Mobile Phone and Phoebe Cook Copeland

Phoebe Cook Copeland ENC0025 8 April 2013 Causes and Effects of texting while driving It is a beautiful Friday morning, when all of a sudden a huge crash is heard in the distance. At the scene of the accident there is a car crushed up against a telephone pole with a young girl inside all bloodied and cut up. Taking a closer look, the young girl seems like she is simply asleep, but in her hand she holds her phone with half written message on the screen saying, â€Å"I’ll be there†¦Ã¢â‚¬  Unfortunately, the young girl never had the chance to finish her text message because she hit a telephone pole.This young girl’s life was tragically taken from her; however, this accident could have been avoided if she would have only waited until she got to either her destination or a red light to answer the text message. Sending text messages while driving distracts a person’s attention from the main task, which is driving the vehicle safely. Text messaging is known to co ntribute to deadly accidents that have prompted several legal districts to ban the practice in many states.The reason that people text while driving in unknown and difficult to pinpoint a specific reason; unfortunately, the effects are clearly visible on the roads and also in the news. The causes and effects of texting while driving can be avoided if people just decided to put the phone down and wait until they are not driving. Texting while driving is very dangerous, but people of all ages still do it. Studies have stated that half of the percent of people of all ages text while driving, and the other half of the percent talk on the phone when behind the wheel.Even though there is no evidence that a person is openly pressured into texting while driving, there is an expectation in society to have the dire need to respond to a text message. However, it is more likely for a person to be involved in a serious accident when texting rather than talking on the phone while driving. The rea son behind this is that, when talking on the phone it only distracts the driver, but when texting the driver has to look down at the phone to answer it. Thus, making it not only a distraction for the driver, but they have to take their eyes off the road in order to reply to the message.The effects of texting while driving left a devastating trail that lead to legal implications. Due to having so many accidents on the road, different states passed a law that banned texting while driving. This ban was placed in hopes to lessen the accidents that are caused by people who text and drive. If states can ban driving under the influence, then they can surely ban the no text law in order to keep the roads safer. However, many people have argued that it is hard to spot a person texting while they are driving because they are holding the phone in their laps, which is below the dashboard.So how can the cops catch people who text and drive? The cops are trained to watch for the driver’s b ody language. If the driver seems like they are texting while behind the wheel the cop is allowed to pull them over and issue them a fine. The causes of texting while driving resolves in the most dangerous effects that ends up taking someone’s life. However, not everyone who gets into an accident while texting is unfortunate, but the most serious accidents are due to people taking their eyes and concentration off the road to answer their text message.The reason why people do not take texting while driving seriously is because they think that taking their eyes off the road for a few seconds would not do any harm. Unfortunately, they are sorely mistaken because it only takes a split second in order for something to go terribly wrong. Not only is it dangerous for the person who is driving, but also for the other people that are in the car and on the road. If people just took texting while driving seriously and understood that it is just as dangerous as anything else, then we wou ld have less accidents and less of people’s lives being tragically stripped from them.In conclusion, it is not the lack of knowledge that people text while driving, but the lack of responsibility that goes into the act. People of all ages know the consequences of texting while driving lead to fatal accidents, yet they still do it. The temptation is too grandeur, however, the person who sent that text message can wait. Not waiting to answer that message while driving will not be worth it in the long run. The causes and effects of texting while driving can be avoided if we choose to put the phone down and wait to answer the text message until we are not driving because answering a text message is never worth a human life.

Prejudice in to Kil a Mocking Bird

Prejudice is shown in many ways in To Kill a Mocking Bird. From social prejudice against the Cunninghams to racial prejudice against Tom Robinson, the book has displayed many aspects of how people can look through the window and see things completely differently than the person beside them. A form of social prejudice is when Aunt Alexandra forbid Scout to play with Walter Cunningham, a poor boy whom Scout attends school with. This is because Aunt Alexandra sees Walter and his family as poor and beneath the Finches, in her words,† †¦ they're good folks.But they're not our kind of folks. †Ã‚   This shows that to the Maycomb citizens, social status is an extremely important issue. Also, in Tom Robinson’s case, Aunt Alexandra also advices Atticus not to take up the case, as it would cause the people of Maycomb to look down on them or gossip about them. Hence this shows that people in Maycomb like Aunt Alexandra are extremely conscious about where they stand in the society. Maycomb is a very religious town with the foot-washing Baptists appearing to have a strong influence on the community.The foot-washers have very strict views and believe that anything which is pleasurable is a sin. They are therefore prejudiced against a great deal of people who are different from them with different opinions. An example of their prejudice is when Miss Maudie says, â€Å"some of ‘em came out of the woods one Saturday and passed by this place and told me and my flowers we were going to hell†. Their belief is so extreme that they feel they should threaten those who enjoy life. Another example of religious prejudice is the isolation of the Radleys.This isolation is due to the Radley family not attending church which is Maycomb’s â€Å" principal recreation †The Radleys suffer religious prejudice because they keep themselves to themselves, apart from everyone else. This action is considered a disapproval by the people of Maycomb. Als o, Mrs Radley hardly ever â€Å" crossed the street for a mid-morning coffee break with her neighbours †, this is also deemed unfriendly and unforgivable by the people of Maycomb hence the isolated of the Radleys.A form of racial prejudice can be seen from the trial of Tom Robinson. Tom Robinson is a black man who was found guilty of a rape he didn't commit. The racial prejudice nature of Maycomb is clearly portrayed through such instances as the fact that Atticus is accused by the town of being a â€Å"nigger lover† for defending Tom’s case and also through the mob scene outside the jail. The fact that a white man would stand up for a black man in that town got them very upset. â€Å"Yeah, but Atticus aims to defend him. That's what I don't like about it†.The people are also not pleased that Atticus tried his best to defend Tom Robinson It is in the Tom Robinson trial that the greatest example of injustice because of prejudice is seen. The townspeople di d not care whether Tom was innocent or guilty because of his color and never even gave him a chance because he was black. Although Atticus actually manages to prove the innocence of Tom Robinson, the white jury still refuses to declare the innocence of a black man over a white resulting in the most blatant testimony to the fact that the town of Maycomb held racial discrimination above justice.Through its decision the town essentially kills a mockingbird. Tom Robinson was a man who did no harm to others but instead actually helped others out of kindness – a mockingbird who becomes victim to a racist society. Another form of racial prejudice is how inhumane the white are towards the black. The townspeople viewed this case as a carnival. â€Å"It was a gala occasion. There was no room at the public hitching trail for another animal, mules and wagons were parked under every available tree.The courthouse square was covered with picnic parties sitting on newspapers, washing down b iscuit and syrup with warm milk from fruit jars†. This was more like entertainment for the townspeople. This was fun for them, talking with friends, having lunch, and joking. They were there only to watch the trial like as if they were watching a show, they were only curious about the verdict of Tom Robinson’s case and were not concern about his predicament. This shows the prejudice in the white that caused them to be extremely cruel.

Celebrity Endorsements

Celebrity Endorsements In the Beauty sector industry, L’Oreal ranks on the top amongst the other brands, and has also undertaken many celebrity endorsements (Wang W.S, 2006). To comprehend the influence of celebrity endorsement on â€Å"L’Oreal Paris† a methodical study is required. This chapter has been divided into two sections, the first begins with a brief description about celebrity endorsements, in addition the previous and the current scenario of celebrity endorsements, whereas the second section talks about the brand L’Oreal, its performance in the industry, the celebrity endorsements it has undergone, furthermore any risks it has faced while endorsing and lastly how has it been influenced by celebrity endorsements   A key challenge that marketing agencies face today to get noticed in the highly competitive market is that of designing an â€Å"advertising execution†. There are many ways through which agencies can secure consumers, amongst them one form is celeb rity endorsement (Robert van Der Veen analysis of celebrity endorsement as an effective destination marketing tool, 2004).The concept of â€Å"celebrity endorsement† has been increasing over the decades and now is a widespread advertising strategy. Celebrity endorsement since ages has been used as an effective source of marketing to promote products and services. (Nathan Klaus, and Ainsworth Anthony Bailey, Celebrity endorsement: an examination of gender and consumer attitudes, American Journal of Business, 2008 vol.23 no.2). At present, one will find almost every advertisement involving a celebrity, these celebrities act as spokespersons so as to advertise and promote products, services and ideas. (Cited in Kambitsis et. al 2002, Rajakaski JJ, Simonsson R.2006). Now Celebrity endorsement is a well established form of advertising strategy, especially in the U.S where approximately twenty percent of all the television commercials present a celebrity or a famous person and in a ddition, approx ten percent of dollars spent on television advertising are consumed in celebrity endorsement. (Cited in advertising age Sherman 1985, Agrawal & Kamakura, 1995). The celebrities when are endorsed for a product they are expected to accomplish a number of objectives such as increasing the brand image, brand name, product creditability, and also the likability of the advertisement.(Brunett et all 1993 cited in Marin 1996). Firms use celebrity endorsement not just for increasing revenues but also its importance lies in the fact that how celebrity endorsement add value to company, brand and product.(Clinton Amos, Gary Holmes, David Strutton, Exploring the relationship between celebrity endorser effect and advertising effectiveness, International Journal of advertising , 27(2), 209-234, world advertising research center) Using celebrities for advertising helps the brand by acquiring better and more attention from the consumers, they add glamour to the product/brand and make it more credible, desirable and trustworthy. (Spielman, 1981 cited in Renton , 2006).According to Friedman and Friedman (1979) â€Å"a celebrity is an individual who is known by the public for his achievements in area other than that of the product class he is endorsing†. Famous people achieve a high degree of attention from the public and media. As a result of their celebrity status they create a positive image of the product they endorse. Murdoch argues that Belch and Belch has written   â€Å"Marketers recognize that people are more likely to be influenced by   a message coming from someone with whom they feel a sense of similarity, and that advertisers recognise the value of using spokes person who are admired: TV and movie stars, athletes, musicians, and other popular figure † (Murdoch, Creativity in advertising).There are a variety of reasons why a firm might go for celebrity endorsement some reasons may be the experiences that the celebrity faced in his l ife may be similar to the message to be conveyed in the advertisement and if you are a fan of the celebrity you might trust them..(Kulkarni and Gaulkar,   2007). Hence, Choosing a celebrity should be done with at most care and importance since it is more than a marketing strategy as it is a decision that has an impact on the prospect of the brand. Choice of celebrity should be on the basis of factors like appeal, popularity, etc.(Naveen Blazey and Shashi Kanth Ganti, Goa institute of management Goa, Impact of celebrity endorsement on overall brand)

