated as snug says he is slow of study, although they probably were sent to school to get a basic education since they are tradesmen. In comparison, the fairies talk in rhyming couplets of AABB, as if they were casting a spell because they are mystical creatures associated with magic, they use more creative and poetic language to portray their majestic and magical nature. Also their speech is often filled with references to nature. Rhyming couplets appeal to a wide range of audiences because it is basic assonance they can effortlessly recognize and helps with the intake of meaning within the play. Identically the lovers in A Midsummer Nights Dream, Hermia and Lysander, also speak in rhyme but this characteristic of their conversations is unlike the fairies as Shakespeare uses it in a different context to show their love and affection for each other; Romeo and Juliet speak in a similar pattern combined to form a sonnet, the ultimate poetic expression of love in Shakespeares period. Romeo and Juliet and A Midsummer Nights Dream was written at roughly the same time as each other and this reflects in the similarities of the two plays. They are connected because in A Midsummer Nights Dream one of the three entwined plots is the workmens performance of the Babylonian legend of Pyramus and Thisbe from which story Shakespeare took inspiration to write Romeo and Juliet it could also be seen as a parody. They are also both love stories but the obvious difference is that A Midsummer Nights Dream is proposed as a comedy and Romeo and Juliet is presented as a tragedy. In the opening lines of Act I, Scene I, Theseus expresses his impatience towards the wait to marry Hippolyta: How slow this old moon wanes! She lingers my desires, like to a step-dame or a dowager long withering out a young mans revenue Time is passing slowly for Theseus, this is subjective, and because of his eagerness to marry Hippolyta to fulfil is desires on their wedding night. He is judging time by the passing phases of the moon that he refers to as a she, which suggests the moon represents Diana, the Goddess of Chastity; he blames her and thinks her lingering is deliberate in an attempt to maintain Hippolytas virginity as she does not approve of Theseus desires. Theseus compares his impatience in awaiting their marriage to the death of an old woman so he can get his inheritance. Hippolytas comparison is more romantic than Theseus: And then the moon, like to a silver bow new bent in heaven, shall behold the night of our solemnities. Shakespeare uses a simile and effectively compares the crescent moon, on which night the couple shall wed, to a silver bow and therefore connects their marriage to Cupid, the Roman God of Love. Shakespeare compares the moon to a silver bow, possibly because in these contexts the moon represents Diana who is often depicted as a hunter with a bow and arrows much like the amazons. The father and daughter relationship in A Midsummer Nights Dream between Egeus and Hermia is similar to that between Capulet and Juliet in Romeo and Juliet. The two plays both feature heroines subject to their fathers authority. Both relationships reflect the patriarchal society of Shakespeares era of which the father was head of the household and their word was regarded by the family as law. To Hermia her father should be as God so Hermias disobedience towards her fathers wishes for her to marry Demetrius would be unexpected and would shock and appal an Elizabethan audience as this is disrespectful to Egeus. Hermias and Juliets stubbornness would bring about dire consequences from their enraged fathers as both threatened harm to their daughters in the case of their defiance. The chastisements are harsh if Hermia does not obey: Either to die the death or to live a barren sister all your life, chanting faint hymns to the cold fruitless moon. There are options for Hermias fate if she refuses to marry Demetrius. She will legally be put to death, which suggests the severity of Hermias defiance, or to live as a sister i. e. a nun and take an oath of celibacy to renounce forever the society of men. Theseus mentions that she will be a slave to Diana, the Goddess of Virginity, praying in vein as Diana is cold and fruitless so will not listen or yield to Hermias desires; Hermia wants to marry Lysander but she has to marry Demetrius or no-one because Demetrius is her fathers choice. Capulet threatens to disown Juliet: Ill neer acknowledge thee, nor what is mine shall never do thee good Capulet judges Juliet as a traitor and is determined to get her to the church on Thursday as he says he will drag thee on a hurdle which was used for the executions of traitors, this emphasises the scale of the insult it would be if Juliet refuses to marry such a worthy gentleman as Paris, and this image of death relates to Hermias punishment.

Everyman Must Have Been An Awesome Tool Religion Essay

Everyman Must Have Been An Awesome Tool Religion Essay The play Everyman must have been an awesome tool for witnessing to the churched and unchurched alike during medieval times. There were dramatic performances during spring and winter festivals in most countries during this period in history. This approach to drama helped to shape what came to be called the drama of the church. This form of public worship called liturgical services was most popular around Easter and Christmas. In the medieval society, there were many things to keep people preoccupied to the point where they did not focus on the salvation of their souls. In lines 74 through 82 Death describes some of these things, he says à ¢Ã¢â€š ¬Ã‚ ¦Everyman will I beset that liveth beastly Out of Gods laws, and dreadeth not folly. He that loveth riches I will strike with my dart, His sight to blind, and from heaven to depart-Except that Almsdeeds be his good friend-In hell for to dwell, world without end. Lo, yonder I see Everyman walking: Full little he thinketh on my coming; His mind is on fleshly lusts and his treasure,à ¢Ã¢â€š ¬Ã‚ ¦ Everyman depicts the inevitable as the reading suggests, facing death and coming to terms with life. The character Everyman is confronted with his present condition of sin and is about to be judged. In lines 103 through 110 Death tells him, On thee thou must take a long journay: Therefore thy book of count with thee thou bring, For turn again thou cannot by no way. And look thou be sure of thy reckoning, For before God thou shalt answer and shew Thy many bad deeds and good but a few-How thou hast spent thy life and in what wise, Before the Chief Lord of Paradise. Everyman thinks that he can put off Death until he is ready by giving him money and asking Death to be kind, which is ironic. In lines 120 through 125 Everyman states, O Death, thou comest when I had thee least in mind. In thy power it lieth me to save: Yet of my good will I will give thee, If thou will be kind, Yea, a thousand pound shalt thou have-And defer this matter till another day. Now faced with death you would think that Everymans main focus would be his salvation, but instead he thinks that Fellowship, Kindred, Cousin, Goods, and Good Deeds can go with him to help him to plead his case. Only Good Deeds was able to point him in the right direction towards Knowledge, who was the only one who could go with him at first. In lines 486 through 488 Good Deeds states, Here I lie, cold in the ground: Thy sins hath me sore bound That I cannot stear-(stir or move). After Good Deeds introduced Everyman to Knowledge, he was finally headed in the right direction. Knowledge said to him, Everyman, I will go with thee and be thy guide, In thy most need to go by thy side. The lessons in plays such as Everyman were intended by the church to educate and steer medieval Christians in the right direction toward the salvation of their souls. This was important in their lives because of their belief that the salvation of the medieval Christians soul is achieved only through the church. Also important were the seven sacraments-key spiritual events in the life of medieval Christians. Knowledge leads Everyman to Confession so that he could ask for mercy, to be cleansed, and receive his Good Deeds. Everyman prayed for the sacraments of Baptism and Confirmation saying, in lines 544 through 553, O glorious fountain that all uncleanness doth clarify, Wash from me the spots of vice unclean, that on me no sin may be seen. I come with Knowledge for my redemption, Redempt with heart and full contrition, For I am commanded a pilgrimage to take An great accounts before God to make. Now I pray you, Shrift, mother of salvation, Help my Good Deeds for my piteous exclamation. Next, in lines 581 through 608, Everyman prayed for the sacraments of Penitence-admitting guilt and sorrow for his sins and also for Penance-the punishment for his sins. He also prayed for Eucharist, which is Holy Communion, Holy Orders and Marriage. After this prayer Good Deeds returned to be with him to go w ith him and help him declare his good works. Now with Everyman on his journey is Knowledge, Good Deeds, Discretion, Strength, Beauty, and Five-Wits. Knowledge tells Everyman about the sacrament of Extreme Unction in lines 706 through 711, Everyman, hearken what I say: Go to Preisthood, I you advise, And receive of him, in any wise, The holy sacrament and ointment together; Then shortly see ye turn again hither: We will all abide you here. After this Five-wits tells him about the importance of the priesthood. In lines 712 through 727 he says to everyman, Yea, Everyman, hie you that ye ready were. There is no emperor, king, duke, ne baron, That of God hath commission As hath the least priest in the world being: For of the blessed sacraments pure and bening He beareth the keys, and thereof hath the cure For mans redemption-it is ever sure-Which God for our souls medicine Gave us out of his heart with great pine, Here is this transitory life for thee and me. The blessed sacraments seven there be: Baptism, confirmation, with priesthood good, And the sacrament of Gods precious flesh and blood, Marriage, the holy extreme unction, and penance: These seven be good to have in remembrance, Gracious sacraments of high divinity. In the society of the medieval Christian it is the priest who dispenses the seven holy sacraments of the Christian life. The final act ends with everyone leaving Everyman except Good Deeds and Knowledge, who stayed with him until the end. Everyman gives a final warning for everyone to learn from his mistakes in lines 864 through 869, he says, Methink, alas, that I must be gone To make my reckoning and my debts pay, For I see my time is nigh spent away. Take example, all ye that this do hear or see, How they that I best loved do forsake me, Except my Good Deeds that bideth truly. This ending was definitely one that the medieval Christian church wanted everyone in this society to understand and it is, that you can not take anyone or anything with you even if it is buried with your body, you will stand alone before God to be judged and things as well as other people will be of no use to you. They stressed the importance of being a part of the church and doing good works and living according to the seven holy sacraments so that your good works would not be in vein.

