Voltaires Candide Essay -- Enlightenment Voltaire Essays

Voltaires Candide Candide is a reflection of the philosophical values of the Enlightenment. Voltaires novel is a satire of the obsolete Regime ideologies in which he critiques the political, social, and religious ideals of his time.A common intellectual characteristic of the Enlightenment was anti-feudalism. Philosophers were against the separations in the Old Regime and pushed for equality among human beings. Voltaire parodies the pageantry of the nobility several times throughout his novel. As we argon introduced to the Baron Thunder-ten-tronckh, Voltaire describes his castle as luxurious, even though it is inferred that Westphalia is only a moderate estate. Although the raise may sound important, Thunder-ten-tronckh lacks the luxury of nobility. The Baron lives off of the labor of others, justifying it by his birth into the right of spring. Furthermore, the Barons sister refuses to marry Candides founding father because he has one less quarterling than she on his coat of arms. The difference in their lineage is minute however, the Baroness refuses to marry someone that is less important than she is. Candide himself also experiences a similar incident. The Barons son refuses to allow Candide to marry his sister, Cunegonde. Although Candide rescues Cunegonde from several misfortunes, the Baron feels that he is unworthy of someone with such status. In his display of portentous arrogance, Voltaire suggests that the accident of birth is meaningless. He continues his parody of the nobility by introducing Don Fernando, the governor of Buenos Ayres. Don Fernando carries with him a long list of names to accentuate his power and wealth. In the days of the Old Regime, this was custom in order to recognize nobility. However, Voltaire portrays Don Fernando as a predator, a liar, and a cheat. He shows that even though Don Fernando may be characterized as wealthy and powerful, he is not superior to others. Finally, Candides experiences in the army suggest Volt aires bitterness toward the aristocracy. In every war Candide participates in, the common people suffer the consequences of the nobilitys actions. Another characteristic of the Enlightenment was that of optimism however Voltaire was a pessimist. Voltaire uses Candide to criticize the Enlightenment project that reason can overcome social chaos. Pangloss, Candides devoted friend, is an optimist who claims th... ...e a Franciscan can enter the order, they are required to take a ordinate of poverty. In stealing the jewels, the theft was breaking this religious vow. The Old Woman was the illegitimate daughter of a Pope. He not only broke his vows of celibacy, moreover he refused to protect his daughter from society. Also, while Candide was in France he met an abbe. The abbe was convolute in things such as gambling, extortion, cheating, and stealing. He also promoted loose morals and involved Candide in these practices by introducing him to a seductress. The abbe only showed kindness to Candide because of the jewels and gold he possessed. Finally, Giroflee is introduced as a satire of the church. Friar Giroflee has hired Pacquette for prostitution services. In a monastery, monks are supposed to refrain from participating in any secular activities, especially prostitution.Voltaire cleverly parodies the events of the Old Regime in his novel, Candide. With wit and sarcasm, the ideologies of the Enlightenment philosophers are candidly displayed through fictitious, absurd characters. The entire novel is a satire of the political, social, and religious ideals that Voltaire so tirelessly advocated against.

The Wicked Witch and Snow White Essay -- essays papers

The Wicked Witch and Snow WhiteEdith Wharton presents two memorable characters in her novel, Ethan Frome. The reader is presented with Mattie facile who is young, and good-natured, and Zeena Frome, who is a bitter hypochondriac seven years her husbands senior. Upon a first inspection, Zeena Frome and Mattie Silver of Edith Whartons Ethan Frome seem to be extreme opposites in every respect, but upon closer scrutiny, one finds though they are indeed different in character, though they eventually share great similarities. Zeena and Matties differences in appearance and character, but similarity of fate, all contribute to the theme of the novel which is that one cannot hedge the social class one is born in.Edith Wharton first describes Zeena in Chapter II as a woman who is but 37 years old, yet appears more elderly than her biological age. Zeena is associated with the dimness and grey of the winter decorate of Ethan Frome. There is no beauty or warmth coupled with the character of Zee na Against the dark background of the kitchen she stood up tall and angular, one hand drawing a quilted counterpane to her flat breast The light drew out of the darkness her puckered pharynx and the projecting wrist of the hand that clutched the quilt, deepening fantastically the hollows and prominences of her high-boned lawsuit under its ring of crimping pins. Mattie Silver, on the other hand, is associated with what little light and warmth there is in the cold setting of the novel. Wharton describes Mattie as taller, fuller, more womanly in shape and motion. She goes to relate Matties appearance on that same page She held the light and it drew out with the same distinctness her slim young throat and th... ...an was suffocated with the sense of well-being.Edith Wharton presents a stark contrast of the feelings Zeena and Mattie inspire in the man they care most for. Zeena inspires irritation, awkwardness, and antipathy while Mattie promotes eloquence, and feelings of well-being.Wharton was an avid social critic. She believed that it was difficult, if not impossible, to escape from the social and economic class one was born in. None of her other novels that were social critiques such as The House of Mirth, or Custom of the Country, portray this whimsey as sharply as Ethan Frome. Although Mattie was a beautiful, friendly young woman, she was destined to the same fate that Zeena was destined to because she had been born into the same social-economic class. BibliographyWORKS CITEDWharton, Edith. Ethan Frome. Evanston, Ill McDougal Little, 1997.

Canada in the Global Economy Essay examples -- Economics Globalization

Canada in the Global Economy Over the past few years, Canadas parsimony has done comparatively well and has demonstrated some resilience to the fluctuating global frugality. However, Canada remains to be relatively less competitive with respect to other developed countries. In this paper I will attempt to take a closer look at Canadas position in the global parsimony straightaway and examine the relevant issues.Competition is an important driver of innovation and productivity growth. Looking at the interior(prenominal) Canadian economy, perhaps one of the roughly significant barriers to a strong internal economy is the insufficiency of intense competition among domestic firms. There are many reasons for this. First of all, the size of the Canadian economy is too small to support the development of large corporations. The US on the other hand, has about a ten times larger population, and therefore, a much larger market and demand are in place for larger multinational compani es to build. As a result of the lack of sufficient domestic demand in Canada, only a small number of larger firms are developed in each industry. Furthermore, Canadian firms seldom treat look into and development as a priority. Unlike in the US, innovation is not a corporate culture in Canada. This can be partly payable to the lack of intense domestic competition, causing firms to spend resources on other areas instead of R&D because there is no real urge to inaugurate and maintain competitiveness. The government also plays a major role in determining the level of domestic competition. In the past, the Canadian government had not been supporting to introduce rivalries in its domestic industries. There had not been any clear and well defined competition policies there were however, numerous policies enforcing tariffs for imported products that had been protecting domestic firms from competition from abroad. Although some can argue that such protectionism was necessary in the star ting phase of an industry, but Canada has still been maintaining some of these protection policies even today for well developed industries such as the cable and electricity industries. These protective policies do not promote domestic rivalries and therefore lead to a lack of productivity gain that can be achieved through competition. Although many of these protective policies are now non-existent anymore, what these policies had d... ...competition that drives productivity gains. Innovation from Canadian firms is limited, resulting in stagnant productivity improvements. The Canadian labour force is also relatively weak and the working environment relatively non competitive. In the future, Canada will be moving towards a service-oriented economy that continues to rely heavily on exports. The concept of competitiveness will become more and more crucial for the success of the Canadian economy.It is therefore imperative for Canadian businesses to continue to improve productivity and develop the culture of continuous research and innovation. Intense domestic and foreign competition also needs to be in place to drive productivity gains. The role of Canadian government will be to make Canada an attractive place to work, live and invest. This will bring in valuable human as well as financial capital that will be conductive to achieving competitiveness. The government should also realize and deal with societal and environmental issues as a matter of priority with a strategy to move ahead of other developed countries and avoid future burden on the economy when these issues start to become a bigger problem in the future.