Graduate Association in Sourcing and Procurement Essay

Graduate Association in Sourcing and Procurement - Essay Example Overall Improvement: The individual will also be responsible to ensure the overall improvements of the products and services and will need to work with other team heads to ensure that the needs of the stakeholders are met and adhered too. Â  Products and Studios Management: Develop the funding plans for the company and ensure that the company receives higher levels of discounts minimum of 15% - 20% and pays lowered levels of interest on the funds, i.e. almost pay only 10%. Â  Pricing and Price Management: Get all the costing and budgeting details and plan the prices keeping in mind the various possible changes in the environment and the changes in terms of choice. This can be based on the trends of the markets and the historical data. Â  Overall Improvement: Ensure that the shareholders receive a higher rate of return on their investments. Currently, the company provides 10.3% on the return on equity (MSN Money, 2010). This can be increased to 12%. In terms of the employees make sure that the employees are paid based on their work and this will help keep a tab on the costs of the company as well. Â  Rating the performance of an intern is highly strict and more focused and this rating is based on the hours worked. In the case of a traditional employee, the rating is based on the hours worked along with the initiatives and the overall interaction and contribution of the person to the company. The rating of the performance of a Disney employee is very different from that of any other industry as the processes and the working styles are very different and hence here in Disney the possible rating systems that might work may not work in other industries. Â  

DB 4-2 Essay Example | Topics and Well Written Essays - 500 words

DB 4-2 - Essay Example There are large national firms as well as small firms working in this sector. Among these small and big firms H&R Block is the largest firm filing over 21 million tax returns in the year of 2008. Next to them is Jackson-Hewitt filing approximately 3 million returns. The factor which is unavoidably making this industry lucrative is that practically each and every working household of U.S. has to file annual tax return. This helps to create a stable stream of revenue for these tax preparing firms. This industry is almost free from the effect of economic environment and it is a low capital investment business. Another factor which catalyzed the performance of the company named H&R Block was the Refund Anticipation Loans (RALs). These short-term loans enabled the tax-payers to get immediate cash which they used to repay during the time of tax refund. The interest calculated on the RAL is very steep, the annual interest rate ranges from 50-300% (Has The Tax Preparation Industry Lost its L uster?, 2010). A fair part of the interest paid by the tax-payers used to be earnings of the company. It indirectly enabled the tax preparing firms to earn huge revenues. These two are the prime factors which helped these two companies to thrive. In U.S.

Twe assingments each one is one page Essay Example | Topics and Well Written Essays - 500 words

Twe assingments each one is one page - Essay Example However, the war has already crossed the 60 days limit and the Congress still remains silent. The March 21 notification of Obama was that U.S would engage in a ‘limited and well-defined mission’ in Libya. However, by May 20, as Huffpost Politics reports, Obama wrote to the Congress that U.S is ‘no longer in lead’ but the participation involves non-kinetic support like intelligence and refueling, and kinetic attacks on Libyan air defenses and NATO-led forces. Obama violated the law by not seeking the formal approval of the Congress for military operations in Libya. Secondly, he violated the law by not certifying in writing that there is ‘unavoidable military necessity’ in Libya so that the military operation continues after 60 days. Now, what Obama has to do is to seek and receive the permission from Congress before the completion of 90 days. In addition, he will have to withdraw all the forces and resources from Libya in 90 days. II Article II, Section I of the American Constitution states that Congress would decide the date of appointment of electors. So, in 1845, Congress enacted a law providing that Tuesday after the first Monday of November of the year in which the electors are to be appointed is the Election Day. There are many reasons behind the selection of Tuesday as the Election Day.

Journal 4 Essay Example | Topics and Well Written Essays - 250 words - 2

Journal 4 - Essay Example I think the images behind the man represent the many paths people today choose in order to be in one religion or state. The man painted in the middle of these paths is representing all the races in the world and possibly religions. Rivera’s work of art seemed to be representing the cultural wars that exist today. In the early 100’s Rivera was at the time an icon for transactions of cultures between the people in Central and North America. This painting was one of his controversial arts which he intended to be an eye opener for Americans; to be culturally diverse and accept the different aspects and opinions which existed in the world (Neimark 6). His painting incorporates lively and contrasting colors and his concern for texture seem overwhelming. His style of painting can best be termed as New Realism since it is far from representing the academic world and naturalism in the old world (Neimark 68). The man who is at the centre of this painting is Lenin who was the founder of Soviet Union; he is symbolically clasping the hands of future allies; a worker, a black American and a white Russian

International Relations Research Paper Example | Topics and Well Written Essays - 750 words

International Relations - Research Paper Example In fact, it â€Å"refers both to a process of growing material interconnectedness as well as to the ‘idea’ or consciousness of that process† (Ravenhill 302). The purveyor or enforcer of such idea is the WTO. Although the WTO is supposedly a consensual type of organization, where the majority, which consist of the underdeveloped and developing countries, is theoretically the more powerful group, it is actually the few developed and advanced capitalist countries that are most influential in the formulation of its policies. Since its founding, the WTO has been accused of making the economic conditions of the poorer nations worse. According to Global Exchange, an international human rights advocacy organization, the WTO has made the world’s richest become richer at the expense of the poorest as it has â€Å"hastened these trends by opening up countries to foreign investment and thereby making it easier for production to go where the labor is cheapest and most easily exploited and environmental costs are low† (Top Reasons to Oppose the WTO). The WTO was established in January 1995. However, the basic principles behind it were already being implemented since 1948 through the General Agreement on Tariffs and Trade or GATT (World Trade Organization). ... However, there are developing countries with governments that have continued to adhere to the policies of the WTO despite the massive protests that have been held in their respective countries. Behind these are the corporations who have accumulated profits because of globalization (Berberoglu 68). Since the WTO regularly meets in order to discuss the implementation of trade liberalization, the agendas that it often tables are scrutinized by different people’s organizations. One contentious issue that has been the subject of intense protest campaigns from farmers is agricultural liberalization. The WTO calls for â€Å"the removal of exemptions for import controls and supply management regimes† (Shrybman 50). The net effect of this policy is that a less developed nation that could not compete well can be dumped with agricultural products coming from the more developed countries. This naturally puts the farmers of the said country at a grave disadvantage because of unfair competition resulting from it. With inadequate subsidy, the farming sector of the less developed country would certainly not be able counter the heavy importation. Another major criticism of the WTO is that it tends to ignore the impact of its policies on other important aspects of society. It is said that in every forum that is held by this multilateral body, â€Å"global commerce takes precedence over everything – democracy, public health, equity, the environment, food safety and more† (Wallach & Sforza 20). There are two other issues that have been consistently raised against the WTO; these are on matters of the environment and labor. When it comes to the environment, there have been calls by environmental groups to use trade sanctions as a means to pressure erring nations to comply with

Critical Thinking - Academically Adrift Essay Example | Topics and Well Written Essays - 250 words

Critical Thinking - Academically Adrift - Essay Example Students must be critical. Critical thinking is about questioning the conventional system of doing things especially when it is dysfunctional. Students must concentrate on solution finding academic procedures that are born through innovation (Padget, 2012). Critical thinking leads to increased concentration and outright improvement. Educators are duty bound to provoke students to be solution oriented. Students must look at innovation as the only way of survival (Sullivan, & Rosin, 2008). Methods of learning should be modeled to allow flexibility and educational engagement that is firmly committed to purposeful living as opposed to presentation of credentials. Lack of rigor has been cited as a major reason for declining educational standards. Many graduates are said to be living below the poverty line. The syllabuses have to be criticized. Students must take units that encourage them to be part of the solutions. The education system should be both preparatory and solution based. The intensity of successful education model should be in bent on answering the present day challenges (Sullivan, & Rosin, 2008). The culture of socially responsible education system must be entrenched in the future education systems. Units that enhance creativity and social engagement with an aim to get solutions must be given preference. This calls for funded research and innovation centers. The syllabuses should be regularly reviewed to counter the emerging challenges with cheap and sustainable

Reliance Industries Essay Example | Topics and Well Written Essays - 750 words

Reliance Industries - Essay Example Poza notes that as per the regulations outlined in Hindu succession laws, the eldest son of the household is entitled to become the successor after the death of the family’s head (341). Consequently, this notion is also reflected in Hindu traditions and customs which favor the first-born of the family. Mukesh’s arrival in the business, in many ways, echoed this custom as he embarked upon his responsibilities in a fashion that was similar to that of his father (Grant and Nicholson 44). Assessing the relationship that the sons shared with their parents it is understood that Dhirubhai was particularly fond of Mukesh and therefore, chose to discuss the affairs of the business with him before seeking Anil’s point of view (Poza 348) which could have irked Mukesh’s sibling. Another important role that the parents played for the sake of Reliance Industries’ and for their family was that of mediators. Whenever conflicts between the brothers arose, it was Dhi rubhai who took to a stand to resolve the issues by warning his sons and taking an action in order to ensure that family disputes did not act as hurdles in the achievement of business objectives (Poza 349). By March 2005, tensions between the brothers over the control and management of Reliance Industries had escalated which caused media scrutiny on the matter to rise. Thus, it was Kokilaben who realized that the gravity of the situation begged for her intervention. Grant and Nicholson state that despite of her unwillingness to do so, Kokilaben initiated a process of arbitration that ultimately resulted in the distribution of the company’s assets (49). Therefore, this component of the analysis certainly indicates the instrumental role of Dhirubhai and Kokilaben in Reliance Industries which could have not succeeded without their participation in its affairs. The succession of Reliance Industries to the next generation cannot be termed as a monumental success. In order to asses s this statement, the paper explores the ramifications of the succession from the point of view of the Ambani family and from a business perspective. Dhirubhai was always a firm believer in the concept of unity and trusted this notion as an â€Å"article of faith†, this observation first surfaced when he refused to divide Reliance upon the suggestion of his brothers (Grant and Nicholson 43). Similarly, Dhirubhai’s disapproval of family disputes and rifts especially between his sons is clearly observable from the fact that he would personally intervene to resolve any conflicts between Mukesh and Anil (Poza 348). Therefore, it can be stated Dhirubhai Ambani never wanted Reliance Industries to be partitioned. Grant and Nicholson claim that Kokilaben’s reluctance in dividing Reliance Industries was unequivocally clear when she intervened to resolve the issue in 2005 with the assistance of K V Kamath and Nimesh Kampani (49). The authors note that the continuation of Reliance Industries as a single entity was to be a representation of Dhirubhai’s legacy which could not survive due to the dispute between Mukesh and Anil (Grant and Nicholson 49). Henceforth, the succession of the great Indian company cannot be termed as successful from the perspective of the Ambani fam