‘Medicalization’ in Current Health Policy

‘Medicalization’ in Current Health Policy Changing Public Health Priorities From Medicalization to Improving Built Communities Laura Schultz, Brett Weed, Ashini Fernando, Carolyn Moore,  Andrea Andersen, David Garcia Medicalization has greatly increased the emphasis on the delivery of clinical services to individuals, often at the expense of population-based solutions. We examine this phenomenon and offer an alternative that promotes public health by improving social, environmental, and physical determinants of health[HS1]. ‘Medicalization’ in Current Health Policy ‘Medicalization’ is the tendency for the practice of medicine to view a greater proportion of human behavior through a clinical lens (Zola, 1986). Among the examples of medicalization is the direct-to-consumer solicitation of prescription drugs for an arguably ever-increasing repertoire of conditions and afflictions (Frosch, Krueger, Hornik, Cronbolm, Barg, 2007) and increasing access to medical care as is evident through the initiatives implemented by the ACA[HS2]. Ever increasing amounts of money are being invested in treatment of chronic diseases, while a comparatively much smaller proportion is invested in preventing the same conditions (HHS, 2003). The United States spends more than 17% of their GDP on healthcare[HS3]. This per capita health expenditure is more than twice the average of countries of the Organization of Economic Cooperation and Development (Balding, 2014[HS4]), yet these numbers have translated not into better health but instead, a worsening trend in chronic diseases. US citizens also have significantly lower life expectancy in comparison (Woolf Aron, 2013). Despite these considerable investments in health care delivery, the costs associated with treating the manifestations of poor health continue to rise unabated. Over the last five years in North Carolina alone, approximately USD 80 million of the federal budget for public health was appropriated for primary care for the underserved populations (Trust for America’s Health, 2014[HS5]). Public Health Spending In contrast, public health only receives approximately 3% of the government budget and is underfunded (Balding, 2014). Nationally, 95% of health spending is for the apportionment of clinical services, while only 5% is invested in population-based solutions (Lantz, Licthenstein, Pollack, 2007). In North Carolina this division is even more extreme, with less than 1% of health spending dedicated to public health operations (Table 1[HS6]). Table 1. North Carolina Public Health Appropriations as a Percentage of Public Health Care Spending (Trust for America’s Health, 2014; Chantrill, n.d.) It is worth[CDL7] noting that the leading cause of mortality in the US, cardiovascular disease, accounts for annual healthcare costs that exceed USD $312.6 billion (HHS n.d.), yet when diagnosed early, disease progression can be addressed with non-pharmacological interventions[HS8]. In North Carolina, a mere 0.81% (~ USD 15 million, 2013) of the federal budget for public health was appropriated for prevention measures of all chronic diseases (Trust for America’s Health, 2014). These funding trends appear to support medicalization of health instead of prevention through public health efforts. Rather than continue to invest in a stopgap strategy of mitigating the impact of illness, we propose to instead invest in the prevention of illness[HS9]. Addressing Social Determinants Population health investments within corporate environments have shown considerable financial success and value beyond return on investment (ROI). One corporate wellness program saw a ROI of close to 300%; another company saved an estimated $224 per employee in 2003 dollars from promoting health rather than treating a lack of it (HHS, 2003[HS10]). Applying this same per capita savings rate to North Carolina, shifting funding to prevention and health promotion could yield savings of $2.2 billion annually[3], more than offsetting the annual increases in health services expenditures. Value beyond ROI includes physical and mental health, quality of life, perceived health status and functional capacity. Workplace well-being also promotes other intangibles such as increased social cohesion (Pronk, 2014). There is an established correlation between positive social relationships and health. As Robert Putnam wrote in 2000 in Bowling Alone, â€Å"social capital† conveys the essential health promoting value of communities[HS11]. It is defined as â€Å"the social networks and interactions that inspire trust and reciprocity among citizens† (as cited in Leyden, 2003). Social isolation, independent of other lifestyle factors, is linked to premature death and decreased resistance to disease (Cohen, 2001). Beyond individual health, social capital is associated with political engagement, volunteerism, decreased crime rates and economic development (Leyden, 2003). Research has shown that when we design our communities to encourage social engagement there is a positive effect on the psychological and physical health of the residents (Leyden, 2003[HS12]). Since the advent of the automobile, the design of our communities has included limited transportation choices. Most individuals choose to travel by car because urban design has made most options for pedestrians unsafe (Vandergrift, 2004). The US, compared to other high income European countries with better health measures, have at least 25% more automobiles per 1000 people (Woolf Aron, 2013). European Countries also have policies which limit sprawl and prioritize â€Å"urban centralization†. Though difficult to quantify, these environmental factors are likely to contribute to the health disparities and disadvantages in the US (Woolf Aron, 2013). Political and social conditions and constructs, racism for example, also results in poor urban design that compound health disparities including limited access to businesses and markets, exposure to environmental toxins, and lack of opportunities for social participation. Specifically, infrastructure investment decisions, such as libraries, parks, public safety and maintenance are likely to be allocated to geographic areas populated by citizens with greater socioeconomic status and political power, which further marginalize disadvantaged socioeconomic groups (Schulz Northridge, 2004). Alternatively, mixed use, pedestrian friendly communities are based on thoughtful design and include intact town centers, multiple income residences and well linked streets that are designed for people, not automobiles (Walkable Communities, n.d.). Prioritized determinants of health, which we expect to improve because of innovative planning include increased social engagement, improved economic status and increased physical activity (Walkable Communities, n.d.). As of 2012, approximately 50% of the US adult population has been shown to suffer from chronic diseases. However, adequate physical activity has been scientifically proven to prevent or improve these chronic disease conditions[HS13]. Yet, according to a 2011 statistic from the CDC, 76% of adults did not meet the recommendation for muscle-strengthening physical activity which is a known risk for heart disease (CDC, 2014). There are states where the built environment is viewed as worthy of significant investment to improve population health. Specifically, in Massachusetts there are two examples of lower than average socioeconomic status communities where health impact assessments indicate that built environmental improvements would improve social factors and likely decrease expenses in medical intervention. In Somerville, there is a community driven planned change to a bisecting interstate. This plan, made with consideration for social health determinants of the residents includes multi use bike and walking paths with increased access to all areas of the community[HS14]. Community-wide access will provide opportunities for social interaction, physical activity and increased choices for employment (MassDOT, 2013). A community with similar demographics, Fall River, has proposed common trails for recreation and pedestrian and bicycle travel that connect residents to businesses. This is predicted to improv e every health determinant the HIA evaluated (MAPC, 2013). Based on a review of state sponsored health impact assessments in other communities, there is a significant relationship between communities with walkable pathways and health (Rails to Trails Conservancy, 2013). We propose that thoughtful environmental structure enhancements such as multi-use walking and biking paths will connect neighborhoods and businesses. In turn, we believe these changes will positively affect social cohesion, economic viability and physical activity, which are all key determinants of health that can improve with innovative public policy implementation[HS15]. Conclusion and Recommendations Evidence from state sponsored health impact assessments in other communities, indicates that there is a positive correlation between communities with walkable pathways and health (Rails to Trails Conservancy, 2013). Environmental structure enhancements such as multi-use walking and biking paths that connect neighborhoods and businesses could positively influence population health in North Carolina. We believe these changes will