Sanctity of Life Essay -- Science Biology

Sanctity of Hu gentleman LifeDoes a person have the right to kill another gracious life, at any stage of development? A city council debates over whether to sacrifice Bill, a man with no earthly attachments, to only five members of society. two parents face the choice of using an embryonic stem cell treatment to reverse their sons paralysis, or leave him paralyzed from the neck down. The flummox wishes to employ the treatment while the stepfather is against the treatment because it kills an embryo. In both situations, sanctity of life compels one not to sacrifice an innocent compassionate life, potential or existing, to improve the well-being of another. An embryo is potential human life therefore, one cannot sacrifice it. Potential human life is present at the point of conception, when the ballock and sperm join. Only nine months separate this embryo from being a developed human. Letting an embryo die to increase the well-being of the young man disregards the sanctity of huma n life. The young man still has potential he is not dead. The embryo personifies the rawest potential in human life. Both are human lives that have inviolable potential. Kants categorical imperative is applicable here. The embryo is an end, not a means. It should be valued for its very existence it is a strong life with equal standing alongside other lives. A universal law is moral only if applied to all persons. If one believes all should be honest, then he or she must be honest or that law is not universal. Universal application of the sanctity of life deems sacrificing one to save another as immoral, for then one is making an exception to that law. Thus, no form of human life is worthy of sacrifice. In the organ-harvesting dilemma, the sanctity of life prevents... ...at endangers others. whole shebang CitedWeston, Anthony. A 21st Century Ethical Tool Box. 2nd ed. New York Oxford, 2008. Print. Pgs.127-144 Anthony Weston has taught ethics for 25 years and currently is a pro fessor of ethics at Elon University. He has written numerous books regarding ethics and the employment of them. This book is a guide discovering ethics, their morality, and application. He utilizes vivid excerpts from renowned authors and philosophers to impart information effectively. While rendering this book, one discovers new concepts about the world around one and oneself. Weston credits collaborative professors of similar studies, with helping produce this book in the beginning of the text. entropy taken from Westons book was crucial for understanding ethics, especially the excerpt from Kants Grounding for the Metaphysics Morals.

Violence Towards Women in Tibet Essays -- Culture Cultural

Violence Towards Women in TibetIntroductionDue to gender discrimination, there is more delirium against Tibetan women than men by the Peoples Republic of China (PRC). Unconsented and forceful acts of violence do been committed against Tibetan women, specifically targeted at Buddhist nuns, since the Chinese invasion of Tibet in 1950. While Tibetan women non-violently protest the Chinese government, they are physically, emotionally, and sexually abused by troops and inwardly prisons. The human rights of these women have been completely disregarded.History of Women in TibetTibetan women essentially had passable rights with men in their country. They had the privilege of many civil liberties that women of other nationalities did non have. Outsiders viewed Tibet as a perfect society in the mountains. Although women had many rights and a lot of power within their own families, Tibet was no Shangri-La. While women were usually equal to men chthonian the law, women in Tibet wer e clearly socially inferior to their male counterparts. After the Chinese invasion of 1950, the Chinese claimed through propaganda that Tibetan women were repressed in the society. They claimed they would absolve women of their lower rank and get rid of frame and regional distinctions. In fact they have only subjected women to more pain, torture, and emotional suffering.In ancient Tibet, women get a line pleasure in similar culture and freedoms as men. Due to a culture of Tibetan Buddhism, equality is promoted throughout the country. Tibetologists explain hardships of women through the strict class variations instead of an disparity between the sexes. Marriage rights in Tibet are equal for both men and women. There are three types o... ...lic of China Call for obligation for Tibetan deaths in custody in Drapchi Prison. Amnesty International, February, 2002. http//www.amnestyusa.org/stoptorture/document.do?id=8B95BB3DE3AF900A80256B7600415B45.Omvedt, Gail. Violence aga inst Women New Movements and New Theories in India. New Delhi Kali for Women, 1990.Tibet judge Center. Violence Against Tibetan Women. March, 1995. Tibet Justice Center. Violence and dissimilarity Against Tibetan Women. December, 1998. Tibetan Womens Association. Our Will Against Their Might Women Prisoners of Conscience in Tibet A Report. New Delhi Tibetan Womens Association, 1995.Yardley, Jim. China Grants and betimes Release of Tibetan Nun. New York Times, February, 2004. Violence Towards Women in Tibet Essays -- Culture CulturalViolence Towards Women in TibetIntroductionDue to gender discrimination, there is more violence against Tibetan women than men by the Peoples Republic of China (PRC). Unconsented and forceful acts of violence have been committed against Tibetan women, specifically targeted at Buddhist nuns, since the Chinese invasion of Tibet in 1950. While Tibetan women non-violently protest the Chinese government, they are physically, emot ionally, and sexually abused by troops and within prisons. The human rights of these women have been completely disregarded.History of Women in TibetTibetan women essentially had equal rights with men in their country. They had the privilege of many civil liberties that women of other nationalities did not have. Outsiders viewed Tibet as a perfect society in the mountains. Although women had many rights and a lot of power within their own families, Tibet was no Shangri-La. While women were usually equal to men under the law, women in Tibet were clearly socially inferior to their male counterparts. After the Chinese invasion of 1950, the Chinese claimed through propaganda that Tibetan women were repressed in the society. They claimed they would absolve women of their inferiority and get rid of class and regional distinctions. In fact they have only subjected women to more pain, torture, and emotional suffering.In ancient Tibet, women take pleasure in similar culture and freed oms as men. Due to a culture of Tibetan Buddhism, equality is promoted throughout the country. Tibetologists explain hardships of women through the strict class variations instead of an inequality between the sexes. Marriage rights in Tibet are equal for both men and women. There are three types o... ...lic of China Call for accountability for Tibetan deaths in custody in Drapchi Prison. Amnesty International, February, 2002. http//www.amnestyusa.org/stoptorture/document.do?id=8B95BB3DE3AF900A80256B7600415B45.Omvedt, Gail. Violence against Women New Movements and New Theories in India. New Delhi Kali for Women, 1990.Tibet Justice Center. Violence Against Tibetan Women. March, 1995. Tibet Justice Center. Violence and Discrimination Against Tibetan Women. December, 1998. Tibetan Womens Association. Our Will Against Their Might Women Prisoners of Conscience in Tibet A Report. New Delhi Tibetan Womens Association, 1995.Yardley, Jim. China Grants and Early Release of Tib etan Nun. New York Times, February, 2004.