The concept of hell makes no sense discuss Essay Example for Free

The concept of hell makes no sense discuss Essay Hell is said to be a wicked place of suffering and a place where unrighteous souls are punished. In the Christian Bible Hell is described as a place of fire and brimstone. As the weeds are pulled up and burned in the fire, so it will be at the end of the age. The son of man will send out his angels, and they will weed out of his kingdom everything that causes sin and all who do evil. They will throw them into the fiery furnace, where there will be weeping and gnashing of teeth, (Matthew 13:40-42, quoting Jesus). This passage describes how evil people who act unmorally and sinful will be picked out and discarded into the fiery depths of Hell. Most modern Christians would see Hell as the eternal punishment for unrepentant sinners, as well as for the Devil and his demons. Fundamentalists believe that evil doers and non-religious people would go straight to Hell. Most modern Christians would believe that Hell is a spiritual notion of physical suffering or material fire. They believe many biblical images of Hell are non-literal and Hel is more a state of separation from God. Although not all Christians would agree with this modern view. Fundamentalists believe the Bible to speak the absolute truth and take the descriptions and images of Hell told in the Bible as the truth. Therefore they would believe all non God believers would go straight to Hell and anybody who isnt a believer would not be saved, as Jesus stated in Johns gospel, I am the way the truth and the life, no man cometh unto the father, but by me. (John 14:6). This would mean a relatively small number of the population are to be saved. Exclusivist Christians follow a similar view to fundamentalists although exclusivist Christians are much stricter in there views. They believe anyone who doesnt follow the Bible would be sent to Hell. Therefore everyone who isnt Christian and also some Christians who take the modern view of the Bible. This would mean an even smaller population would be saved. Various interpretations of the torments of Hell exist, ranging from fiery pits of wailing sinners to lonely isolation from Gods presence. In Islam Muslims believe in Jahannom (resembles the versions of Hell in Christianity). In there holy book the Quran there are descriptions of a fiery Hell, and in contrast a garden like paradise which resembles Heaven. Another religion which has a different view of Hell and Heaven in Hinduism. In Hinduism there are many contradictions as too whether Hell exists. This is because Hindu philosophy is concentrated on reincarnation, which is the disembodied soul casting out one body and taking on others. The process which decides the nature of this is karma and the deeds that are preformed in this life will influence the next incarnation. Therefore most Hindus believe in Hell being a metaphor for a conscience, although there are versions of Hinduism which do believe in the concept of Hell. They believe people who commit paap (sin) will go to Hell to go through a series of punishments are reborn according to their Karma. Richard Dawkins is a British ethologist, an evolutionary theorist, and an established writer. Dawkins is an Atheist and in his book the God delusion; he attacks religion and the existence of God. Dawkins concentrates on the teaching of Hell in two main religions Christianity and Islam in a television documentary the root of all evil, he likens the teaching of Hell as to child abuse as some churches such as the one he visited in America scared children into believing they would go to hell if they didnt believe in God and follow the bible word for word. He also interviewed an Islamic extremist who explained that the main aim of the terrorist attacks which take place were because young Muslims believe they will die a martyrs death and receive the ultimate prize after death which is to reach paradise and have all there desires and needs met as a reward. Richard Dawkins explains how he believes that this is indoctrination and dangerous for people to believe in. Karl Marx also had a similar view to that of Richard Dawkins. Marx suggested that religion and the idea of Hell was used as a kind of social control over the people to keep them in there place morally. John Hick is a contemporary British philosopher and theologian. Hick is a liberal Christian who is against the concept of Hell. He argues that the idea of Hell is something that Humanity could achieve on earth without the need for a reality in the next world. Hick believed that life is a journey towards death but the journey does not stop there but continues after death as does the divine purpose to make us more perfect. Another argument which is brought about is the conflicting ideas that you could be evil and religious all your life and on your death bed repent and get into heaven, which is unfair when there are non-religious people who live morally good lives and are told they wouldnt get to heaven because they werent religious. Immanuel Kant said there is no justice in this world. Kant said that people desire the Summum Bonum which is to achieve where virtue and happiness could coincide. Therefore God and the afterlife must exist to bring about the Summum Bonum and you need the existence of Hell to bring justice in the universe. In conclusion taking in all these accounts what you personally believe can be dependant on many factors such as, what your parents believed, your family background, where you live for example in Europe there is a higher proportion of Catholicism and Christianity than in the Middle East where Religion such as Islam are practiced. Therefore in answer to the question concepts of Hell make no sense, depending on your faith, the strength of that faith, the beliefs of people around you and where you live your opinions may vary on the idea of Hell.