positively affect social cohesion, economic viability and physical activity, which are all key determinants of health that can improve with innovative public policy implementation. In North Carolina there are 31 completed Rails to Trails programs (NC Rails-Trails, 2014). This national program improves the built environment by converting former railroad routes to pedestrian and bike friendly paths. However, only 2 of the 31 completed trails are located in counties with the poorest health scores (RWJF 2014; NC Rails to Trails, 2014). Eastern North Carolina, where 9 out of 10 of the most poorly rated counties for health outcomes are located, also have the fewest trail initiatives (NC Rails-Trails, 2014). This skewed distribution of environmental improvements further demonstrates the way in which populations within poor socioeconomic communities are financially neglected, and thus likely to continue to suffer from worse health outcomes. Using Massachusetts as an example, the state’s Department of Health and Human Services has initiated a program to identify communities with the lowest socioeconomic status and assist them to â€Å"build policies, systems and environments that promote wellness and healthy living† (MassDOT, 2013). In partnership with state and county planning officials, public health leaders, and state demographers, our plan is to target lower socioeconomic communities, initially focusing on a county with the poorest health indicators, to plan and build multi-use trails. We request priority funding allocated through the US Department of Transportation via the Moving Ahead for Progress in the 21st Century ACT (MAP-21), as well as private foundation grants that prioritize state population health improvements like the Annie E. Casey and Doris Duke foundations. Our plan for advocacy is to engage community members in the trail project as stakeholders. Specifically we will encourage our members to influence policy decisions through community informational meetings, including letter writing assistance intended to exert pressure on local politicians. We intend to host community or health center â€Å"coffees† with opportunities to meet county commissioners and planners. Media coverage in the lo cal newspaper is another part of our advocacy plan. Specifically, we will engage local media in an effort to â€Å"frame† the problem of poor environmental design and how it impacts health by profiling one citizen with health risks and limited transportation options who lives on a pedestrian unsafe street, visually depicting the social isolation inherent in this environment though a photo layout[HS16]. By engaging our most vulnerable North Carolina citizens to take part in improving their quality of life and ultimately their health and longevity, we will have the best chance at community environmental improvement as a long term effort. The time is now to refocus our priorities on health investment through prevention and promotion of public health efforts rather than treatment of diseases. References Blanding, M. (2012). Public Health and the U.S. Economy. Retrieved from http://www.hsph.harvard.edu/news/magazine/public-health-economy-election/. Chantrill, C. (n.d.). North Carolina Government Spending Chart. Retrieved from http://www.usgovernmentspending.com/spending_chart_2003_2019NCb_16s1li111mcn_13l14t Centers for Disease Control and Prevention (2014, October). Chronic Disease Prevention and Health Promotion. Retrieved from http://www.cdc.gov/chronicdisease/overview/index.htm. Cohen, S (2001). Social relationships and health: Berkman syme (1979). Advances in mind-body medicine. 17(1):5-7. Frosch, D. L., Krueger, P. M., Hornik, R. C., Cronbolm, P. F., Barg, F. K. (2007). Creating Demand for Prescription Drugs: A Content Analysis of Television Direct-to-Consumer Advertising. Annals of Family Medicine, 5(1), 6-13. Lantz, P. M., Licthenstein R. L., Pollack, H. A. (2007). Health policy approaches to population health: The Limits of medicalization. Health Affairs, 26(5), 1253-1257. Leyden, K. (2003). Social Capital and the Built Environment: The Importance of Walkable Neighborhoods. American Journal of Public Health, 93(9), 1546-1551. Massachusetts Department of Transportation. (2013). Health Impact Assessment of the Massachusetts Department of Transportation (MassDOT) McGrath Grounding Study. 2013. Retrieved from http://www.massdot.state.ma.us/groundingmcgrath/HealthImpactAssessment.aspx. Metropolitan Area Planning Council (MAPC) (2013). Health Impact Assessment: Quequechan River Rail Trail Phase 2. Retrieved from http://www.mapc.org/quequechan-river-rail-trail-hia. NC Rails-Trails (2014, September). Resources. Retrieved from http://www.ncrailtrails.org/web/resources. Pronk, N. P. (2014). Placing Workplace Wellness in Proper Context: Value Beyond Money. Preventing Chronic Disease 11, 1-4. http://dx.doi.org/10.5888/pcd11.140128 Putnam, R. (2000). Bowling Alone: The collapse and revival of American community. New York: Simon Schuster. Rails to Trails Conservancy. Health and Wellness Benefits. (n.d.). Retrieved from http://www.railstotrails.org/ourWork/trailBasics/benefits.html. Robert Wood Johnson Foundation (2014). County Health Rankings and Roadmaps, Building a Culture of Health County by County; 2014 Rankings; North Carolina. Retrieved from http://www.countyhealthrankings.org/sites/default/files/state/downloads/CHR2014_NC_v2.pdf Schulz, A., Northridge, M. E. (2004). Social determinants of health: Implications for Environmental Health Promotion. Health Education and Behavior, 31(4), 455-471. Trust for Americas Health (2014). Key Health Data about North Carolina. Retrieved from http://healthyamericans.org/states/?stateid=NC#section=3,year=2009,code=undefined US Census Bureau (2014, July 8). NC quick facts. Retrieved from http://quickfacts.census.gov/qfd/states/37000.html US Department of Health and Human Services (HHS) (2003, September). Prevention makes common â€Å"cents†. Retrieved from http://aspe.hhs.gov/health/prevention/. US Department of Health and Human Services (HHS) (n.d.). About Heart Disease Stroke. Retrieved from http://millionhearts.hhs.gov/abouthds/cost-consequences.html#cost. Vandergrift, D., Yoked, T. V. (2004). Obesity rates, income, and suburban sprawl: an analysis of US states. Health Place, 10, 221-229. Walkable Communities, Inc. (n.d.).Walkable Communities FAQ. Retrieved from http://walkable.org/faqs.html. Woolf, S. H., Aron, L. Y. (Eds.). (2013). U.S. Health in International Perspective: Shorter Lives, Poorer Health. Washington DC: National Academies Press. Zola, I. K. (1986). Medicine as an institution of social control. In P. Conrad R. Kern (Eds.), The sociology of health and illness. New York: St. Martins Press. [1] Rounded to nearest million [2] Rounded to nearest ten million; represents NC state and locality public health care spending [3] Based on 2013 NC Population Estimate of 9,848,060 (US Census Bureau 2014). [HS1]Nice introduction to your paper [HS2]Good examples [HS3]Is this from your Balding reference? This statement needs to be referenced. [HS4]This is listed as Blanding on your reference list. [HS5]Very nice section, your reader will have a good understanding of medicalization after reading this section [HS6]Great reference and statistics that support your premise [CDL7]Do not use this construct in this class, â€Å"it is†, â€Å"there are†, etc. [HS8]Such as implementing lifestyle changes with diet exercise. [HS9]Very good! [HS10]Impressive! [HS11]Very interesting, I will be reading this. [HS12]Great examples and points being made, excellent references. [HS13]You need a reference here [HS14]This entire section isn’t referenced. Unless this information is considered to be â€Å"common knowledge† e.g. it came from your own brain or was information you were aware of prior to writing this paper, it needs to have a citation. Please review when to cite from UNC library http://www2.lib.unc.edu/instruct/citations/index.html?section=why_we_cite [HS15]Great ideas [HS16]Great ideas and plan of action

A Cognitive Model of New Data on Human Problem Solving Essay -- Psycho