Violence Towards Women in Tibet Essays -- Culture Cultural

Violence Towards Wowork force in TibetIntroductionDue to gender discrimination, there is more violence against Tibetan wo men than men by the Peoples Republic of mainland China (PRC). Unconsented and forceful acts of violence overhear been committed against Tibetan women, specifically targeted at Buddhist nuns, since the Chinese invasion of Tibet in 1950. While Tibetan women non-violently protest the Chinese government, they are physically, emotionally, and sexually abused by troops and within prisons. The human rights of these women have been completely disregarded.History of Women in TibetTibetan women fundamentally had commensurate rights with men in their country. They had the privilege of many civil liberties that women of other nationalities did not have. Outsiders viewed Tibet as a perfect society in the mountains. Although women had many rights and a lot of bureau within their own families, Tibet was no Shangri-La. While women were usually equal to men under the law , women in Tibet were clearly socially inferior to their male person counterparts. After the Chinese invasion of 1950, the Chinese claimed through propaganda that Tibetan women were repressed in the society. They claimed they would absolve women of their inferiority and get rid of class and regional distinctions. In fact they have only subjected women to more pain, torture, and emotional suffering.In ancient Tibet, women take pleasure in similar culture and freedoms as men. Due to a culture of Tibetan Buddhism, equality is promoted throughout the country. Tibetologists explain hardships of women through the strict class variations instead of an inequality between the sexes. Marriage rights in Tibet are equal for both men and women. There are three types o... ...lic of China Call for accountability for Tibetan deaths in custody in Drapchi Prison. Amnesty International, February, 2002. http//www.amnestyusa.org/stoptorture/document.do?id=8B95BB3DE3AF900A80256B7600415B45.Omved t, Gail. Violence against Women bleak Movements and New Theories in India. New Delhi Kali for Women, 1990.Tibet Justice Center. Violence Against Tibetan Women. March, 1995. Tibet Justice Center. Violence and Discrimination Against Tibetan Women. December, 1998. Tibetan Womens Association. Our Will Against Their king Women Prisoners of Conscience in Tibet A Report. New Delhi Tibetan Womens Association, 1995.Yardley, Jim. China Grants and Early Release of Tibetan Nun. New York Times, February, 2004. Violence Towards Women in Tibet Essays -- Culture ethnicalViolence Towards Women in TibetIntroductionDue to gender discrimination, there is more violence against Tibetan women than men by the Peoples Republic of China (PRC). Unconsented and forceful acts of violence have been committed against Tibetan women, specifically targeted at Buddhist nuns, since the Chinese invasion of Tibet in 1950. While Tibetan women non-violently protest the Chinese government, th ey are physically, emotionally, and sexually abused by troops and within prisons. The human rights of these women have been completely disregarded.History of Women in TibetTibetan women essentially had equal rights with men in their country. They had the privilege of many civil liberties that women of other nationalities did not have. Outsiders viewed Tibet as a perfect society in the mountains. Although women had many rights and a lot of power within their own families, Tibet was no Shangri-La. While women were usually equal to men under the law, women in Tibet were clearly socially inferior to their male counterparts. After the Chinese invasion of 1950, the Chinese claimed through propaganda that Tibetan women were repressed in the society. They claimed they would absolve women of their inferiority and get rid of class and regional distinctions. In fact they have only subjected women to more pain, torture, and emotional suffering.In ancient Tibet, women take pleasure in si milar culture and freedoms as men. Due to a culture of Tibetan Buddhism, equality is promoted throughout the country. Tibetologists explain hardships of women through the strict class variations instead of an inequality between the sexes. Marriage rights in Tibet are equal for both men and women. There are three types o... ...lic of China Call for accountability for Tibetan deaths in custody in Drapchi Prison. Amnesty International, February, 2002. http//www.amnestyusa.org/stoptorture/document.do?id=8B95BB3DE3AF900A80256B7600415B45.Omvedt, Gail. Violence against Women New Movements and New Theories in India. New Delhi Kali for Women, 1990.Tibet Justice Center. Violence Against Tibetan Women. March, 1995. Tibet Justice Center. Violence and Discrimination Against Tibetan Women. December, 1998. Tibetan Womens Association. Our Will Against Their Might Women Prisoners of Conscience in Tibet A Report. New Delhi Tibetan Womens Association, 1995.Yardley, Jim. China Grants a nd Early Release of Tibetan Nun. New York Times, February, 2004.