Promoting Gender Equality Essay Example for Free

Promoting Gender Equality Essay For centuries women were not treated equal to men in many ways. They were not allowed to own property, they did not have a Share in the property of their parents, they had no voting rights, they had no freedom to choose their work or job and so on. Now that we have come out of those dark days of oppression of women there is a need for strong movement to fight for the rights of women and to ensure that they get all the rights which men have or in other words a movement for the Empowerment of Women. The present seminar has been planned with a view to discuss the various issues related to the Empowerment of Women and to suggest measures for achieving this end.The body of research on women‘s empowerment has conceptualized and defined this construct in many ways and used different terms, often interchangeably, including ―autonomy,â€â€"―status,â€â€" and ―agencyâ€â€" (Lee-Rife and Edmeades 2011; Malhotra et al. 2002; Upadhyay and Hindin 2005). see more:examples of gender equality A review of the literature also shows different measures for the same conceptualization. For example, studies often measure women‘s autonomy with an index that assesses their participation in decision-making in various household issues. This index represents women‘s degree of control over their environment. Some researchers include both major and minordecisions, while others include only major decisions, excluding day-to-day household decisions and those that are traditionally within the woman‘s domain. Women‘s empowerment encompasses many dimensions, including economic, socio-cultural, familial/interpersonal, legal, political, and psychological (Malhotra et al. 2002), which contributes to the wide variation in conceptualizations of women‘s empowerment. Given this variation in conceptualization, it is difficult to measure women‘s empowerment consistently. Kabeer (2001), whose definition is widely accepted, defines empowerment as ―the expansi on of people‘s ability to make strategic life choices in a context where this ability was previously denied to them. Two central components of empowerment are agency and resources needed to exercise life choices (Kabeer 2001; Malhotra et al. 2002). Even with a clear definition, these constructs are difficult to quantify in a standardized way.Additionally, to measure empowerment at an individual level, researchers must translate the amorphous constructs into a set of specific questions that population-based surveys can ask of individual respondents (Kishor and Subaiya 2008). Another challenge is the variation in cultural contexts that affect the measurement of women‘s empowerment. It is desirable to use standardized questions that enable cross-cultural comparisons of empowerment. Yet a measure that captures empowerment in one context may have limited relevance in another, as is the case with measures that assess mobility in a community where women‘s free movement is the norm. While many existing measures of empowerment were originally conceptualized and developed for the context of Asia, and for South Asian countries in particular (Dyson and Moore 1983; Mason 1987), measures that are universally applicable regardless of the gender equity environment, such as those used in Demographic and Health Surveys (DHS), are most useful for cross-national comparisons. Using the available standardized measures of women‘s empowerment among several population-based samples from sub-Saharan Africa will allow us to make comparisons and better understand whether the available measures adequately capture empowerment in these settings. It is still unknown whether the same dimensions of empowerment that were developed elsewhere are relevant in sub-Saharan Africa, where the gender environment is completely different than in other regions. In Africa, empowerment is likely to look different than elsewhere because of such differences as more working women who have control over their earnings, more polygamy, more nuclear families (as opposed to extended families), and larger ideal family size, and because women‘s status is often tied to their fertility. EMPOWERMENT AND REPRODUCTIVE HEALTH A broad body of research exists on women‘s empowerment and reproductive outcomes. Substantial research, primarily focused on Asia, demonstrates that women‘s empowerment is associated with contraceptive use (Gwako 1997; Morgan and Niraula 1995; Schuler et al. 1997; Woldemicael 2009), lower fertility (Balk 1994; Dyson and Moore 1983; Hindin 2000), and longer birth intervals (Upadhyay and Hindin 2005). Some researchers have suggested that women‘s empowerment is a key pathway through which education influences fertility (Jejeebhoy 1995; Mason 1987). To operationalize women‘s empowerment, much of the research literature uses the previously mentioned index of participation in house holddecision-making. The standard DHS questionnaire includes a set of questions about household decision-making. Other approaches include assessing women‘s acceptance of reasons that a husband is justified for beating his wife, and also reasons that a wife is justified in refusing sex with her husband (Ethiopian Society of Population Studies 2008). The DHS includes questions about these issues. Such gender-role attitudes measure the extent of women‘s acceptance of norms that justify men‘s control over women. As expected, they are associated with lower levels of power over household decision-making among women (Dhaher et al. 2010; Hindin 2003; Linos et al. 2010). MAJOR OBSTACLES TO THE PROMOTION OF GENDER EQUALITY AND EMPOWERMENT Notwithstanding the widespread commitment shown through the ratification of international and regional gender equality frameworks, normative gains are not yet fully reflected in substantial changes in women’s lives, as shown in the preceding section. Large gaps remain between policy and practice and it is the aim of this section to discuss some of the major challenges that have been experienced. Continued presence of strong cultural and traditional practices constraining progress in achieving gender parity The continued presence of long standing cultural and traditional practices that discriminate against women and girls’ have constrained the progress towards achieving gender equality. Discriminatory practices and public attitudes towards the advancement of women and gender equality have not changed at the same pace as policy, legal and institutional frameworks. Lack of ratification of the instruments that promote gender equality Previous sections have identified the status with respect to a number of regional instruments, particularly the African Women’s Protocol. Some countries are yet to sign this instrument, while a considerable number are yet to ratify it. Ineffective institutional and policy implementation mechanisms Thirteen years after the adoption of the BPFA by the Fourth World Conference on Women in 1995, the greatest challenge facing countries and regional institutions is the effective implementation of the adopted commitments. Good policies that do not have well formulated implementation plans and resources render the policies ineffective. In some countries, the capacity of gender machineries has also contributed to the slow pace. Some policies are not effectively implemented because they were not developed in a participatory way inclusive of both men and women. Lack of targets with well defined time-frames are also some of the factors that have hampered effective implementation of policies. Lack of monitoring and evaluation mechanisms also plays a significant role in the lack of implementation. Moreover, some policies tend to focus on the symptoms rather than addressing the persistent underlying causes of gender inequality. African women, especially those living in rural communities and those with disabilities, still face exclusion from participating in development processes that can empower them and improve gender equality. It is crucial to undertake inclusive participatory approaches in policy development that involve women as equal partners. Lack of adequate resources Lack of human and financial resources severely limits gender mainstreaming to achieve gender equality and women’s empowerment. Even in situations where a comprehensive plan of action for gender mainstreaming has been developed, countries may not have adequate resources to implement the plan. In particular National Gender Machineries (NGMs) experience limited financial and other material resource base to enhance the implementation of gender equality mandates, roles and responsibilities. In addition, there are gaps in human capacity, there is generally a challenge with respect to gender competence skills of officers in the NGMs to influence the engendering of macro-economic and sector policy frameworks. There is high staff turn over of experts, and low staff retention, most countries are facing difficulties of retaining and sustaining staff with the necessary expertise. Continued presence of strong cultural and traditional practices constraining progress in achieving gender parity in education In taking decisions with respect to the education of their children, some families continue to have preference for educating boys rather than girls. As noted female-to-male school enrolment, retention and completion favor boys in a majority of countries. Very few countries have female to male enrolment rates that favor girls over boys and these countries have been making progress to redress the situation. Continued presence of strong cultural and traditional practices constraining progress in achieving gender parity in health Some cultural and traditional practices continue to inhibit progress in the area of sexual and reproductive rights. Women and girls continue to risk death from maternal mortality. There is need to provide accessible sexual and reproductive healthcare services and education to reduce maternal mortality. Such interventions need to address the roles of both men and women. The rate of HIV infection is much higher among women than men and in this regard, governments must establish and monitor strict legal frameworks to address the vulnerability of women and girls. Furthermore, access to anti-retroviral treatment should be ensured. Lack of enforcement of laws that promote gender equality and lack of knowledge of laws In some countries laws that promote gender equality are in place, however lack of enforcement of such laws leads to the perpetuation of gender inequalities and violence against women. In some countries, laws are in place, but interpretation of these laws is lacking and as such, they are not enforced. Lack of full involvement of men and boys Changing cultural and traditional beliefs including patriarchy requires the involvement of men, and boys in the promotion of gender equality through innovative rights-based, culturally sensitive programmes and continued education and sensitization. Continued lack of recognition of women’s unpaid work The continued lack of recognition of unpaid work (domestic, reproductive, care and support) performed by women hampers the development of policies that can effectively promote gender equality. There is therefore need for such work to be given due recognition in the computation of national income. Limited role of the media The media can play a major role in promoting gender equality beyond what it is currently doing. In particular in creating awareness, sensitization and education campaigns to change patriarchal attitudes. As noted before establishing new laws alone is not enough; existing gendered social relations and cultural norms may quickly shape these laws. There is need for measures to counter preexisting social forces through education and training of both men and women. The media can make a major contribution towards promoting these gender equality messages. Lack of sex disaggregated and gender responsive data Sex-disaggregated data and information from gender-sensitive indicators are often not collected, lost in aggregation of published data, or not used. Gender responsive data would help in tracking the progress made towards achievement of gender equality. SUGGESTED RECOMMENDATIONS Translation of commitments and policies promoting gender equality and women’s empowerment into action on the ground remains a major challenge in Africa. Based on the findings of this study, this section highlights some recommendations that can help countries successfully implement the commitments and policies aimed at promoting gender equality and women’s empowerment. Improved research and collection of gender responsive statistical data It is important to systematically collect accurate sex and gender disaggregated data and conduct research that is essential for monitoring and evaluating progress towards achievement of gender equality and women’s empowerment. More efforts are needed to build capacity of national experts to collect gender disaggregated data in order to enhance integration of gender perspectives in the development process. Strengthen documentation and dissemination of information on promoting gender equality and women’s empowerment Sharing of information is important within countries, between countries and internationally and is critical to the success of achieving gender equality and women’s empowerment. There is need to intensify documentation of experiences with successful and unsuccessful practices and widely disseminate this information. It is important for member States, development partners and international and regional bodies to identify information exchange systems that can facilitate wide exchange of this information in the region. CONCLUSION The Empowerment of women has become one of the most important Concerns of 21st century not only at national level but also at the international level. Efforts by the Govt. are on to ensure Gender equality but Government initiatives alone would not be sufficient to achieve this goal. Society must take initiative to create a climate in which there is no gender discrimination and Women have full opportunities of Self decision making and participating in the Social, Political and Economic life of the Country with a sense of equality. As countries around the world work to promote gender equality and empower women as part of achieving the Millennium Development Goals, it can be expected that demand for smaller families will follow. Additionally, family planning programs can address women‘s empowerment as part of their mission to help women and couples have only the number of children they want. Such programs are likely to generate interest in family planning services, create demand for smaller families, and also reduce unwanted fertility. REFRENCES _Abadian, S. 1996. Womens Autonomy and Its Impact on Fertility. World Development 24(12):1793-1809. _Gwako, E.L. 1997. Conjugal Power in Rural Kenya Families: Its Influence on Womens _Decisions about Family Size and Family Planning Practices. Sex Roles 36(3-4):127-147. _Jejeebhoy, S.J. 1995.Womens Education, Autonomy, and Reproductive Behaviour: Experience _from Developing Countries. Oxford, England: Clarendon Press. _Jejeebhoy, S.J. 2000. Womens Autonomy in Rural India: Its Dimensions, Determinants, and the Influence of Context. Pp. 204-238 in Womens empowerment and demographic processes: moving beyond Cairo, edited by H. Presser and G. Sen. London: Oxford University Press. _ Lee-Rife, S.M. 2011. Womens Empowerment and Reproductive Experiences over the Lifecourse. Soc Sci Med 71(3):634-642. _Linos, N., M. Khawaja, and M. Al-Nsour. 2010. Womens Autonomy and Support for Wife Beating: Findings from a Population-Based Survey in Jordan. Violence Vict 25(3):409-419. _ Mason, K.O. 1987. The Impact of Women‘s Social Position on Fertility in Developing Countries. Sociological Forum 4:718–745. _Morgan, P.S. and B.B. Niraula. 1995. Gender Inequality and Fertility in Two Nepali Villages. Population and Development Review 21(3):541-561. _Westoff, C. and A. Bankole. Reproductive Preferences in Developing Countries at the Turn of the Century. Calverton, Maryland: ORC Macro. DHS Comparative Reports No. 2. April 2002. http://www.measuredhs.com/pubs/pub_details.cfm?ID=369#dfiles . _Malhotra, A., S.R. Schuler, and C. Boender. Measuring Womens Empowerment as a Variable in International Development. Washington, DC; June 28, 2002. http://hdr.undp.org/docs /network/hdr_net/GDI_GEM_Measuring_Womens_Empowerment.pdf . _ Gebreselassie, T. 2008. Spousal Agreement on Reproductive Preferences in Sub-Saharan Africa. Calverton, Maryland: Macro International Inc. DHS Analytical Studies No. 10. http://www.measuredhs.com/pubs/pdf/AS10/AS10.pdf _ UNECA, (2004b), Seventh African Regional Conference on Women (Beijing +10) Decade Review of the Implementation of the Dakar and Beijing Platforms of Action: Outcome and Way forward, Addis Ababa. _UNECA-SA, (2003), Land Tenure Systems and Sustainable Development in Southern Africa, Lusaka. _ WHO, (2002) Gender and Reproductive Rights Glossary. Geneva . _ World Bank, (2000), Can Africa Claim the 21st Century?, The World Bank, Washington DC. _Budlender D, J. Hicks and L. Vetten, (2002) South Africa: Expanding into diverse initiatives, in Gender Budgets Make More Cents Country Studies and Good Practice edited by D. Budlender and G. Hewitt, Commonwealth Secretariat, London. _ Government of Kenya, (2005), MDG Status Report For Kenya, Nairobi. _Government of Malawi, (2004) State Party Report of Malawi to the CEDAW Committee, Lilongwe. _ Government of Sierra Leone, (2004), PRSP of Sierra Leone, A National Programme for Food Security, Job Creation and Good Governance (2005 – 2007), Freetown. _ Green Africa Network, (2004), Policy Document on Overall Sustainable Women Development for Socioeconomic Development of Rural Africa, Nairobi. _ Longwe S. H., (2000), Towards realistic strategies for women’s political empowerment in Africa, Gender and Development, Vol. 8, No. 3, pp. 24-30. _ OECD and NEPAD, (2007), Gender and Economic Empowerment in Africa Outcome of the meeting of the 8th Africa Partnership Forum Berlin, Germany 22-23 May 2007. _Oxfam, 2004, Mozambique’s Family Law passes, http://www.oxfam.org/en/programs/development/ safrica/moz_law.htm _ Reeves H and S Baden, (2000), Gender and Development: Concepts and Definitions, Report prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource, Institute of Develo pment Studies, BRIDGE report Number 55, Brighton. _ Sen A, (1993) Capability and well-being, in Amartya Sen and Martha Nussbaum (eds.), The quality of life, Oxford, Clarendon Press. _ UNDAW, (2005) Enhancing Participation of Women in Development through an Enabling Environment for Achieving Gender Equality and the Advancement of Women, Aide Memoire held in Bangkok, Thailand, 8 – 11 November 2005. _UNECA and AUC (Forthcoming) Good Practices for Addressing GBV/VAW in Africa, Draft Document, September 2008, Addis Ababa. _ UNECA, (2008a), The Millennium Development Goals in Africa: Progress and Challenges. _ UNECA, (2008b), Millennium Development Goals Monitoring: Challenges and Opportunities for African Countries E/ECA/STATCOM/1/6, Report prepared for the First Meeting of the Statistical Commission for Africa (STATCOM-AFRICA I) held in Addis Ababa, Ethiopia, 21-24 January 2008. _ UNECA, (2008c), The State of Older People in Africa –2007: Regional review and appraisal of the Madrid International Plan of Action on Ageing, UNECA, Addis Ababa. _ UNECA, (2007a), Accelerating Africa’s Growth and Development to meet the MDGs: Emerging Challenges and the way forward: An Issues Paper for the Conference of African Ministers of Finance, Planning and Economic Development/Fortieth session of the Commission Twenty-sixth Meeting of the Committee of Experts held in Addis Ababa, Ethiopia, 29 March – 1 April 2007. _ UNECA, (2007b), Ministerial statement of the Conference of African Ministers of Finance, Planning and Economic Development/Fortieth session of the Commission Twenty-sixth Meeting of the Committee of Experts held in Addis Ababa, Ethiopia, 29 March – 1 April 2007. _ UNECA, (2007c), Millennium Development Goals Report, Report to the Conference of Ministers of African Ministers responsible for Finance, Planning, and Economic Development held in Addis Ababa, Ethiopia, April 2007. _ECA (2007d) Land Policy in Africa: A Framework to Strengthen Land Rights, Enhance Productivity and Secure Livelihoods, Addis Ababa, Ethiopia. _ UNECA, 2006: Meeting the Challenge of Employment In Africa, An Issues Paper for the Twenty-fifth meeting of the Committee of Experts of the Conference of African Ministers of Finance, Planning and Economic Development Ouagadougou 10 13 May 2006. _ UNECA (2005a) Economic Report on Africa 2005 Meeting the Challenges of Unemployment and Poverty in Africa, Addis Ababa. _UNECA (2005b), Promoting Gender Equality and Women’s Empowerment in Africa: Questioning the Achievements and Confronting the Challe nges Ten Years after Beijing, Addis Ababa, Ethiopia. _UNECA (2004a). The African Gender and Development Index. (ECA) Addis Ababa.