A Cognitive Model of New Data on Human Problem Solving I. Project Description Cognitive modeling is the creation of models which resemble and explain the way in which humans do things. What makes them so interesting to me is the process though which cognitive scientists go in order to create these models. Cognitive scientists often use a generative theory in creating such models. A generative theory is a theory that explains a set of empirical observations by actually generating them (as opposed to just summarizing them or characterizing them with equations or logic). Thus, a generative theory has to be executable, like a computer program or a "recipe". The system on which I'm basing my work is named Cascade (VenLehn, Jones & Chi, 1991). Cascade was originally developed to explain the cognitive mechanisms involved in the self-explanation effect (Chi et al., 1989; Fergusson-Hessler & de Jong, 1990; Pirolli & Bielaczyc, 1989). Simplifying a bit, the effect shows that people learn more effectively by studying examples when they are careful to explain to themselves as many steps of the example as they can. Students who do not carefully explain worked out example steps do not perform as well on subsequent problems. Cascade models the potential learning mechanisms that cause this effect. I now wish to apply the Cascade model to a new problem domain and a new set of psychological data. Originally, Cascade was written to solve problems in Newtonian physics, the domain used in Chi et al.'s study. Since Cascade was first created additional psychological research has been done in other problem domains. Due to the versatility of Cascade, applying the Cascade model to other problem domains would be beneficial. In the fall of 2000 I... ...nnual Conference of the Cognitive Science Society. Newell, A., & Simon, H. A. (1972). Human Problem Solving. New Jersey: Prentice-Hall Inc. Pirolli, P., & Bielaczyc, K. (1989). Empirical analyses of self-explanation and transfer in learning to program. In G. M. Olson & E. E. Smith (Eds.), Proceedings of the Eleventh Annual Conference of the Cognitive Science Society (pp. 450-457). Hillsdale, NJ: Lawrence Erlbaum. Renkl, A., Atkinson, R. K., & Maier, U. H. (2000). From studying examples to solving problems: Fading worked-out solution steps helps learning. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the Twenty-Second Annual Conference of the Cognitive Science Society (pp. 393-398). Mahwah, NJ: Lawrence Erlbaum. VanLehn, K., Jones, R. M., & Chi, M. T. H. (1991). A model of the self-explanation effect. Journal of the Learning Sciences, 2, 1-59.

Eastern Airlines Facing Bankruptcy :: essays research papers

Eastern Airlines Facing Bankruptcy In 1986, Eastern Airlines was in desparate trouble. The fourth quarter of 1985 had shown a $67.4 million loss, and financially experts had told Frank Borman, president and chief executive officer, that the airline had three choices: 1) a 20 percent pay cut for all union and noncontract employees. 2) Filing for Chapter 11 (bankruptcy) or 3) Selling the airline. On February 23, 1986, Eastern's board of directors met to decide the fate of the company. Frank Borman, quickly left his home in Coral Gables to Building 16 at Miami International Airport that Sunday evening, to discuss plans on saving the airlines. The board of directors had recessed for dinner following afternoon session and was scheduled to convene at 7:30 p.m. At the earlier meeting, Wayne Yeoman, senior vice president for finance, had spent most of the time outlining the details of Texas Air's offer to buy Eastern. Frank Lorenzo and Frank Borman had been talking since December originally about consolidating the computerized reservation systems, then , as Eastern's problems deepen, about a possible sale. As Frank entered his office, he found his his loyal excutive assistant; Wayne Yeoman; and Dick Magurno, Eastern's senior vice president for legal affairs. For about 20 minutes the three discussed the fourthcoming meeting and the prospects for saving the airline. Negotiations were going to come around for ALPA and TWU but no break from the IAM. The IAM would not budge since Charlie Byran, head of the machinist's union, stood firm against a 20 percent wage cut. At 7:30 the board meeting began with the discussion of the Texas Air offer, concentrating on some of the conditions attached to the buying of the company. More talk and hours dragged on. Finally word got out that ALPA was nearing an agreement. The meeting recessed for an hour. During the recess Frank needed to get Charlie's surport on the 20 percent pay cut, otherwise the company was going to sold. He told Charlie to come up to his office. Frank told Charlie, " we've been at this since 83' and you have to recognize it can't go on. I have every reason to believe that the pilots and flight attendants are going to give us what we need. I know it's more difficult for you because your contract is not open. But I know you have a sense of history. We have a very good opportunity to cure this airline, and if you just understand this, in the long run you'll come out a stronger, more admirable person. Choose the harder right instead of the easier wrong, and

Influence Of Efl Students Oral Proficiency Education Essay

English is considered as most of import international linguistic communication. Institutes all over the universe in different states have to learn this linguistic communication in order to enable the pupils as this linguistic communication is treated as a planetary linguistic communication all over the universe. This piece of work will concentrate on the different ways in which College pupils that are larning English as a foreign linguistic communication influenced and hapless engagement in the category room or no engagement at all is reported from their instructors. This is a really huge subject and the issue is one of the serious 1s that have attracted attending of different research workers from clip to clip. This survey will supply reader with and in deepness cognition about the subject and the promotions that took over from clip to clip. After supplying an analysis of the work from different research workers and the earnestness of the subject this piece of work will foreground a nd concentrate on different countries related to the subject that can be improved. It is a good known fact among linguistic communication acquisition specializers that there is a disagreement between what schoolroom second/foreign linguistic communication scholars are taught, what they learn/acquire and what they can really bring forth. This incompatibility has prompted second/foreign linguistic communication research workers to look into the function of expressed grammar direction and whether, when and how focal point on signifier benefits classroom second/foreign linguistic communication scholars. This incompatibility seems to back up the premises underlying Krashen ( 1982 ) ‘s acquisition/learning hypothesis. Krashen argued that concentrating on lingual signifier was of limited value because it can merely lend to ‘learning ‘ and ne'er to ‘acquisition ‘ . So the Learners must besides get the cognition of how native talkers use the linguistic communication in the context of societal interactions. With the lifting value of communicating in the modern epoch, people tend to concentrate on the ability to talk a foreign linguistic communication fluently alternatively of merely reading or composing it. Yet, eloquence in a foreign linguistic communication requires more than larning grammatical and semantic regulations. This is particularly hard for EFL scholars because of the minimum usage of the mark linguistic communication and contact with native talkers. Consequently, EFL scholars, by and large, are comparatively hapless at spoken English, in peculiar sing eloquence and control of idiomatic looks. However, in pattern, it is excessively frequently assumed that scholar ‘s communicative proficiency can be developed merely by delegating pupils subjects to discourse and promoting them to take part in assorted talking undertakings. Largely, surveies in EFL larning have addressed the necessity of pupils ‘ schoolroom interaction or unwritten engagement in category for the development of communicative competency. Rubin ( 1975 ) , in ‘reporting on the properties of the good linguistic communication scholar ‘ , claims that the good linguistic communication scholar patterns and normally takes â€Å" advantage of every chance to talk in category†¦ † ( Robin, 1975:47 ) Holocene surveies have shown that formal direction can be good ( VanPatten and Cadierno, 1993 ; Long, 1983 ; Pica, 1983 ) , that exposure to input entirely is non sufficient ( Swain, 1985 ) , and that schoolroom acquisition, irrespective of the focal point of direction, consequences in â€Å" more acquisition † in scholars than non-classroom environments ( Pavesi, 1986 ) . However, acquiring pupils to take part in talking undertakings in conversation categories is a job that most EFL instructors face. Success in a conversation category may be defined as a scene in which pupils are able to pass on efficaciously in English. Therefore, heightening pupils ‘ communicative competency is the ultimate purpose of the sophomore college conversation category, which is considered as a needed class at Saudi colleges and universities for English big leagues. However, a job that most EFL pupils face in conversation categories is practical usage of the basic linguistic communication regulations they have learned. Even advanced pupils who have mastered signifier and vocabulary can frequently read and compose better than they can talk in a foreign linguistic communication. Using the informations collected from observations, pupils ‘ self-evaluation and class rating questionnaires, this paper explains the grounds why most college pupils may non be willing to take part in assorted talking undertakings in conversation categories. It besides explores how college pupils perceive and measure their English conversation categories and to what and to whom do they impute their troubles in bettering their English communicative proficiency. This introductory chapter encompasses the statement of the job, intents of the survey, subject choice, research inquiries, significance of the survey, restrictions of the survey every bit good as premises of the survey and organisation of the survey.1.1 Statement of the Problem:Surveies in linguistic communication acquisition have addressed the necessity of schoolroom interaction to the development of pupils ‘ communicative competency ; nevertheless, acquiring pupils to