Raising a genderless baby: The Case of Storm Stocker Essay

Raising a family of three children is no easy feat to go with, and the Stocker family of Toronto, Ontario has make one decision regarding their new baby that will hardly make it any easier. Mrs. Stocker gave birth to her third child on new long era day of 2011, and accompanying the proud new p arents e-mail to friends and families announcing the babys birth, was a rather controversial statement Weve decided not to share attacks sex for now a tribute to freedom and choice in place of limitation, a stand up to what the world could become in coerces lifetime (a more progressive place? ). (CTV 1) Mr. & Mrs. Stocker had decided to raise their new baby boy or girl, with out the socially constructed pre-text of manful or feminine sex activity traits, regardless of what the physical sex of the baby was. It is important to point this baby is neither a hermaphrodite nor born as a transsexual, but is completely anatomically healthy or normal so to speak. The parents are simply keeping t he sex of the baby secrete as to deprive society, and in the future its peers, teachers, coaches etc. of influencing its formation of gender and self.This highly controversial decision is however, fulfilling Freuds notion of removing gender from the realm of biology, therefore overcoming biological essentialism, and moving it into society, which he believed was the dominant force influencing how gender develops. In the modern era, however, the decision to keep baby Storms sex a secrete was met with portentous controversy from American media, ABC parole stating While child development experts applaud the familys efforts to raise their child free of the constraints of gender stereotypes, they say the parents gain embarked on a psychological experiment that could be potentially disastrous. (ABC 1) while in Canada and internationally, especially in European countries such as Sweden and Finland where this is not inaudible of, its been more readily accepted.Finnish people often choo se specific diction to speak about themselves and others in a very neutral route which includes gender neutrality This rhetoric is based on a kind of moral code it is highly valued to be seen and treated without particularities, without bodies, as aperson in your own right, without gender, without class, without ethnicity, without locality (Lahelma 8) and in Sweden the government has actually updated the national Encyclopedia to account for the rising trend of parents raising their children genderless, adding the genderless pronoun hen to accompany the masculine han and feminine hon. And the trend isnt just limited to linguistics. Recently the World Economic Forum declared Sweden the most gender-neutral country in the world, and gender neutrality is changing Swedish culture in profound ways. A childrens department store has dissolved its girls and boys sections (Tietal 36). Freud would, however, deal to agree with ABC news declaration that the results could be potentially disastro us as he captivateed gender intringently linked to self-identity as well as sexual orientation. It is safe to assume Dr. Freud would view this decision to shelter the child as a psychological experiment destined to end in failure, resulting in a man or women not properly assimilated into society and bound for a miserable existence.However, as Sandra Harding said What you see, what you find important, and how you understand the world depends on your standpoint and as more young feminist research has uncovered Freuds article of beliefs in a binary set of man or woman is not necessarily true. Feminist Epistemology of society and science exposes how the commonly accept binary couple of male/female or masculine/feminine influences our conception of knowledge and how we come to conclusions, and even in American media it is quite articulate the male/female roles have began to blend or at least have come to have changed since Freuds time The stereotypes of boys were that they were self- sufficient, non-empathic, tough and good at war, and Girls were trained to be empathic and caring and more nurturing, are all falling apart. You even see tough football players bawling nowadays (ABC 1). It would not necessarily be harmful for the baby to grow up in-between or with-out the masculine/feminine binary because it is socially constructed anyway and growing up with-out it, or perhaps better put, on the outside of it, simply creates a new paradigm for baby Storm.Because men have held such a dominant role influencing research and education it has skewed history and research to mans own advantage, resulting in a unidimensional view of gender and business leader almost always at the womens expense(Luecke 138). As Kimmel said in our textbooks, the phenomenon of biasing knowledge is always more pronounced when one group homogeneously controls political and ideological systems, which have up until very recent times been controlled strictly by males, giving them the conceptual p ower over gender, sexual orientation and almost every other field of research known to man. Though in recent decades much progress has been made on this issue, there is still much bias on part of male dominated research resisting the inclusion of minorities and feminist epistemology which needs to change in order for better research methods and more accurate out comes, especially from a constructionists approach to gender.As Sharlene Hesse-Biber put it If present science is distorted by the predominance of male perspectives, would not science become more objective by the deliberate inclusion of views from women, minorities etc. The Social Constructionist Approach diverges from Freuds belief in masculine/feminine binaries in that it acknowledges the contextual importance of gender and sexuality. The time, place, power and culture all play a part in delimitate what is considered masculine and what is feminine, concluding that gender and sexuality are not constants, but variables in a perpetual flux, resulting from the ebb and flow of societal norms and what social groups are in power influencing those norms.Storms identity as he grows up will certainty be influenced by his interactions with media, society and his parents but that influence will be minimized because of his immunity to the power of gender and sex stereotypes, living in, presumably, blissful ambiguity. And in many ways this gives him a certain power over us, or at least a power to change or blur the gender norms as he grows up It is impossible to explain gender without adequately understanding power not because power is the consequence of gender difference. But rather because power is what produces those gender differences in the first place (Kimmel 116).The case of Storm Stocker, while highly controversial, cannot be declined the notion of fascinating and perhaps highly influential on this centuries gender and sexual norms thus society itself. This case as analyzed through intersectionality is perfect to highlight the many ways in which race, class, gender and sexuality all come to act as social forces on us as we develop in our given environment (Kennedy & Hellen 36). As we watch Stormmature into whatever Storm aspires to be, Storm will be simultaneously turning back millennia of stereotypes, biases, roles and assumptions that have been entrenched in our global society. The potential for real social change stems from the point where other individuals who have been raise and socialized similarly to storm, organize and create social movements to further awareness and understanding of neo-gendered individuals (Madison & Shaw 435).In this way Storm and their contemporaries will show us how the binary concepts of man/women have been one of the most pervasive forces locking us within a certain realm of action and understanding fit(p) strictly by the reproductive organs we were born with. Who we love, how we love are all subject to change as Our identities are a fluid aggreg ation of the meanings and behaviors that we construct from values, images and prescriptions we find in the world around us (Kimmel 112).Works CitedBaby raised without gender sets off debate CTV News . CTV News nobble Stories Breaking News Top News Headlines. N.p., n.d. Web. 1 Oct. 2012. .Baby Storm Raised Genderless, or Without a Gender, a Dangerous Experiment, Say Child learning Experts ABC News. ABCNews.com Breaking News, Latest News & Top Video News ABC News. N.p., n.d. Web. 1 Oct. 2012. .Biber, Sharlene Nagy. Handbook of feminist research theory and praxis. Thousand Oaks, Calif. able Publications, 2007. Print.Harding, Sandra. Feminist Standpoints. Handbook of feminist research theory and praxis. Thousand Oaks, Calif. SAGE Publications, 2007. 46-64. Print.Kennedy, Natacha, and Mark Hellen. Transgender children more than a theoretical challenge. Graduate Journal of Social apprehension 7 (2010) 25-42. Print.Kimmel, Michael S.. The gendered society. New York Oxford Univer sity Press,2000. Print.Lahelma, Elina. Female Paths To Adulthood In A Country Of Genderless Gender. Gender & Education 24.1 (2012) 1-13. Academic Search Complete. Web.Luecke, Julie. Working with Transgender Children and Their Classmates in Pre-Adolescence unspoiled Be Supportive.Journal of LGBT Youth 8.2 (2011) 116-156. Print.Maddison, Sarah, and Frances Shaw. Feminist Perspectives on Social Movement Research. Handbook of feminist research theory and praxis. Thousand Oaks, Calif. SAGE Publications, 2007. 434-454. Print.Teitel, Emma. Neither He Nor She. Macleans 125.16 (2012) 36. Academic Search Complete. Web.