Reading Comprehension Strategies and Reading Skills

Reading Comprehension Strategies and Reading Skills GEPT: General English Profiency Test HP: Higher proficiency LP: Lower proficiency HETC: Harvard Education Training Center Rationale Hammadon (1991) says: â€Å"Reading comprehension is not just understanding words, sentences, or even texts, but involves a complex interartion of the readers prior knowledge, language profiency and their learning strategies† (p.30). So reading strategies are very important to achieve the comprehension. Many types of reading strategies are introduced to guide students of all different levels. However, there were few researchers who investigate the relationship of reading comprehension strategies and reading comprehension of students. At HETC, reading has a key place in any English courses when students study English not only as the interest but also the demand for improving their study and promoting in their careers to achieve the long-term goals, especially some of them were assigned to live and work abroad. In their learning process, almost the students meet great challenges when dealing with the reading texts. They usually do not understand texts and cannot complete the tas ks so they feel tired in reading lessons. Therefore, what are the main causes of this current situation? In order to find out the answer, the researcher started a survey on the reading comprehension strategy use. For teachers at HETC, it is hoped that this study may offer them the ways on how to identify strategies used by the students and then they can decide what they should do to promote their students reading comprehension and in their learning as well. Literature review 2.1. Reading comprehension strategies and reading skills Oxford (1990) gives a detailed definition of language learning strategies: â€Å" Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations† (p.8) and described concretely how learning strategies are applied to the four language skills: listening, speaking, writing and reading. According to her, four strategies: listening strategies, †¦, or reading strategies are those learning strategies themselves that applied to each of the four skills. Of course, skills and strategies are two big words and common terms of the reading activities, as well. Nutall (1982) pointed out that reading was certainly a process of the readers, who used strategies to work with the meaning of the texts actively and then made sense from them. By the interesting interactions from the readers and texts, more and more researchers keep working to research the relationship between the use of reading strategies and reading comprehension. However, strategy and skill, are they different? Yes, it was actually apparent that they were different. Strategy meant people used the planned methods and implements to achieve their goals, but skill was known as a routine. Moreover, strategy was the result of conciously work towards goals. It helped readers to understand the meaning of contents in order to find out the answer or obtain a certain performance level in reading that they want for themselves (Gagnà ©, 1985). However, it is not always easy to make such a clear differnces between these two terms. Grabe and Stoller (2002) said that â€Å"many abilities that are commonly identified as strategies are relatively automatic in their use by fluent readers (e.g. skipping an unknown word while reading, rereading to reestabilsh text meaning† (p.15) Paris et al (1991) supposed â€Å" an emerging skill can become more efficient and developmentally advanced when they become generated and applied automatically as skills† (p.61). Sometimes this difference is not clear at all because that is part of the nature of reading. In this study, reading strategies are used to show specific actions, steps and plans that students conciously apply in their reading process to improve their comprehension. 2.2. The relationship between reading strategies and reading comprehension Reading comprehension must occur rapid in almost any purposeful context, and the more rapidly a text is read, the better reading processes are to effect. Those specific processes must be implemented effectively in combination to ensure the reading comprhension. Reading comprehension requires the reader be strategic. The reader needs to identify processing difficulties, address balances between text information and background knowledge, decide for monitoring comprhension, and shifing goals for reading. When a good reader use strategies, they can read fluently, flexible in line with changing purpose and then continue monitoring the comprehension. Similarly, reading is an process that evaluating the reader, who must decide if the reading information is coherent and finds out the purpose for reading.Alderson (2003) said reading as the interaction of four things. He claimed that the reader and the text together must be fluent reading or â€Å" the ability to reach at an appropriate rate with adequate comprehension†, or â€Å" the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading† (p.149). So discovering the best methods and strategies are the way that a good learner apply during a reading process. 2.3. Previous research on reading comprhension strategies Grellet, F. (1981) wrote a book â€Å"Developing Reading Skills†. This book showed the important role of reading and provided some techniques which help learners improve their reading skill. Nutal, C. (1989) proved reading is â€Å" to enable students to read without help unfamiliar authentic texts at appropriate speed, silently with adequate understanding†. Ozek, O. (2006) researched â€Å" A study on the Use of Cognitive Reading Strategies by ELT Students†. This study carried out to find out which reading strategies are commonly employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and to continue academic studies successfully. San San Kung (2007) did an investigation into the relationship between reading comprehension and the use of reading strategies among EFL students in colleges in Taiwan. Through the study, the researcher knew what the reading strategies the EFL students use more or less and what the differences between different grade students. Methodology This chapter will describe research methods used to collect data to answer the research questions and then explain how and why the methods are used. 3.1. Research questions This study aims to find out reading strategy use of HETCs students. This also has objectives to discover if there are any differences in strategy use between lower and higher proficiency readers, as well. Then to suggest some recommendations to raise students awareness of using reading comprehension strategies in the classroom. It aims at answering the following questions: 1. What reading strategies are used by students at HETC? 2. What are the differences in the use of reading strategies between lower and higher proficiency readers? 3.2. Descriptions of variables 3.2.1. Independent variables In this study, the independence variables were the students at HETC. 51 students were chosen as representatives of this particular group sudents to collect needed data. These 51 students were divided into four groups in which students are the members of higher and lower proficiency groups. These 2 groups were chosen to get information to answer the second research question ( More details about these groups and about higher and lower proficiency readers will be found in 3.3.1 and 3.4.2) 3.2.2. Dependent variable: The dependent variable in this research were the strategies applied in reading comprehension, i.e. reading comprehension strategies. 3.3. The data collection instruments: This study employs a combibation of 3 data collection instruments: * General English Proficiency Test (GEPT) * Questionaire * Think-aloud interviews As one of the objectives of this study is to find out if there are any dfferences in the strategy use between higher proficiency (HP) and lower proficiency (LP) readers. The test was used to divide the subjects into difference groups in which groups of higher and lower proficiency were chosen to collect the data. Think-aloud interviews aimed at getting qualitative data and quesionaire was used to get quantiative data. The author can collect a large information of all mentioned strategies and the information from students who share their thought of strategy use in the think-aloud interviews. Of course, the think a loud interviews in this study can be one of the best ways to reaffirm the result got from the questionaire. For example, in the questionaire, the subjects report that they use life experiences to understand the meaning of texts or read the first and last paragraphs and then go back to read the paragraphs; the author will know they use these strategies or not in the interview. 3.3.1. Test A General English proficiency test is a procedure taken to collect data on students ability or the knowledge of disciplines as â€Å" Information about peoples language ability is often very useful and necessary† (Nunan, 1992). The GEPT was taken form the book â€Å"IELTS for Academic Purpose: A short insentive course† (see the appendix 3). Based on the result of the test, the subjects were classified into 4 groups. Group 1 consists students who just got from mark 1 to 2.5; group 2 has those who got mark from 3 to 5. The students in these 2 groups are LP learners. Meanwhile, the students who are in group 3 got mark from 5.5 to 6.5 – they are at medium levels. And the last group – group 4 consists of HP ones who got mark from 7 and over. After having the result of the test, the author decided to chose group 2 and 4 to collect the data to answer the second research question. So there are 51 subjects in these 2 groups. The author did not choose group 1 becaus e their proficiency were too low and they were only 1% of the subjects. Details of the test can be found in Appendix 1. 3.3.2. Questionaire: Questionaire is the second data collection instrument in this study. This is also a pretty popular means of data collection. Many researchers suppose that using questionaire in language research has many advantages. First, questionaire can be given to a great amount of students at the same time and it is self-administered. Second, to protect the privacy and keep the fairness, the subjects names might not be appeared on the questionaire. So subjects tend to share the information more naturally, even some sensitive information. Third, the data collected are more accurate because questionaire is usually given to all the subjects at the same time. This study used one survey questionaire to gather the information about reading strategies as well as the differences in strategy use between these two kinds of readers. According to the result of the questionaire (and interviews), the athor can make some recommendation to help students improve their reading abilities. The quesionaire was designed based on the questionaire of Shan Shan Kung (2007). This part consists 3 parts. Of couse, in this study, the author modified the first part personal information part. The next part – concept of reading had 3 questions to explore the perceptions of English reading. The last part had thirty – eight questions of strategy use. In the beginning of third section, thirty – four questions utilized a Liker – Scale point systems. The subjects were asked to respond to each statement by choosing among four answers: 1) usually; 2) sometimes; 3) rarely; 4) never. Each section has four to six questions (except section 1 has 10 questions because of discovering the reading process). Through the survey, the author found out which strategies actually actracted HP readers more than LP readers. 3.3.3. Think aloud interviews In addition to the quetionaire, interviews are used to obtain information by actually talking to the subject. The interviewer asks questions and the subject responds. Interviews are the good way for collecting data as Seliger, H.W. (1989) claimed â€Å" Interviews are personalized and therefore permit a level of in-depth information – gathering, free response and flexibility that cannot be obtained by other procedures† (p.166). However, it can be costly and time consuming. In this study, think – aloud interviews were used to collect the data about the students reading strategy. The Interviewer Guide for Reading Strategies developed by Honsenfeld et al. (1981). In oder to make the Guide appropriate for objectives of thi study, the researcher has made some changes in the strategies they posed ( see Appendix 3). 