react in an EFL conversation category is a job that most instructors face. It is of import to indicate out here that in Saudi Arabia, English is learned as a foreign linguistic communication for at least six old ages in intermediate and secondary schools. So before their registration into colleges and universities, pupils have basic cognition of English grammar and vocabulary. Although much attempt has been made to better instruction of English in Saudi Arabia, the traditional grammar-translation method is still widely used by many instructors. This led to the fact that most English big leagues frequently find it difficult to take part in speech production undertakings because unwritten accomplishments were non focused in the schoolroom. Therefore, conversation categories for English big leagues at many colleges and universities are tough assignments. As a consequence their Oral English proficiency is far from satisfactory on graduation and the pupils themselves frequently voice dissatisfaction or defeat at their ain deficiency of advancement in speech production.1.2 The Purpose of the Survey:As old surveies have shown the importance of schoolroom interaction, this survey sought to reenforce these findings. The chief aim of the survey was to depict college degree conversation category in visible radiation of the relationship between sophomore English big leagues ‘ unwritten proficiency and their engagement in category and other possible factors that may impact schoolroom unwritten in teraction. Therefore, the initial hypothesis of this survey was: pupils ‘ communicative proficiency degree is the lone factor that influences their engagement in category. A 2nd intent was to measure the effectivity of the execution of my part to this class at misss module of Education during the first term of the twelvemonth 1429-1430 AH and to research the attitudes and penchants of my pupils towards the sorts of speech production activities that took topographic point during this 12 hebdomads class.1.3 Topic Choice:During the first term of the twelvemonth 1429-1430 AH, I was consigned as the teacher of sophomore English big leagues ‘ conversation category. In such a category, pupils are expected to take part actively in the assorted talking undertakings in order to better their unwritten proficiency degree. But I was surprised to cognize that the bulk of pupil ‘s are loath to take portion in schoolroom interaction which led to the malfunction of some of these ac tivities. This job has enforced me to choose this subject for my research and I decided to look into â€Å" the factors that led to my pupils ‘ general reserve to take part in the speech production undertakings during conversation categories †1.4 Research Questions:This survey addresses three chief inquiries: What affects sophomore English big leagues ‘ unwritten interaction in the conversation category? Is the unwritten proficiency degree the lone factor that influences pupils ‘ schoolroom engagement? How do pupils comprehend and measure their unwritten proficiency degree before and after taking the conversation categories? Would pupils ‘ schoolroom engagement be significantly related to their tonss in the concluding unwritten trial?1.5 Significance of the Survey:Communicative linguistic communication ability, as one of the productive accomplishments that linguistic communication scholars must develop, has been the focal point of linguistic communication scholars and instructors. However, an of import fact that needs to be given attending to is that most of the surveies on ESL/EFL unwritten English instruction and acquisition are conducted in English speech production states. So, consequences shown in these surveies may non stand for and work out some of the jobs that are confronting EFL pupils who are larning in non-native state of affairss. The consequences of this survey could good function as a footing for the betterment of unwritten pupil engagement in conversation categories where reserve and deficiency of chances to pattern English with native talkers outside the category are restricting fa ctors. Therefore, this survey is of significance to the sphere of EFL unwritten English instruction and acquisition as it extends the cognition base that presently exists in that field.1.6 Restrictions of the Survey:Generalization of consequences from the survey was limited by the undermentioned conditions: The participants in the survey were limited to sophomore English big leagues and their instructor at Girls ‘ module of instruction who participated in the English conversation class in the first term of the twelvemonth 1429-1430 AH. The pupils ‘ unwritten schoolroom interaction that the present survey focal points on was limited to take parting in a few types of speech production undertakings that were used in the conversation category for the first clip. It should be noted that the class is held merely two hours a hebdomad for 12 hebdomads.1.7 Premises of the Survey:The undermentioned premises were made for the intent of this survey to analyze pupils ‘ attitudes towards take parting in conversation category speech production undertakings: It was assumed that all participants of this survey clearly understood the points mentioned in the questionnaire and the written interview. It was besides assumed that all participants provided indifferent responses to the questionnaire and written interview to the best of their ability. It was assumed that few persons would hold a high unwritten proficiency degree.1.8 Organization of the Survey:This thesis is composed of 5 chapters. Each chapter provides an apprehension of assorted issues that are critical to this research. The construction of the survey is as follows ; Chapter I comprises the debut, statement of the job, intent of the survey, research inquiries, significance of the survey, restrictions of the survey, premises of the survey, and organisation of the survey. Chapter II provides a reappraisal of literature and research related to the background of communicative competency, importance of schoolroom interaction and the factors that influence EFL scholars ‘ engagement in conversation schoolroom speech production undertakings. Chapter III presents an overview of research methodological analysis ; the research design, the scheme, attack, and an account of the processs utilized in carry oning the survey. Chapter IV presents informations analysis utilizing SPSS ( Statistical Package for Social Sciences ) . Chapter V contains the sum-up, decisions, treatments and recommendations.Chapter 2: A Review of the Literature2.1 Introduction:Literature Review is one of the longest plus highly important chapters in a standard thesis. The grounds for sorting this chapter as one of the mainly important chapter is it ‘s in depth concentration on research carried out by dissimilar research workers in the yesteryear. This chapter in add-on will offer the readers by agencies of an in deepness cognition sing the positions as of dissimilar research workers every bit good as their recommended techniques to over come the issues of Students in add-on to their engagement in conversation schoolroom speech production undertakings.2.2 The significance of English Language:Presents, larning English has become a necessity all over the universe. English is the chiefly common linguistic communication that is widely used. No uncertainty, larning English requires get the hanging the four linguistic communication accomplishments ; listening, speech production, reading and composing. Learning English as a foreign linguistic communication is one characteristic of that wide procedure of larning. Therefore, non holding a balance flanked by those two spheres, English larning procedure will be negatively affected. Benson et al. , ( 1997 ) claims that linguistic communication acquisition is affected by both spheres which are the mental every bit good as emotional sides of human behavior ( Benson et al. , 1997 ) The affectional sphere comprises emotions and psychological aspects that the scholar holds sing larning. No admiration, perceptual experiences that the pupils bring to the acquisition fortunes have been recognized as a important causal facet to the acquisition procedure. Those aspects can be enthusiasm, attitudes, jitteriness or assurance. They can be positive or negative facets. In recent old ages, the significance of affectional facets like jitteriness, reserve, enthusiasm and assurance has been of involvement in the field of linguistic communication acquisition for the ground that of their high effects on larning a foreign or a 2nd linguistic communication. For this ground, Brintonet al. , ( 1989 ) name upon cut downing jitteriness and reserve and heightening scholar ‘s enthusiasm plus assurance in the schoolroom model. ( Brintonet al. , 1989 )2.3 Theoretical ModelEnglish linguistic communication is a universe broad linguistic communication. It is an international agencies o f communicating. The figure of second/foreign linguistic communication talkers is further than the figure of local talkers of English. Using a linguistic communication means pass oning through that linguistic communication every bit good as practising it. Bhatia, ( 1993 ) mentioned that â€Å" larning a linguistic communication is larning to pass on through it in all modes, all accomplishments and competences