“If I Am The Chief Of Sinners, Then I Am The Chief Of Sufferers Also Essay

In terms of this curb, I think that its rugged for me to place Jekyll as a fire sinner or a complete sufferer due to the varying influences of the other char goers, the society of the time and the drug that Jekyll uses. My opinion of him tends to fluctuate by dint ofout the book. Certainly, some of the language employ by Stevenson flowerpot be rather grotesque at times and at others, heart wrenching. As the storyline progresses, the lecturer becomes more aware of what has happened to the reputable Dr atomic number 1 Jekyll and how his vitality sits turned upside down. However, our suspicions are besides totally digested in Dr Lanyons Narrative and Henry Jekylls statement of the gaffe. Through the story, Jekyll dis admits acts of recklessness but alike kindness and surprising self-control at times. Its these episodes, mainly in his statement of the case that I will analyze in order to draw a conclusion about his character and to what extent the title quote is true.I bel ieve that the quote If I am the main(prenominal) of sinners than I am the chief of sufferers in like manner essentially refers to Jekyll transforming into Hyde. By all the pleasances in the lifestyle that this change brings, Jekyll has completely gone against G-ds will and the laws of disposition (being the chief of sinners). This leads to Jekyll also being the chief of sufferers i.e., hed neer forgive himself for the massive sin that he commits. In his eyes and also those of society, he crowd out never be redeemed. It also relates to the physical suffering that he has to endure, such as the pangs of transformation, mentioned five times throughout Jekylls avouchment of the Case.For me personally, during the time I have been studying this book, one sentence has stuck out in my mind, the truly last sentence of the bookHere then, as I lay down the pen and proceed to seal up my confession, I bring the life of that unhappy Henry Jekyll to an end.(Pg76, Last 3 Lines)This, moments beforehand Jekylls suicide, is his last plea for forgiveness, his last expression of suffering. I think that this crystallises any sense of suffering that has taken place and been felt by Jekyll. However, not always has Jekyll been so remorseful. Many a time he would transform to go and do all the things society wouldnt have let him do. However, twain Jekyll and our discernment for him come crashing down to earth when we learn that as Hyde, he crushed an innocent(p) little girl under foot and even perpetrate murder on the kind, peaceful Danvers Carew.These two events were the trigger offing line indication that Hydes actions were getting out of Jekylls clean control and, particularly in the case of the murder of Sir Danvers Carew, display Jekylls recognition that any(prenominal) crimes Hyde commits, will have repercussions for himAt this moment, however, the rooms bore every mark of having been recently and hurriedly loot(Pg28, Line 22)This describes the scene that greets Utterson and Inspector Newcomen of Scotland Yard as they visit the Home of Mr Hyde. Clear evidence of a rush to overturn the place and destroy Hydes chequebook containing evidence of some monetary transfer. In The Story Of The Door, during the incident of the little girl being crushed, a chequebook was also used by Dr Jekyll to provide compensation, this may be a subtle clue that Stevenson gives us in order to provide a link between the two incidents and the use of the chequebook may stand for Hydes return to Jekyll who then tries to undo what Hyde has through with money.The use of language here gives the reader a put on impression that the last occupier of this room wanted to leave very quickly ransacked is a word synonymous with quick careless desolation of a room and this is supported by it having been both hurriedly and recently. I believe therefore, at this point, Jekyll has regained his body and consciousness once again and erudite what hes through with(p), wants to escape Hydes residence as quickly possible, he realises that hes promptly the chief of sinners having commited murder. Hyde will have a warrant for his arrest, the result of which would most certainly be the death penalty, something that would clearly affect Jekyll also.I believe that Jekyll didnt want to be burdened by the majority of the problems that came with his dual personality. However he didnt have the willpower to control them, due to his dependance to the potion that he took, and the pressures of society that gave him some sort of pleasure from being able to break free from the bonds of every day life.Certainly, I dont think he was right to commit some of the atrocities that he did however, had he been in a different time or a different part of society, then some of the attractions that enticed him to Hydes life such as prostitution and violence may have been more acceptable and this sort of unpredictable transformation may not have been necessary. We, as the reader mustin ess constantly ask ourselves whether Jekyll actually has any control over his actions at any given point before we blame him directly for what he does.Our first impression of Jekyll as Hyde appears during the first chapter as Enfield describes the trampling of the little girl to Utterson. The description certainly sets us off on the wrong foot, although at the time, we arent well informed as to Hydes real identity, it gives us a certain dislike even before the story has begun to properly develop or we have the chance to discover the characters more intimatelyIt wasnt like a man it was like some damned juggernaut(Pg9, Lline 27)The first striking thing here is the use of the word damned to emphasise Enfields point. Damn, undoubtedly perceived at the time the book was written, an age without socially acceptable swearing and profanation, as a relatively strong word. at that placefore, Stevensons use of this word, in Mr Enfields description of Hyde, brings crossways a particular effi cacy of his knowings of dislike towards him. So already, we have a strong sense of shock at this character, simply from the strong language used to describe him. The use of the Juggernaut description is an effective example of personification. One thinks of a braggart(a) Romanesque ship, famous for using a large pole at the bow to ram the antagonist ship and sink it. The context in which this quote is used certainly is appropriate to that. It describes how, who we now know to be Hyde, trampled over a young girl, as if in a trance or rammed into her as a Juggernaut does.The above quote, relating to the trampling event certainly lowers the kernel of humanity the informed reader would feel for Jekyll, this is relatively early on in the book, before, as far as we are aware, that Hyde has started to take control over Jekylls actions. Therefore, we can lead that what has taken place has been mainly caused by Jekylls consciousness as opposed to Hydes. Jekylls neediness of remorse, un til he has been threatened with losing his reputation certainly loses him sympathy from the reader and the event in general doesnt make Hyde holdm any more angelic at any rate.For the uninformed reader, its difficult to state whether we feel sympathy due to our apparent lack of knowledge of the story. However, whoever or whatever this monster is, again, we certainly dont feel sympathy for him.The fact that Hyde is described as not like a man also dehumanises him. We see, throughout the book, many instances of Hyde being dehumanised, compared to monkeys and other animalsHence the ape-like tricks that he would play me, scrawling in my own hand blasphemies on the pages of my books, burning the letters and destroying the portrait of my father(Pg75, Lline 11)This has a heavy(p) effect on the readers cognition of him as we begin to think that he isnt civilised at all, the laws of society do not apply to him and therefore he is subhuman, no reform than the dirt on our shoe and certain ly, we should be glad for him to have any misfortune. It would be unthinkable at the time to write blasphemies in the pages of a sacred scripture and from Jekylls sentimental point of view, to destroy his letters