3.4. Participants in the study: At the time the study was carried out, the subjects had just finished an English course. Their textbook was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Therefore, their commonly assumed proficiency was intermidiate. They were members of three classes. One class included 25 students , 24 in the other class and 21 in the last one and they stuied the same textbook. Their ages ranged from 19 to 24. Almost all of students had at least 3 years of learning English before this class. They were delivered a reading proficiency test to be divided into higher and lower proficiency readers. In this study, gender has minimal effect on the results because the number of male students is quite small in the total of the subjects. 3.5. Procedure The data were collected by the researcher during a week in autum 2009. After contacting the English teachers of the subjects in person to get approval for asking their students to participate in the study, the researcher pre-arranged the time. The researcher went to English classes to administer the tests. The students were asked to complete the test in 60 minutes. The English teachers and the researcher supervised and marked the test papers later. The 2 days after, subjects were distributed the questionanires. The researcher gave some directions to the subjects and of then encouraged students to ask for any clarifications they might need and any other extra time when they filled out the questionaire. And of couse, the researcher wanted to protect the privacy and the students fairness, so the students names would not fill in the questionaires. In order to advoid misunderstanding the questions, the questionaire were translated into Vietnamese which were enclosed with the English version. The questionaire administration took about 30 minutes in each class. For days later, six chosen students were interviewed individually at the researcher s office in HETC. The reseacher pre-arranged the time and contacted to the students by the phone. Before the interview, the reseacher gave the instructions and explained the purpose of the study to students so they could understand what they had to do clearly. Each interview took from 10 to 15 minutes. Data analysis and findings 4.1. The result of the questionaire 4.1.1. Demographic Data Table 4.1 Demographic Information of Students (N=51) Subject Frequency Percentage Total N % Gender Male 9 17.6 51 100 Female 42 82.4 Level Lower proficiency 32 63.7 Higher proficiency 19 36.3 Years of English learning experience 2 3 5.9 51 100 4 9 17.6 5 15 29.4 6 11 21.6 7 6 11.8 8 2 3.9 9 4 7.8 10 1 2.0 Look at the table 4.1, of the 51 students participating in the study, 9 (17.6%) were males and 43 (82.4%) were females. Of the 19 HP students (36.3%) and 32 (63.7%) were LP students. When asking about years of English learning experience, just 1 students (2.0%) has been studying English for ten years. 9 students (17.6%) have been studying English for four years, 15 students (29.4%) have been studying English for five years, 11 students (21.6%) have been studying English for six years, 6 students (11.8%) have been studying English for seven years, 2 students (3.9%) have been studying English for eight years, 4 students (7.8%) have been studying English for nine years. Because foreign language in general and English in particular were given into school from sixth grade in secondary school, and from tenth grade in high school ( in some remote areas), the most students years of English learning experience were between four and seven years. To answer the second section of the questionnaire about concepts of reading, the results were presented in Table 4.2. Table 4.2 The Relationship between the Important of Reading for Language Learning and Reading Hours per Week by higher and lower proficiency students Reading hours per week 2 3 4 Over 4 N % N % N % N % Higher proficiency students (N =19) Very important 2 10.5 5 26.3 6 31.6 3 15.8 important 1 5.3 2 10.5 Not important Lower proficiency students (N =32) Very important 6 18.8 7 21.9 5 15.6 important 4 12.5 5 15.6 4 12.5 Not important 1 3.1 According to the illustration of Table 4.2, HP students who thought reading was very important for language learning were 2 (10.5%) spent two hours per week on reading, 5(26.3%) for three hours per week, 6 (31.6%), for four hours per week and 3 (15.8%) for over four hours per week. HP students who thought reading was important for language learning were 1 (5.3%) spent two hours per week on reading, 2 (10.5%) for four hours per week. There were not any students who thought reading was not important for language learning. In the LP group, 6 (18.8%) students thought reading was very important for language learning and spent two hours per week for it, 7 (21.9%) spent three hours for reading, 5 (15.6%) spent four hours for reading. These LP students supposed reading was important for language learning were 4 (12.5%) spent two hours per week on reading, 5 (15.6%) for three hours per week. There was 1 (3.1%) students said reading was not important for language learning but still spent two hours per week on it. 4.1.2. Findings for Research Question One The research question one was â€Å"What reading comprehension strategies are used by students at HETC ?† After collecting data, it showed what the same or different strategies were used more or less by HP or LP students for helping them understand the contents of the reading materials in different reading situations and were ranked from low to high to represent which strategy would be used more or less by the students during their reading process in different situations. The results were listed in the following by all of students reading ability levels when they used reading strategies in different reading situations. The total results came from the 51 students in Table 4.3, 4.4, 4.5 and 4.6. Table 4.3 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I read English materials, Mean Mean SD Rank 1. I read a table of contents, and then read the contents 1.82 1 .90 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.51 7 .12 3. I underline the main points when I am reading 2.03 4 .97 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 1.86 2 .90 5 I skim over the full text, and then read details 1.88 3 .92 6 I use life experiences helping me understand the meaning of texts 1.86 2 .90 7 I use the background knowledge of the English culture to understand the contents 2.57 8 1.03 8 I use key words or sentences to guess the main idea of the articles 1.88 3 1.08 9 After reading each paragraph, I ask myself if I understand what I read before, and paraphrase the main idea, then keep reading the next paragraph 2.25 5 1.09 10 I discuss what I read with classmates 2.45 6 1.05 In Table 4.3, the result indicated which strategies the 51 students used more or less when they read English materials. The table showed the data with mean, mean rank, and standard deviation. As illustration of Table 4.3, the mean was from 1.82 to 2.51 and the rank was S1 (1.82) Table 4.4 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a vocabulary, Mean Mean SD Rank 11 I check the dictionary immediately 2.37 3 1.1 12 I mark and pass it, keep reading and then go back 2.33 2 1.08 13 I use other words in the sentence to infer the meaning of vocabulary 2.09 1 .87 14 I analyze its suffix and prefix to get its meaning 3.00 4 1.21 Through Table 4.4, strategy 13 â€Å"I use other words in the sentence to infer the meaning of vocabulary† was most used by the students when they did not understand a vocabulary during the reading process. On contrary, strategy 14 â€Å"I analyze its suffix and prefix to get its meaning† was the strategy which most students used least in this reading situation. Table 4.5 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a sentence, Mean Mean SD Rank 15 I use the context (topic, subject) to derive the meaning of each sentence 1.86 1 .91 16 I translate word for word into Vietnamese to better understand the meaning of the sentences 2.35 4 1.12 17 I take grammar analysis (ex: finding subject and verb etc.) to understand the meaning of the sentences 2.33 3 1.02 18 I analyze the structure of sentences (ex: sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence 2.37 5 .97 19 I will analyze the verb tense (ex: past tense or future tense) or verb mood (ex: subjunctive mood or imperative mood) for better understanding 2.27 2 .95 In Table 4.5, those strategies had close mean scores between each other, but it also pointed out the differences from 2.27 to 2.37, except the strategy 15 had the mean score less 1.86. It described that strategy 15 â€Å"I use the context (topic, subject) to derive the meaning of each sentence† were the most used by the students when they did not understand a sentence during reading process. Vice versa, the means of the strategy 16 and strategy 18 to derive the meaning of sentence† meant that they were used least than other strategies in this section. Table 4.6 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students When I dont understand (including vocabulary and sentences,) except above reading strategies, Mean Mean SD Rank 20 I check books (ex: grammar books or encyclopedia) for references 2.16 2 1.14 21 I go on the Internet to find related information 1.98 1 .92 22 I ask teachers or classmates for clarification 2.27 3 1.03 23 I read the difficult parts several times 2.63 5 1.12 24 I read the contents orally several times 2.47 4 .94 25 I will memorize the vocabulary pertaining to the contents before reading 2.16 2 .99 According to the data, it presented that strategy 21 â€Å" I go on Internet to find related information† was used by almost students. The information technology nowaday becomes quite popular to students so they would like to search information on the Internet. The S20 = S25 (2.16) both stood the second position. The strategy that students used least was strategy 23 â€Å" I read difficult parts several times†. 4.1.3. Findings for Research Question Two Research question two was â€Å"What are the differences in the use of reading strategies of the higher and lower proficiency students at HETC?† Through mean, standard deviation, t-tests and p value, the data analysis depicted detailed information about the differences of reading strategy performance between these two groups of students. The comparative groups focused on higher and lower proficiency student. Table 4.7 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC when I read English materials, Lower proficiency students Higher proficiency students T p (N=19) (N=32) Mean SD Mean SD 1. I read a table of contents, and then read the contents 2.00 1.054 1.72 .813 .999 .322 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.16 1.118 1.78 .792 1.288 .20 3. I underline the main points when I am reading 2.00 1.105 2.06 .914 -.208 .84 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 2.79 1.084 2.78 1.069 .026 .98 5. I skim over the full text, and then read details 2.05 1.026 1.78 .870 .965 .34 6. I use life experiences helping me understand the meaning of texts 1.89 .937 1.84 .917 .189 .85 7. I use the background knowledge of the English culture to understand the contents 2.05 1.129 2.86 .871 -2.729 .00** 8. I use key words or sentences to guess the main idea of the articles 2.37 1.261 1.59 .911 2.412 .02* 9. After reading each paragraph, I ask myself if I understand what I read before, and paraphase the main idea, then keep reading the next paragraph 2.00 1.202 2.53 .983 -1.630 .11 10. I discuss what I read with classmates 2.53 1.264 2.41 .946 .359 .72 p As indicated in Table 4.7, strategy 7 and strategy 8 attended to the significant difference level (p Table 4.8 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC When I do not understand a vocabulary, Higher proficiency students Lower proficiency students t p (N=19) (N=32) Mean SD Mean SD 11. I check the dictionary immediately 3.32 .749 1.81 .896 6.432 .00** 12. I mark and pass it, keep reading and then go back 2.89 1.1 2.06 .878 2.809 .00** 13. I use other words in the sentence to infer the meaning of vocabulary 2.05 .911 2.13 .871 -.279 .78 14. I analyze its suffix and prefix to get its meaning 2.84 1.344 3.13 1.07 -.782 .44 p In table 4.8, strategy 11 and strategy 12 attended to the significant different level (p Table 4.9 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students When I do not understand a sentence, Higher proficiency students Lower proficiency students t p (N=19) (N=32) Mean SD Mean SD 15. I use the context (topic, subject) to derive the meaning of each sentence 1.89 1.1 1.84 .808 .176 .86 16. I translate word for word into Vietnamese to better understand the meaning of the sentences 3.21 0.976 1.84 0.884 5.005 .00** 17. I take grammar analysis (ex: finding subject and verb etc.) to understand the meaning of the sentences 2.16 1.167 2.44 .948 -.885 .38 18. I analyze the structure of sentences (ex: sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence 1.84 .898 2.69 .896 -3.253 .00* 19. I will analyze the verb tense (ex: past tense or future tense) or verb mood (ex: subjunctive mood or imperative mood) for better understanding 1.84 .898