every bit good as through incorporating signifier, map and content † . Communication is an synergistic procedure that requires dissimilar constituents. These constituents comprise: lingual competency, textual competency, functional competency, socio-culture competency and strategic competency. However, competencies are gained through hearing, speech production, reading plus composing. The authorship accomplishment is the nucleus of this research. ( Bhatia, 1993 )2.4 Affectional AspectsCognitive sphere, affectional sphere and psychomotor sphere are indispensable issues in the linguistic communication larning procedure. The affectional sphere, as Bolinger, ( 1976 ) stated â€Å" refers to emotions in add-on to feelings † . It is considered the emotional side of human behavior. However, this sphere is non easy to be scientifically defined for the ground that several variables are implied into it. ( Bolinger, 1976 ) Affectional facets have an highly important influence on pupil ‘s EFL acquisition. Stern noted that â€Å" the affectional constituent contributes at least as much and often further to linguistic communication larning than cognitive accomplishments † . So that, it is important to understand pupil ‘s feelings and cognize farther sing these facets ; Communication in EFL is often associated by agencies of a figure of affectional facets such as apprehensiveness. Several surveies were conducted by the research worker to mensurate communicating apprehensiveness, whether spoken or written, among EFL scholars. In fact, apprehensiveness, fright, negative perceptual experiences of one ‘s abilities in add-on to other jobs are associated to affective facets such as jitteriness, reserve, low assurance etc. In this research, English composing attainment plus assurance were measured. ( Mustafa, 1995 )2.5 ReserveReserve is an affectional facet which is clearly associated to confidence. Persons develop a set of defense mechanisms to protect themselves as of either external or internal unfavorable judgment. Reserve prevents people as of showing themselves freely and comfortably. Learning a 2nd or foreign linguistic communication necessitates doing mistakes and larning often occur through doing mistakes. However if a scholar frights of doing mistakes every bit good as considers mistakes as a harmful consequence on his self-importance, he will fall into internal ( one ‘s ego ) every bit good as external ( others ‘ ) menaces. Both are barriers to larning. In fact, the non-threatening and relaxed environment can drop pupil ‘s reserve to the lowest grade. ( Benson et al. , 1997 )2.5.1 Risk-takingCommunication in a second/foreign linguistic communication requires some guessing plus viing. A figure of scholars fear to take the hazard and reply any inquiry unless they are wholly certain it is right. They choose to maintain quiet all the clip to avoid doing mistakes or fright of looking pathetic. Such fright of seeking or being capable to doing mistakes makes pupils lose several opportunities to pattern the mark linguistic communication. St. John, ( 1996 ) maintains that: The soundless pupil in the schoolroom is one who is unwilling to look foolish when mistakes are made. Assurance seems to be closely connected to a risk-taking facet: when those foolish mistakes are made, a individual by agencies of high planetary assurance is non daunted by the possible effects of being laughed at. However, EFL scholars have to be active and ready to do anticipations, conjecture and take the hazard of being incorrect. ( St. John, 1996 )2.5.2 JitterinessJitteriness is like any other affectional facets, it is non easy to be defined. Specifying Nervousness, St. John, ( 1996 ) in add-on provinces that â€Å" it is associated by agencies of feelings of disquiet, defeat, diffidence, apprehensiveness or concern † . Nervousness can be experienced in dissimilar degrees. It can be broken down into: ( St. John, 1996 ) Communication apprehensiveness Fear of negative communal rating Test Jitteriness Another classification of Nervousness was presented by Swales, ( 1990 ) : Mediated responses ; when a scholar plays with his pen or hair and non steady in his place or his voice quavers when he speaks. Unaffiliated behavior ; when a pupil avoids engagement in add-on to sits softly or is loath to reply or avoids eyes reach with the instructor. Image-protection ; when a pupil smiles or nods his caput devoid of involvement while listening, gives a brief reply or might express joy to demo others he is interested in the conversation. All these reactions to avoid communicating in the mark linguistic communication show dissimilar sides of Nervousness. Jitteriness can be harmful or helpful. It makes the pupil watchful asset does good in his research or it can be a barrier to acquisition. Further, excessively much or excessively small of Nervousness has a negative consequence on EFL acquisition. ( Swales, 1990 )2.5.3 EnthusiasmEnthusiasm is one of the affectional facets that have a strong influence on pupil ‘s success or failure. Wesche, ( 1993 ) considers enthusiasm a obscure term every bit good as a wide umbrella that comprises dissimilar significances under it. Enthusiasm is an interior thrust or emotions that move people to a peculiar action. A figure of pupils are enthusiastic sing acquisition every bit good as feel interested in larning activities. This feeling of enthusiasm depends chiefly on the instructor ‘s ability to keep the involvement in the schoolroom atmosphere. Enthusiasm is affected by s everal facets as Wesche, ( 1993 ) mentioned â€Å" involvement in the capable affair, perceptual experience of its utility, general desire to accomplish, assurance every bit good as forbearance and continuity † . ( Wesche, 1993 )2.5.4 AssuranceAssurance is a basic demand in human life. Tarnopolsky, ( 2000 ) defined it as â€Å" the experience of being competent to get by by agencies of the basic challenges of life and being worthy of felicity. It consists of efficiency and self-respect † . Assurance has multi-dimensions which are: planetary assurance which means general appraisal a individual makes of one ‘s ego, situational assurance which means a specific fortunes such as foreign linguistic communication model plus undertaking assurance that means a peculiar undertaking inside a fortunes for example, composing in an EFL model. ( Tarnopolsky, 2000 ) Furthermore, assurance contributes to all characteristics of one ‘s life. To populate psychologically healthy, assurance is indispensable. It is the chiefly critical characteristic of the affecting facets for the ground that all are associated or caused by assurance. ( Tarnopolsky, 2000 )2.6 EFL Teacher ‘s portion in building Students ‘ AssuranceThe instructor ‘s function in building assurance is built-in. EFL instructors have to make a clime where pupils can develop their assurance, do them see success and seek to augment their assurance. Mustafa, ( 1995 ) indicated that â€Å" success depends less on stuffs, techniques and lingual analysis and farther on what goes on inside flanked by the people in the schoolroom † . ( Mustafa, 1995 ) It is the EFL instructors ‘ duty to make a positive every bit good as supportive linguistic communication larning environment. They can augment pupils ‘ attainment through using dissimilar schemes that make pupils show themselves freely, experience comfy and believe that the instructor cares sing them. In this respect, Tarnopolsky, ( 2000 ) mentioned that â€Å" Warm-hearted interaction flanked by instructors plus scholars, every bit good as among scholars themselves, this friendly interaction is, in our sentiment, the chiefly indispensable facet in successful linguistic communication acquisition † . ( Tarnopolsky, 2000 ) Students can accomplish good and make their best if they feel safe. This occurs when the instructor behaves modestly, be a good hearer, attentions sing their engagement every bit good as makes them experience they are worthy and efficient. Littlejohn, ( 2005 ) suggested a figure of schemes for EFL instructors to make a supportive ambiance in the schoolroom: Establish a norm of tolerance. Promote risk-taking and have mistakes accepted as a natural portion of acquisition. Bring in and promote temper. Encourage scholars to personalise the schoolroom environment harmonizing to their gustatory sensation. Furthermore, Littlejohn, ( 2005 ) suggested farther schemes: Teachers should make a positive schoolroom environment Teachers should promote their scholars. Teachers should cognize their scholars. Teachers should promote interactions with other scholars. Teachers should construction larning to be flexible in add-on to supportive. Teachers should help their scholars acknowledge success. What EFL instructors have to believe in is that they can act upon pupils ‘ whole life plus might transform their hereafter. They have to let pupils to speak sing their involvements, feelings and do non see this as divergence as of the topic nevertheless it is to enrich the topic. When pupils believe that their feelings are important to their instructors, so teachers go important to them every bit good as they will non see school as a waste of clip. ( Littlejohn, 2005 ) Furthermore, besides heightening pupils ‘ assurance, instructors have the power to harm it. For case, knocking them or doing them experience inferior leads pupils