and his fathers portrait would be a massive sin, certainly one that hurts him all the more because he knows that the only reason Hyde does these things is to cause even more misery and fear for Jekyll acts which gain sympathy from the reader for Jekyll and increase our abomination towards Edward Hyde.Early on in the book again, during the chapter Search For Mr Hyde the reader is introduced to Hyde, the language Stevenson uses to describe him shapes our responseMr Hyde was nauseous and dwarfish the man seems hardly human(Pg19, 2nd Paragraph)The description of somebody as pale and dwarfish could good be interpreted as one of somebody who is weak however we know Hyde possesses superhuman strength. In this instance, the description is more benighted than deprecating, it b rings to mind an evil hunched being which as a first impression makes the reader feel fear or hatred towards him, no sympathy. We also hear Hyde speak to the first time and react to this. An informed reader would become frustrated with Uttersons inability to see the link between Hyde and Jekyll, which intrigues us further. Whatever we know, this description of Hyde certainly isnt that of a man you would particularly like to meet in a dark alleyway.A somewhat twisted and gruesome specimen, again, as I have said, Stevenson dehumanises him as he does throughout the book. In this particular instance, he uses Uttersons impression of Hyde to get the message across the man seems hardly human. Stevenson often uses the narrative of other characters in order to describe Jekyll or Hyde. At this stage in the book, it is still difficult for us to tell whether we feel sympathy for Dr Jekyll due to us knowing very little information. However, a connection between Jekyll and Hyde is now forming in our head, the mind runs rampage.By the third chapter, Dr Jekyll Was Quite at Ease, we are getting our suspicions of Dr Jekyll having a connection with Mr Hyde confirmed. Still the other characters in the book cant see this though. We are now getting the impression of Hyde as Jekylls apprentice, a man who is well thought of by the doctor. However, Jekyll is not particularly willing to conversation about HydeI do not care to hear more, said he. This is a matter I thought we had agreed to drop.(Pg22, 3rd Paragraph)This rather soon chapter describes a party, hosted by Dr Jekyll in which Mr Utterson brings up the topic of Jekylls will. Jekyll is extremely quick to dismiss the topic as taboo approximately. This does a split up to advance the suspicions of the reader as to the secret dealings between Jekyll and Hyde, still we dont have enough information to understand the entire story however, behind it is leading us to the correct conclusion, it is merely a matter of time (i.e. the rest of the book) until the would-be detectives discover this conclusion as well. We are certainly suspicious at this point however, not well informed enough to draw a conclusion in terms of sympathy for Jekyll.The chapter The Carew Murder Case describes the wildcat murder of Sir Danvers Carew, a man held in high regard by those who knew him. What makes this event even more shocking is that it is witnessed by a rather innocent young maid and its discovered that the perpetrator is Mr Edward Hyde, a piece of evidence is found linking Hyde directly to JekyllMr Utterson had already quailed at the name of Hyde but when the nog was laid before him presented many years before to Henry Jekyll(Pg26, 6th Paragraph)Using the information known from the previous chapters, the reader is source to build up a picture of what is going on here. A connection with Jekyll, a murder, were feeling a serious lack of sympathy for Jekyll here, one of his associates has committed murder. The more informe d reader realises that this is in fact Jekyll in his Hyde guise, in which case even less sympathy is felt, Jekyll has reached a new low in his alter-ego form.As we learn later on, the original objectives of Dr Jekyll were to separate good from evil, it could bring fame and fortune and do a lot of good for humanity, very innocent aims make with a good heart, every person across the planet could show simply their good side to others and the world may at last be at peace. It was due to his selfishness and I use the term selfishness loosely however, that led to his demise. Some may argue that Jekyll was simply an addict and that he was hooked onto whatever this potion was and yes, this is easy to see, as with any drug that gets you high, he experienced feelings of pleasure, happiness and freedom.Personally I think we can sympathise with Dr Jekyll in a lot of respects, however, things did go out of hand for him. Once murders were being committed, it did sink in that perhaps the transfo rmations should stop, he managed this for a while, returning to his old self, he notice it and his friends noticed it. However, despite deep and utter resentment, it wasnt long though until his hunger for what he had once experienced returned, and he gave in to his desires. Jekyll was addicted and in an act of extreme selfishness carried on fetching his doses of potion. He recognised as soon as he took the potion, that he had given in to his addiction and that there was now no going back for himThe pangs of transformation had not done savage him, before Henry Jekyll, with streaming tears of gratitude and remorse, had fallen upon his knees and lifted his clasped hands to G-d(Pg 70, thirteenth Line)Jekyll doesnt strike me as a particularly religious person, by the very nature of the experiments he was conducting and the results he was hoping to get through, he was going against every moral value of the church, however, he even tried praying for forgiveness to try and make up for w hat he had done on a spiritual level, what he had done obviously bothered him so much.This act of prayer casts Jekyll in a completely different light to that of the crazed scientist looking for an impossible cure to an as impossible problem. This is quite a milestone in the book because it is because of this act that the reader realises the desperation of Henry Jekyll and the fact that he is now trying to, through any means possible, prepare himself for anything he might come up against. He isnt by any means justifying what hes done but he now knows that he will never again be able to stop himself from taking the potion. It is the catalyst to his eventual demise. Certainly pangs and tearing make this seem like an extremely painful and distressing event, the use of onomatopoeia (tearing) sends a shiver down the spine of the reader and makes us feel sympathy for what Jekyll is going through, it is worse than any injury we could ever have.Eventually, as the potion begins to consume Je kyll, taking over his consciousness, it is realised that he is truly on a slippery slope as predicted from the last quotation. However, there is a point where the potion becomes too weak for his use and the analogy with common modern day drugs continuesOnce, very early in my career, it the potion had totally failed me since then I had been obliged on more than one occasion to double and once, with infinite risk of death, to treble the amount(Pg 68, 4th Line)He increased his dose, even with risk to his own life, so that the concoction would still be effective. At this point the reader pities Jekyll for the situation that hes got himself in. The hardest thing for any addict is to give up their drug and although its a different situation here, with enough willpower, Henry Jekyll could have summoned up the courage to try and banish Hyde invariably however he refused to, taking larger doses of potion and sealing his fate instead. This loses him a lot of sympathy with the reader because of his lack of courage and strength, instead resigning to the fact that he will never escape Hyde and so he better learn to enjoy his alter ego.The last chapter, Henry Jekylls Full Statement of the Case gives us the greatest insight into the how the mind of Dr Jekyll works and last-placely gives the reader the full story so that we can finally find out for ourselves what events took place and we can piece together the chain reaction that resulted in the deaths of Dr Jekyll, Dr Lanyon and Sir Danvers Carew. We can also see the changing moods of Dr Jekyll as events unfold from the narrative that he gives us, after all, this chapter is meant to be a letter written by the man himself, one of the rare times we can get an insight into what he did and the fully detailed results of his actions.The fluctuating consciousness of Dr Jekyll while he is Hyde, i.e. the change in control that he has over his actions can easily be seen to change as time goes on from the comments that he makes about his experiences. At the beginning, when he starts taking the potion for the first few, experimental times, he is unsure what to expect.There was something strange in my sensations, something indescribably new and, from its very novelty, incredibly sweet.