William Butler Yeats Essay -- essays research papers

On June 13 1865 William Butler Yeats was born in Dublin Ireland. From the start Yeats had artistic influences, due to the fact that his father Jack Butler Yeats was a noted Irish painter. He had no formal education until he was eleven, at that time he started at the Godolphin Grammar School in Hammer*censored*h England and later he enrolled in Erasmus Smith High School in Dublin. Throughout his schooling he was considered disappointing student, his studies were inconsistent, he was prone to day dreaming, and poor at sports. In 1884 Yeats found his way to the Metropolitan School for the Arts, here he met a poet by the name of George Russell. Yeats and Russell sheared the same dreams, visions, and the enthusiasm for them. Russell and Yeats soon founded the Dublin Hermetic Society for the purpose of conducting magical experiments. They promoted their idea that "whatever great poets had affirmed in there finest moments was the nearest we could come to an authoritative religion and t hat their mythology and their spirits of wind and water were but literal truth." This sparked Yeats’s interest in the study of the occult. After his experience in the hermetic society he joined the Rosicrucians, Madam H.P. Blavavtsky’s Theosophical Society, and MacGregors Mather’s Order of the Dawn. Yeats consulted spiritualists frequently and engaged in the ritual of conjuring the Irish Gods. The occult research Yeats made was apparent in his poetry. The occult was a source of images to use in his poems, and evedence of this is in all of his works. In1885 Yeats met John O’Leary an Irish Nationalist and Fenian leader. O’Leary played a large role on getting Yeats’s his work first published in The Dublin University Review and directing Yeats’s attention to native Irish sources for inspiration. The influence of O’Leary caused Yeats to take up the Irish writer’s cause. England was trying to destroy all Irish literature in an attempt to anglicize Ireland through a ban on the Gaelic language. O’Leary’s nationalism and opposition to violence impressed many people including Yeats. These views helped shape political views that Yeats would hold for the rest of his life. In 1889Yeats met Maude Gonne, a woman he loved unrequitedly for the rest of his life. Yeats asked Gonne to marry him many times but she always turned him down. Gonne was an Irish patriot and an inspiration to... ...thorn-trees By the waters. I herd the old, old men say, ‘All that’s beautiful drifts away Like the waters.’ This poem was written some time between 1904 and 1910, at this time Yeats would have been between 39 and 45 years old. When Yeats wrote this he probably started to see changes in himself, and when he saw old men he realized how close he was to becoming one of them himself. Because of the subject, I find it strange that e used a lyrical style of writing. To a Squirrel at Kyle-na-no Come play with me; Why should you run Through the shaking tree As though I’d a gun To strike you dead? When all I would do Is scratch your head And let you go. Yeats wrote this poem between 1919 and 1928. I think that this poem has more meaning than just wanting to play with a squirrel. At the time it was written there was some major industrialization going on, so that leads me to believe that the squirrel represents all of nature, and he is trying to enjoy nature. The f act that the squirrel runs away shows that nature knows of mans destructiveness and it doesn’t trust man. What I think Yeats is trying to say is that he really doesn’t agree with industrialization, but again he uses a lyrical style.

Interpretation of Poetic Sound :: essays research papers fc

Understanding the Speaker’s Voice: Through Interpretation of Poetic Sound   Ã‚  Ã‚  Ã‚  Ã‚  Classical, Early European, Eastern and Modern poetry share structural similarities in their use of rhythm, meter and rhyme; however, sound plays a more subtle role for purposes of interpretation. Poets combine structured rhythmic patterns and the formal arrangement of words with devices such as alliteration to create images in the reader’s mind. Two contrasting poems written by William Blake titled â€Å"The Lamb† from Songs of Innocence (1789) and â€Å"The Tyger† from Songs of Experience (1794), effectively illustrate how the fundamental use of poetic structure, selective alliteration and imagery, accentuates the underlying sounds of a poem; thereby, enabling the reader to better understand the voice or tone being portrayed by the speaker.   Ã‚  Ã‚  Ã‚  Ã‚  In Blake’s opening lines of â€Å"The Lamb,† the speaker sets the initial tone for the conversation that takes place between the child and the gentle creature; â€Å"Little Lamb, who made thee/Dost thou know who made thee† (Blake 1-2). As evidenced by the speaker’s selective use of diction, the soft and non-threatening nature of the words establishes an atmosphere of child-like innocence and wonder that echoes throughout the remainder of the work. As the conversation progresses, the setting is established through the use of the words â€Å"stream† and â€Å"mead† (Blake 4), which is intended to suggest that the conversation is taking place outside, in a peaceful meadow. In subsequent lines of the poem, the child poses a series of softly worded phrases such as â€Å"Gave thee clothing of delight/Softest clothing wooly bright† (Blake 5-6). Although not initially obvious to the reader, through the selective use of alli teration, the speaker has effectively introduced the characteristics and subtle rhythmic sound that is consistent with that of a childhood nursery rhyme. The speaker’s melodious combination of repetition, diction and rhyme is further reinforced in the final two lines of the last stanza, â€Å"Little Lamb God bless thee/Little Lamb God bless thee† (Blake 19-20), which symbolically culminates in the child’s belief that the miracle of creation resides in God himself.   Ã‚  Ã‚  Ã‚  Ã‚  There is a stark contrast between the opening lines of â€Å"The Lamb† and the opening lines of Blake’s companion poem â€Å"The Tyger.† In â€Å"The Tyger,† the speaker immediately establishes a very different setting for the conversation that takes place between the child and the fearsome beast; â€Å"Tyger! Tyger! Burning bright/In the forests of the night† (Blake 1-2). Unlike the peaceful setting of â€Å"The Lamb,† the image created in the reader’s mind through the selective use of words like â€Å"burning,† â€Å"forests,† and â€Å"night,† suggests that the conversation is taking place in an environment of uncertainty and darkness.