to undervalue their abilities every bit good as be unable to win. In brief, EFL instructors have to promote their pupils and set up a positive environment non merely for low assurance pupils nevertheless in add-on for high assurance 1s to keep assurance. ( Mustafa, 1995 )2.7 Humanist ApproachIntegrating the cognitive and the affectional spheres in acquisition is the chief end of humanistic instruction. Abraham Maslow is one of the male parents of humanistic psychological science who foremost affirmed the function of schools and instructors in doing pupils experience sing themselves in the instructional model. After his age, several other research workers such as Dudley-Evans et al. , ( 1998 ) , called upon his position plus stressed the significance of humanising instruction. Dudley-Evans et al. , ( 1998 ) defined hum anistic attack and humanistic instruction further than others. She is one of the innovators in the field of humanistic instruction. ( Dudley-Evans et al. , 1998 ) The Humanistic Approach refers to humanising and personalising acquisition. Educationists who call upon affecting the humanistic attack into instruction emphasized that â€Å" affectional instruction is effectual instruction † . Humanist instruction attempts to unite both capable affair and personal growing into course of study. On one manus, Stanton, ( 2005 ) thinks that incorporating the undermentioned five constituents leads to a meaningful definition for humanitarianism ; feelings, communal dealingss, duty, mind every bit good as ego realization which are the full realisation of deepest qualities. On the other manus, Stanton, ( 2005 ) emphasized that â€Å" humanistic instruction starts by agencies of measuring the basic demands of worlds † . He categorized these basic demands into six countries: Physical security ; nutrient, vesture, wellness. Love-attention ; encouragement, congratulations, physical contact. Creative look ; advancing centripetal capacities, researching new manners of showing oneself. Cognitive command ; accomplishing comparative competence in basic accomplishments. Communal competence ; credence plus interaction with equals. Self-worth-strengths stressed every bit good as failings played down What is clearly presented and discussed through the Hagiographas of these research workers is that larning is strongly affected by one ‘s ego and how pupils feel sing themselves. Stanton, ( 2005 ) maintained that â€Å" humanistic instruction is a mode of associating that emphasizes self-discovery, self-contemplation, assurance and acquiring in touch by agencies of the strengths in add-on to positive qualities of ourselves every bit good as others † ( Stanton, 2005 )2.8 Hypothesis of humanistic acquisitionThe humanistic attack, humanising and personalising instruction is the mode for effectual instruction. It is in add-on the mode to accomplish the ends of instruction. Affective every bit good as cognitive growing has to travel side by side to acquire better acquisition. Educational transform for promotion occurs often in any institutionalised model, and further often than non this transform procedure is full of â€Å" jobs † . ( Benson et al. , 1997 ) A figure of the educational transforms produce desired results while others beginning annoyances amid the main stakeholders. Teachers along with scholars, peculiarly, happen it detering for the ground that of fickle every bit good as insurmountable obstructions that they observe difficult to crush. Based on the theoretical model of educational transform plus civilizations of learning by dissimilar research workers like Spanos, ( 1989 ) etc. , this piece of work divulges the demand for cosmopolitan prospectus restructuring in general instruction plus chiefly in the model of schooling English as a foreign linguistic communication ( EFL ) . ( Spanos, 1989 )2.8.1Cultures of Teaching plus Teachers ‘ duties in prospectus developmentThe consciousness of instructor mores can be outlined back to the early twentieth century, when McDonough, ( 1984 ) ab initio pointed out the segmented in add-on to remote disposition of teachers ‘ attempt in a schoolroom puting. Much shortly, dig in to teacher privacy augmented significantly in scope. However, a figure of important troubles in the probe of instructor backgrounds, which McDonough, ( 1984 ) disputed, at present stay unsettled. Since he set it, the cardinal issue was â€Å" whether there is a lone organic structure called the traditions of schooling that differentiates the profession wholly ; whether there is a diverseness of split every bit good as possibly even rival instructor traditions ; or whether the two one manner or another coexist side by side † . Furthermore, a figure of research workers like McDonough, ( 1984 ) etc. argued that a current religious order of uniqueness lives amid instructors. This is so across-the-board that it might be measured a exclusive characteristic of the whole instruction calling. ( McDonough, 1984 ) The facets that construct teacher mores varied are argued by ( Pally, M. , Bailey, N. , Camhi, P. J. , Bernard, R. W. , & A ; Carson, J. G. ) in their widespread reappraisal of North American literature on the traditions of learning. They portrayed the unsimilarities in age, accomplishment, sex, learning beliefs, capable issue, every bit good as place height amid instructors, in difference that the guess of a consistent instruction society is unsustainable. However, they appeared to overstate enlightening plus sub-cultural facets, hence overlooking a figure of â€Å" generic characteristics † ever there in the instruction atmosphere. ( Pally et al. , 2000 ) Johns, ( 2001 ) acknowledged the presence of those diverse civilizations nevertheless the absence of overall elucidation every bit good as agreement of instructor mores all through the line of work. He believed uniqueness plus conjunct civilisation as the chiefly widespread constructions of instructor imposts, holding that they were the beginning of accepting a figure of the bounds every bit good as possibilities of educational transform. ( Johns, 2001 ) Inside any civilisation of instruction, the map of instructors as the main stakeholders in informative restructuring has been the Centre of fragmental attending to prospectus research workers every bit good as argued at length in the literature every bit theoretically plus through empirical observation. To look into what is go oning in the public presentation section of any prospectus betterment, Snow et al. , ( 1997 ) used Pickett ‘s, ( 1989 ) impression of â€Å" platitudes † subject material, puting, pupil, plus instructors – to detect prospectus troubles. They asserted that the chiefly influential facet amid the platitudes is the teacher every bit such as in Pickett ‘s, ( 1989 ) certain assurance that programme growing is finally sing instructor growing. At the same clip as examining the instructor in relation to programme, Jordan ‘s ( 1997 ) and Mustafa, ( 1995 ) imagined that â€Å" the pedagogue is an indispensable fraction of the programme cre ated and enacted in schoolrooms † . Pickett ‘s, ( 1989 ) stressed the significance of instructors ‘ engagement in programme growing in add-on to direction in prospectus betterment. He recommended that overlooking instructors every bit good as rebuting their engagement in chance surveies was the cardinal motor national testing failed to be adequately executed in the schoolroom. ( Pickett ‘s, 1989 ) Teachers ‘ engagements every bit good as transform in instructors are both indispensable to the success of course of study reform. Mustafa, ( 1995 ) believed that â€Å" transform in the course of study is non effected devoid of some attendant transform in the instructor, † for the ground that it is the instructor who is responsible for presenting the course of study at the schoolroom degree. â€Å" What the instructor thinks, what the instructor believes, what the instructor assumes all these things have powerful deductions for the transform procedure, for the manners in which course of study policy is translated into course of study pattern † . Lewis, ( 2000 ) specifically claimed that instructor transform is non wholly an separately never-say-die fact. Rather, it is shaped by the communal model in which they work. ( Lewis, 2000 ) Littlejohn, ( 2005 ) pointed out the demand for instructors to hold a thorough apprehension of the rules every bit good as patterns of proposed transforms in order to accomplish successful execution. He emphasized that instructors need to understand plus value the theoretical underpinnings of the invention. Further significantly, instructors have to recognize how the invention can be applied inside their schoolrooms. In an geographic expedition of how a communicative instruction course of study was introduced and adopted in Grecian public secondary schools, Mustafa, ( 1995 ) discovered that instructors failed to derive a complete apprehension of the EFL invention at that place. Their misconceptions resulted in negative perceptual experiences of the course of study invention. ( Mustafa, 1995 ) Execution of any curriculum invention is closely connected by agencies of â€Å" civilizations of learning † as defined by Lewis, ( 2000 ) . Inside any teaching civilization, it is ever the instructors who play a determinant function in determining the nature and extent of execution. The