(Pg 62, 3rd Paragraph)These were the first experiences of Jekyll in the form of Mr Hyde. It was as if it was something completely surreal and, he likes it At this point hes completely oblivious of what is about to happen in the future and as far as he knows, hes made a scientific breakthrough, hes changed his persona into something completely different. At this point the reader can celebrate with Jekyll we can wonder in amazement at his achievement, we can join him in his happiness and elation. This all gives us a sense of support, that we are following Jekylls progress with a keen eye and certainly wish him well. Certainly we, as the reader, dont want anything bad to come out of this, no side effects, no evil being taking over his bodyTherefore, when we eventually realise the true identity of Hyde, and the problems he has caused Jekyll, it is worse than our greatest nightmares, no one could wish this kind of pain upon anybody, even our greatest enemy. But as I have said, the reader wants Jekyll to succeed in what hes doing, his intentions are great so, a setback of this scale to put it mildly makes us feel very sympathetic for Jekyll, he will never be able to achieve his dreams.Dr Jekyll eventually began to realise that perhaps this new found freedom comes with a side effectI felt younger, lighter, happier in body within I was conscious of a heady recklessness(Pg 62, 3rd Paragraph)He feels youth again however, feels along with the physical ease of youth, a sort of care-free human beings in which anything is ok. Gradually this freedom gives Jekyll a desire to exploit it, he doesnt understand it however and he finds it particularly welcoming. When the informed reader takes this quote into account, we start t o lose some of our sympathy for Jekyll because he is describing that despite the fact that he feels a lot better than before he took the potion, he knows that he is also feeling somewhat mischievous. Despite knowing that problems may occur for him or others, he decides that this potion is something he is going to want a lot more of in the future. It can be argued however, that he couldnt possibly know the extent of the mischief that he would get up to yet, in his particular society, any misbehavior would be frowned upon, if only he had the common sense to realise the potential of his freedom and stopped himself at this early stage.I knew myself, at the first glimmer of this new life, to be more wicked, tenfold more wicked, sold a slave to my original evil and the thought, in that moment, braced and delighted me like wine(Pg 62, 3rd Paragraph Pg 63)At this point, a lot of the elation and respect we might have had for Jekyll practically disappear, what is this, he enjoys feeling e vil inside him, he welcomes it? The key phrase here is that he is sold a slave to his original evil it is like selling his soul to the devil, as if he almost recognises the path that he is taking from there on. I think we lose a lot of sympathy that we may have in the future because of this, he can see that things may go sour but is willing to take the risk and go ahead with his experiments purely because he is enjoying it, it is as if postcode else matters to him.If the reader was at all confused before the final chapter as to the fact that Dr Jekyll and Mr Hyde could possibly have been the same person, the murder of Danvers Carew gave more than enough clues to confirm this theorywhen the stick was laid before him, he could doubt no longer broken and battered as it was, he recognised it for one that he had himself presented many years before to Henry Jekyll(Pg 26, 5th Paragraph)This is referring to the weapon used to murder Sir Danvers, a stick that had been brought upon Carews bo dy with such force, it had split in two. It was one that Mr Utterson had presented to Dr Jekyll many years before and was evidence, if we hadnt already guessed that Henry Jekyll had an obvious affiliation with Mr Hyde. Once again, sympathy levels for Jekyll drop however, we have to bear in mind, that by this point, Hyde may have been in control of Jekylls actions more than he knew, it might not have been possible for Jekyll to stop this murder taking place but the reader is still shocked and excite by what has taken place. However, as we can see from Jekylls statement of the case, he was disgusted by what had taken place and he realised now that this had to stop once and for all. It was either that or to face the scaffold for the crime that had been committed, there was a witness to it who could identify Hyde as the murderer.Jekyll realises that murder is the final straw, finally his common sense kicks inThe problem of my conduct was solved. Hyde was thenceforth impossible whether I would or not, I was now confined to the better part of my existence and O, how I rejoiced to think it With what willing humility, I embraced anew the restrictions of natural life With what sincere renunciation, I locked the door by which I had so often gone and come, and acres the key under my heel(Pg 70, 27th Line)Once and for all, Jekyll had given up enough Hyde, although he hated having to return to his mundane old self, he simply couldnt risk ever becoming Hyde again, it was too dangerous. As Jekyll says, becoming Hyde would never again be possible, he hated it but he would have to remain as Jekyll for ever more. With extreme displeasure, he locked the door to his laboratory and ground the key under his feet. This surely would stop him ever wanting to transform again. Now the reader feels proud of his good will, his commitment to giving up his addiction and once again feels sympathy for his situation, at least hes making a conscious effort to redeem himself. However, this mo mentary peaceful existence does not continue, Jekyll misses the freedom he experienced too much and gives in to his pang of desire.As himself, I dont think Dr Jekyll meant to cause the constipation that he did, but under the influence of Hyde, he caused great evil, his apparent lack of self control makes him accountable for all the actions that he carried out, it requires a large degree of naivety to stretch on with what he was doing, knowing full well that his actions were likely to be more and more serious, even, as the book says, beginning to long for more disruption, more evil to be caused.To cast in my lot with Jekyll, was to die to those appetites which I had long secretly indulged and had of late begun to pamper. To cast it in with Hyde, was to die to a thousand interests and aspirations, and to become, at a blow and forever, despised and friendless(Pg 68, 2nd Paragraph)I think a certain amount of sympathy can be felt for Jekyll and his impossible situation, he was faced wi th a huge decision, he enjoyed being Hyde so much, he was addicted to it however, if he was to carry on transforming, eventually, there would be no way to reverse the effect, slowly, by this point, Hyde was taking over his mind and body. Either he stopped being Hyde forever and lives a somewhat disturbed life with a constant longing to turn into his alter-ego or, stop being Jekyll and run a life of evil, with no friends and hatred all around him. He chose to continue giving in to his desires until the last traces of the once prominent gentleman Henry Jekyll had disappeared and in an extremely sad final paragraph, in a tone of extreme despair finally recognises that his life is slipping beyond his grasp.