Misconceive?o By John Leo :: essays research papers fc

Misconceive’o by John Leo John Leo is a columnist and contributing editor that has been writing for U.S. News & World Report since 1988. Prior to that he worked for Time magazine and The New York Times covering topics such as social sciences and popular culture. The thesis of John Leo’s latest U.S. News & World Report article, â€Å"Fu Manchu on Naboo,† does not leave the reader any room to guess what his discussion is going to be about. He drives the point home from the beginning of the article. The central idea is very direct and easy to locate. It appears at the end of the first paragraph and simply states â€Å"Episode I: The Phantom Menace is packed with awful stereotypes.† Mr. Leo wrote this piece not only for informative purposes, but also to convince a particular audience that, whether intentional or not, characters have taken on harmful images some may find offensive. He is not speaking only to his fairly educated, loyal readers, but also to those who may have taken part in producing the movie. Mr. Leo makes visible to his readers what he believes to be stereotypes in the film. People may not have noticed these before, so he makes clear definitions and comparisons. To the rest of the audience, those who had a hand in making the movie, he makes a plea not to redevelop these characters in future films. Mr. Leo uses several analogies and examples in his presentation, and they are all tied to his thesis. He points out some images that strikingly resemble stereotypes that are commonly found in society today. He uses movie characters from Star Wars, such as Watto to support his claim. Mr. Leo finds that â€Å"Watto, the fat, greedy junk dealer with wings, is a conventional, crooked Middle Eastern merchant.† He goes on with other character references as evidence: Jar-Jar Binks as the inferior black, the Neimidians as sinister Asians. One of the problems with this argument is that not everyone in society identifies with these stereotypes. If the audience does not find the characteristics to be true they could shut off thought, thereby defeating his purpose for writing the article. There are no statistics presented in this article. The lack of statistics or other evidence, such as results of surveys, could lead Mr. Leo’s audience to believe that these are his own perceptions. In the seventh paragraph, Leo makes references to Catholics, Asians, Republicans, and Africans.

Madurai Essay

Madurai has been a major settlement for two millennia and is one of the oldest continuously inhabited cities in the world with a recorded history from 3rd century BC. [3]Megasthenes visited Madurai during 3rd century BC, with the city referred as â€Å"Methora† in his accounts. [9] The view is contested by some scholars as they believe â€Å"Methora† refers to the north Indian city of Mathura as it was a large and established city in the Mauryan Empire. [15] The city is also mentioned in Kautilya’s (370–283 BC)[16] Arthashastra. Madurai finds mention in the works of Roman historians Pliny the Younger (61 – ca. 12 CE), Ptolemy (ca. 90 – ca. CE 168), those of the Greek geographerStrabo(64/63 BCE – ca. 24 CE). and also in the Periplus of the Erythraean Sea After the Sangam age, most of present day Tamil Nadu, including Madurai, came under the rule of the Kalabhras dynasty, who were ousted by the Pandyas around 590 CE. The Pandyas were outsted from Madurai by the Chola dynasty during the early 9th century. The city remained under control of the Cholas until the early 13th century, when the second Pandyan empire was established with Madurai as its capital. After the death of Kulasekara Pandian (1268–1308 CE), Madurai came under the rule of the Delhi Sultanate. , The Madurai Sultanate, then seceded from Delhi functioned as an independent kingdom till its gradual annexation by the Vijayanagar Empire in 1378 CE. Madurai became independent from Vijayanagar in 1559 CE under the Nayaks. Nayak rule ended in 1736 CE and Madurai was repeatedly captured several times byChanda Sahib (1740 – 1754 CE), ArcotNawab and Muhammed Yusuf Khan (1725 – 1764 CE) in the middle of 18th century. In 1801, Madurai came under the direct control of the British East India Company and was annexed to the Madras Presidency. The British government made donations to the Meenakshi temple and participated in the Hindu festivals during the early part of their rule. The city was devolved as a political and industrial complex through the 19th and 20th centuries to become a district headquarters of a larger Madurai district. With the effect of urbanisation, the temple no longer retained the unitary form, but continued to remain the centre for Hindus. In 1837, under the order of the then collector John Blackburn, the fortifications around the temple were demolished to accommodate the growing population of the city. The moat was drained and the debris was used to construct the new streets – Veli, Marat and Perumaal Mesthiri streets. The city was constituted as a municipality in 1866 CE. The British government faced initial hiccups in land ceiling and tax collection in Madurai and Dindigul districts under the direct administration of the officers of the government. The district at large was resurveyed between 1880 and 1885 CE and settled between 1885 and 1893 CE. The survey showed an under assessment of around 8 per cent in the old survey. Five municipalities were constituted in these two districts and six taluk boards were derived for local administration. Police stations were established with Madurai city as the headquarters of the District Superintendent. It was in Madurai, in 1921, that Gandhi, pre-eminent leader of Indian nationalism in British-ruled India, adopted loin cloth for the first time as his mode of dress after seeing agricultural labourers wearing it. [29] The independence movement in Madurai was led by leaders such as N. M. R. Subbaraman and Mohammad Ismail Sahib.

Parents aren’t always right Essay

P bents arnt unendingly ripe(p), their intention is to elaborate children minds, and allow them reckon they are perpetually right, which they are non. since they are they the parent , they think they are right. No parent digestnot be right all of the time (parents are not continuously right) because they would squander to be immaculate and there is not one psyche in this world that can unfeignedly claim to be faultless. Parents make mistakes, can have bad judgement at time and dont always understand how different the world is without delay from when they grew up but lets face it they similarly have that much more experience than we do.The world isnt a perfect place. Now whether they are right around of the time or not is a different story, but, the fact is that parents can be just as stubborn as kids. When they think they are right, they really think that they are right.Parents should give their children the chance to rile their experience and knowledge, but also puddle that their children arent them, they arent going to give-up the ghost the same way, nor will they want to be told everything, kids need to learn for themselves, even if it may hurt them, physically or emotionally and that will make them free of indoctrination and they move a free and critical thinker.We are in this world because of our parents and we are sound aware of the fact that we should respect them. They always think good of us disregarding of our behavior and attitude towards them. They give us instructions and advice pretty often and we have a belief that they are always right. They want to see us succeed. scarcely are they always right?the insecurity of the parents especially in the major clustering of the middle class population of India, that determines the finding making of the parents towards their children.

Analysis of Kate Chopin and Her Works

relieve a critical analysis of any tone of The accounting of an Hour which you found of interest and significance. Kate Chopins The tier of an Hour is a short yet complex plot describing the feelings of Mrs M wholeard. This drool is overflowing with symbolism and im eonry. The most giving theme here is the longing for freedom. Chopin focuses on unfolding the emotional state of Mrs Mallard which can be separated into three stages quickly moving to grief, through and through a sense of newfound freedom, and finally into the hopelessness of the loss of that freedom.A critical analysis of The Story of an Hour Kate Chopins The Story Of An Hour, in my opinion, is a good piece of literature. It is well written, clearly written, entertaining, and it brings a bit of a challenge to the driveer. Starting with the title, Chopin depict part of the setting. We already know that e precisething that happens during this little drama, happens within an hour. This title brought curiosity upon me because I did not suck that many things that could affect ones spiritedness could take situation in an hour.For example, the recent tragedy in America, within one hour more than had happened in the borders of the coupled States and Chopins choice of title brought that to my attention, within an hour much could happen that could completely change someones life. The way the story is written is very straightforward. The author tells you exactly what is misfortune but lock leaves enough room for your inclination to fill in the blanks.For example, when Chopin describes Louises room with the open windowpane, a comfortable, roomy armchair (page 378), and then goes on to describe what Louise sees outside, she tells us that our protagonist isnt living a bad life monetarily. Louise has a nice comfortable chair in her bedroom where she has a nice view of a square with trees and people. The way Chopin describes the weather follows the same suit. on that point were patches of b lue sky showing here and in that respect through the cloudsin the west facing her window (page 378).The author tells you what to imagine but there is still room for you to add, for example, the sun shining through the clouds and heartily hitting her face, among other things. Analysis of Kate Chopin And Her Works alleviate Body and soul free Those are the bang-up words written by the big(p) American author, Kate Chopin in The Story Of An Hour in 1894. Her objective life stories were her biggest influences in her literature and her unique themes. peradventure one of her most famous works was her outset novel, The Awakening. Some of her other works include The Storm, Lilacs, Madame Celestines Divorce, and Desirees Baby. What is Chopins authorship style? What traits are recognizable in all of her stories including the ones mentioned above? More importantly, was feminism a semiprecious subject in her themes and her life or was she full a normal woman who believed in comparis on? The answers to these and more questions lie ahead so tho sit back and enjoy the ride. To understand Kate Chopins opus style, you must first understand her life. She was born Katherine OFlaherty in 1850 to an Irish and French family In St. Louis, Missouri. Her grandmother and great-grandmother lived with them and were great influences in her life and later in her writing.Chopin learned French and female endurance from living in a house full of women. Her great-grandmother also told her stories well-nigh her own grandmother, who ran a ferry service and was very promiscuous. She told her stories intimately women who were daring and women that didnt marry. When she married Oscar Chopin at the age of twenty, the two took a three-month-long honeymoon in europium where she began writing a journal. They lived together in a small town in Louisiana, which included a community of a lot of different races. She like to observe different people that lived around her and this curtly bec ame one of the main details in her stories.When her married man died, she took over their plantations and ran their store, a bold step for a woman of her time to take (Howard). All of these events in her life can be found in some way or another through her literature, mostly in that of her novel, The Awakening. The Awakenings main character is Edna Pontillier, a woman aware of her sexual cravings and open about them as well. Many see Chopins novel as an explanation of the solitary soul, still enchanted by the primal, charged, and intimate encounter of naked sensation with the astound world (Domestic Goddesses).Although I have never read The Awakening, Im sure that this theory is true. Chopin believed that it was natural for a full woman to have sexual feelings. Her themes generally consisted of love, passion, marriage, independence, freedom, and restraint, all of which are present in The Awakening. Her theme of women benignant their self, as a whole is understood when Edna says I would vow the unessential I would give my money, I would give my life for my children but I wouldnt give myself. The Awakening is