success of course of study reform in add-on to its execution depends on whether instructors volitionally take part in and are valued every bit good as acknowledged in the procedure. Teachers ‘ apprehension of the invention is in add-on indispensable in lending to or hindering long-run success. ( Lewis, 2000 )2.8.2 The association with assurance and academic attainmentRefering the association flanked by assurance plus academic attainment, in their research, Jordan ‘s ( 1997 ) explored the correlativity among three variables ; efficiency, assurance every bit good as scholastic attainment. Participants were 151 pupils. Students ‘ attainment tonss were worn ; efficiency and assur ance graduated tables were administered to the participants, excessively. Findingss revealed that efficiency tonss had correlativity by agencies of attainment while assurance tonss had non. ( Jordan ‘s 1997 ) In Krueger et al. , ( 1993 ) research, the correlativity clearly appeared flanked by dissimilar characteristics of assurance plus academic attainment. The sample was 208 3rd, 4th and 5th graders ; regular and particular instruction pupils. A standardised attainment trial every bit good as Confidence Index was administered to the participants. The instrument of assurance comprised ; familial credence, academic competency, peer popularity in add-on to personal security. All subscale tonss linked significantly with pupils ‘ attainment nevertheless peer popularity did non. Krueger et al. , ( 1993 ) focused on the necessity of incorporating assurance and academic attainment inside larning experiences. Furthermore, in a study made by Jordan ‘s ( 1997 ) , several surveies were conducted to happen out the influence of efficiency on academic public presentation. The functions of efficiency plus motivational concepts in dissimilar academic countries were investigated. Outcomes reve aled that chiefly of those surveies indicated that efficiency had a strong influence on academic scenes. ( Krueger et al. , 1993 ) If assurance augments ; academic attainment augments and if it declines ; academic attainment diminutions. In add-on, they measured planetary assurance so that the results were dissimilar e.g. , in Jordan ‘s ( 1997 ) research, assurance linked by agencies of a figure of topics, while other topics showed no correlativities. In add-on, in Johns, ( 2001 ) study, a figure of surveies revealed a strong consequence of assurance on academic attainment while few of them did non. In fact, several surveies that measure general assurance or general efficiency failed to demo any correlativity. The two constructs, assurance every bit good as efficiency have to be specific in a certain capable affair or a certain undertaking when mensurating attainment for the ground that it is non necessary that planetary assurance appears in pupil ‘s public presentation in a certain undertaking nevertheless it is necessary for undertaking assurance to look in a specific undertaking. ( Johns, 2001 ) Consequently, chiefly of the surveies that worn general assurance graduated tables to happen its association to a certain undertaking are non reliable. In the present research the three dimensions of assurance were comprised and were measured to happen if there is any correlativity flanked by assurance and attainment in English. ( Johns, 2001 ) With mention to linguistic communication acquisition, the function of affectional variables, in general, and assurance, in peculiar, can non be neglected. The association flanked by assurance and linguistic communication acquisition has been explored. The correlativity was either positive or negative. For illustration, in his research, Hyland, ( 2000 ) investigated a figure of affectional facets ( consisting assurance ) that influence larning English as a 2nd linguistic communication. ( Hyland, 2000 )2.8.3 The Overall influence on the pupils ‘ Engagement in the Class:It can be observed after traveling through the work of different research workers that the overall influences on the pupils ‘ engagement in the Classroom is non positive. This non merely affects their engagement involvements but at the same clip makes them the back benchers. Students who face the linguistic communication issue and are non good in one or any signifier of linguistic communication that is compos ing, listening, reading and speech production starts wavering and this increasing degree of vacillation non merely kills their assurance but at the same clip a spread starts to construct up between these pupils and their co-workers every bit good as their instructors. ( Dudley-Evans et al. , 1998 ) Students with the linguistic communication issues concentrate more and more on the manner to articulate the words right and talk really much like the manner the native pupils do. This idea comes strictly in their head to avoid themselves and the manner they speak English merriment for others. They do n't desire to confront any embarrassment due to this linguistic communication issue. Teachers do hold to work truly difficult and at times it becomes truly impossible to agitate these pupils and convey their assurance back so that they can take part in the category on regular footing. A batch has been researched, said and done in this respect nevertheless one may still experience that there is a demand of a batch more to be done in order to salvage these pupils from sing themselves as failures or dull pupils merely because of the fact that they can non talk or understand the linguistic communication fluently. ( Benson et al. , 1997 )2.9 Drumhead and Reasoning comments:This chapter makes the Influences of EFL Students ‘ Oral Proficiency on their Engagement in Class. Different research workers have classified the serious manners in which this issue affects a pupil ‘s engagement in the category in their ain manner. But one point that can be found common in all the above mentioned work from different research worker is the fact that the influences are non positive on a pupil ‘s engagement and his acquisition procedure. Because the survey chiefly focuses on college pupils therefore the research worker would wish to do an of import point here that came to the research worker ‘s head after traveling through different researches carried out in the past by different research workers in the yesteryear. And that point is that the concerned organic structures and governments should seek to drive this issue in the early acquisition age of a pupil. This is because in the early age it is far much easier for a pupil to pick and larn what has been taught to him/her. While in the college age most of the pupils finds it hard to larn and pick what has been taught in a keener manner. The chapter compares and contrasts the work of over 20 research workers in order to do it easy for the reader to understand the significance of the subject and weak links that can be found in the instruction and acquisition procedure. The chapter in add-on high spots in brief the different functions that can be played by instructors in order to assist the pupils to come out this state of affairs and take part with assurance in all the acquisition activities that takes topographic point in the category room.

Found Objects

Carrington Lucas Spring 2013 Essay 1 Found Object Essay As I stumble my way through life, I found the one thing that the thing that is very important to me my family. Nothing compares how greatly family impacts people. I can’t imagine myself having a career that doesn’t involve helping my family or others’. I want family to be a part of my life, regardless if I am being an orthodontist for children or working in finance making sure that families are financially stable. There are many reasons why family is important to me.All of those reasons define who I am and who I will be in the future. My first reason why family is important to my life is because they have always been there for me. Many of my peers succeed at certain sports or even various classes like English or Calculus. Although, I did struggle with my other activities and curriculum classes, family has always been there. Throughout middle school and high school, I competed with my friend for captain of th e soccer team. I didn’t beat him until eighth grade when my hard work finally paid off.Because of this, I now realize how dedication and persistence can help someone achieve one’s goals. If I never decided to join the soccer team and compete for first captain, I wouldn’t have had the opportunity to challenge myself and gain the skills and characteristics that would benefit me throughout the rest of my life, if it had not been for my family pushing me to excel. Another reason why family is important to my life is because of the knowledge I am exposed to.Nothing is more exhilarating to me than listening to wisdom or just encouraging words that seem to mean nothing to me at first glance then being able to apply them later in life. Lastly, my most important reason is because music has made my relationship with God closer than ever, because of everything I have gained through family, I am confident I’m going in the right direction with my life. I have finally found my passion for helping others and I never want to let go of it. Family helped me gain new friends, love, passion, drive, knowledge and a lot of other things. For that I will always be grateful.