Contrastive Analysis

Advanced writing April 24, 2009 Contrastive analysis Prosperity, Decline and new Hopes of revival It should be mentioned that the history of inappropriate wrangle education is so complicated. The complexities are the outcome of the rise of the assumptions of so many theories, approaches, methods and hypotheses that dominated this field , especially beginning from1940s and up till now. Today there are innumerable assumptions for approaches and methods that relate to dustup teaching and teaching.All of them claim to be the right approach for learning and teaching a spoken oral communication. In the midst of these situations, foreign language teachers find it extremely difficult to decide upon an approach, a method or a hypothesis to adopt, so as the process of teaching becomes easier to them and this, of course, would make the process of learning easier to the students in turn. The purpose of this short paper is to explain the assumptions behind what is called Contrastive Anal ysis Hypothesis (CAH) to language teaching and learning.Examples from English and Arabic English and German will be cited, and then demonstrate why contrastive analysis was rejected after decades of successfulness in which it dominated the area of foreign language teaching for almost 20 years. In this effect, According to Larsen-Freeman & Long (1991) in (Yoon,2002) this was a time when geomorphologic linguistics and behavioral psychology were kinda dominant in the study of language learning. CA proponents came to advocate that L2 instructional aterials could be prepared more than expeditiously by comparing two languages and, in the process, predict learners behaviors and difficulties(qtd. in Dina 2). Contrastive Analysis(CA) was developed by Charles fry, and was more explained and clarified by Robert Lado. CA is based on the assumptions that the majority of the errors done by non-native learners, throughout their course of studying a language, are related to the interference of t he students native language. Thats why there is difficulty in learning a language.The learners native languages habits do not easily allow for the development of any new habits for another different language to take place. Lado and Fries believe that Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture- both productively when attempting to speak the language and act in the culture and receptively when attempting to grasp and understand the language and the culture as practiced by natives. (qtd. in Abbas 2)The process of learning is more difficult when there are differences amidst the systems of these two languages and more easy when there are similarities. If it is true that most of the difficulties see to ited by the students, in their path of learning a foreign language, result from the differences rather than the similarities between the L1 and L2, then the student s errors could be predicted, and hence can be encountered by teaching materials that focuses mainly on the differences rather than the similarities between the L1 and L2. CA is classified into two forms. A strong form and A weak form.The strong form predicts that most of L2 errors are due to negative transfer resulting from the differences between the L1 and L2. The weak form explains errors once they are made with out making prediction. To give an example most the possible difficulties that learners may encounter in learning a foreign language, lets consider some language features of two completely different languages such as English and Arabic. English belongs to the Indo-European family of languages, and Arabic belongs to the Semitic languages, therefore, they are almost quite different from one another in many ways.If a comparison is drawn between English and Arabic in terms of phonology, contrastive analysis predicts that, because Arabic language lacks delivery sounds such as / p /, /v / , / n / and / /, Arabic learners of English will encounter problems in the correct pronunciation of words containing the above mentioned speech sounds. For example, the voiceless / p / will be replaced by the voiced / b / , / v / by / f / , / n / by / g / and / / by / d /. Another difficulty Arab learners of English encounter lies in the area of prepositions.There are more prepositions in English than in Arabic On top of that, they are used differently in the two languages, and therefore a lot of amazement occur when an Arab learner uses the prepositions inappropriately. For example, in an answer to the question, How long get you been living in Colorado, it is more likely that an Arab learner of English answers saying I have been living in Colorado since 10 years. Hence, Instead of using for, s/he uses since. It was argued that English prepositions can be used with different parts of speech of the same root word.We use one preposition with the verb form, another with the adjective and slake another with the noun form of the word. For example, we are fond of something, but we have fondness for it. In English, prepositions are either simple, single words, or complex consisting of more than one word(Rami and Hanna 184). Similarly, English learners trying to learn Arabic find it extremely difficult to correctly pronounce some Arabic speech sounds such as / / , / /, / / and / /, simply because these speech sounds do not exist in English at all. On the other hand, the areas of similarities, between the two languages, lead to ease in learning.Schuster argues that English learners of German or German learners of English are destined to have a positive transfer because the two languages do have many similarities. On the other hand, theory stipulates that learning will be quite difficult, or level unsuccessful, when the two languages are different(qtd. in Dena 3) Decline of Contrastive analysis Contrastive analysis started losing interest and was grad ually abandoned and replaced by other new assumptions and views about language learning and teaching. numerous scholars started to direct sound criticisms to contrastive analysis, beginning from the mid of 1960s.For example, it is argued that most of the language learners do not result from interference, but rather they could be developmental. In this effect, Dulay and Burt mention that report on a number of studies of the errors made by children learning English as a second language and consider that they are similar to those made by children learning English natively . The greatest number(87 percent) they considered to be developmental, that is, like those that a native language learner makes(qtd. in Spolsky 253). Other researchers arrived to the same conclusion. For example, it was pointed out thatSimilarly, Baily, Madden, and Krashen(1974)report results similar to Dulay and Burts showing some similarity in order of acquisition between adults and children learning English as a s econd language that is still different from the order in first language acquisition(Spolsky 254). Contrastive analysis was also challenged by the views of the prominent linguist, Noam Chomsky believes of the existence of language acquisition device(LAD) in order to construct a generative grammar of linguistic competence out of language samples one encounters(Neda 3). Furthermore, Slinker believes that Corder contributions were very important.He argues that, Corder points out that,The errors of a learner, whether adult or child are (a) not negative or interfering in any way with learning a TL but are, on the contrary, a necessary positive factor, indicative of testing hypothesis(qtd. in Abbas 2). Similarly, Dulay, Burt and Krashen argue that, learners first language are no longer believed to interfere with their attempts to acquire a second language grammar, and language teachers no longer need to create special grammar lessons for students from each language tolerateground(qtd. in Abbas 2). New hopes of revivalMany of proponents to contrastive analysis believe that the criticisms directed to it, are not reliable. For example, it was noted that The Dulay et al postion is suspect for two reasons. First, it ignores other findings with appreciably higher trys. Hocking(1973), Cornu(1973) James(1981) arrived at findings which estimate the magnitude of such errors(interfernce) in the 60% range. Second, a substantial number of studies involved in the body of method comparison research of the 60% and 70s had demonstrated the effectiveness of teaching methods using CA input(Abbas2 ).Although contrastive analysis was gradually abandoned in favor of new views and assumptions, there are still many scholars who consider it of a great importance. For example, it was pointed out that it(CA)will be useful to teachers, students, and linguists. Even though contrastive analysis has lived up to its promise of explaining the nature of the language learning process and of making it possible to develop error-free learning, it has played a useful role in encouraging the kind of language descriptions that are requisite by language teachers and learners(Abbas 253).It is also argued that contrastive analysis was disfavored not due to sound critisisms that relate to its validity only, but also for financial and economic factors. It is believed that The textual matter books for FSLT are all solely in English, making no refrence to the L1 of the learners. This, of course, suits publishers for it enables them to sell the same text books all over the world thus increasing thier gross sales many fold. It also suits the many anglophone teachers of English as a second or foreign language for it enables them to teach anywhere in the world without cognize the L1s of the students they teach(Abbas 2).Consequently, many supporters to contrastive analysis still have hopes that one day contrastive analysis will be able to find its way back to the foreign language text book s. Works Cited Abbas, Elbadri. The Relevance of Error Analysis and Contrastive Analysis. Http//www. teaching. org. uk /blogs/badri/relevance-error-analsis. 28 Feb. 2009. Teachingenglish. org. 22 Apr. 2009 . Al-Sibia, Dina M. The decline of contrastive analysis Search. Google. 26 Oct. 2004. 03 may 2009 . Al-Sibai M, Dina. The Decline of Contrastive Analysis Pedagogy. English 523.

Fool Chapter 13

THIRTEENA NEST OF VILLAINSEdmund. Edmund would guard to be dealt with, forces false on him, and I fought the weight-lift to find the black-hearted fiend and thread one of my throwing prickers amongst his ribs, but a plan was already in place, or one of branchs, and I still held the sc fountainch with the two remaining puffb e actuallys the witches had exceedn me. I swallowed my anger and led tarradiddle into the castle.Lo, Pocket Is that you, lad? A Welsh accent. Is the king with you?I saw the make it of a mans head sticking done the stocks set in the middle of the courtyard. His hair was dark and gigantic and hung in his face. I approached and bent down to come up who it was.Kent? Youve found yourself a cruel collar.Call me Caius, verbalize the old knight. Is the king with you?The poor fellow couldnt even look up.Aye. On his way. The men are stable their horses in the town. How came you to be in the stocks?I tangled with that whoreson Oswald, Gonerils steward. Cornwal l judged me the cancelledender and had me thrown in the stocks. Ive been here since last evening.Drool, fetch some water for this equitable knight, express I. The giant loped off to find a bucket. I walked around behind Kent, patted him lightly on his bottom.You k instantly, Kent, er Caius, you are a very seductive man.You rascal, Pocket, Ill not be buggered by you.I smacked his bottom again, dust rose from his trousers. No, no, no, not me. Not my cup of tea. barely Drool, now hed shag the night if he wasnt afraid of the dark. And hung like an ox, that one is. I suspect youll extrude stools untapered for a fortnight once Drools laid the bugger to ya. Supperll dump through you like a cherry pit step up a church bell.Drool was returning now carrying a wooden bucket and a dipper across the courtyard.No Stop shouted Kent. Villainy Violation Stop these fiendsGuards were looking down from the walls. I scooped a dipper of water from the bucket and threw it in Kents face to settle him. He sputtered and struggled against the stocks.Easy, good Kent, I was just having you on. Well get you out of there as soon as the king arrives. I held the dipper for the knight and he drank deeply.When he finished he gasped, Christs codpiece, Pocket, whyd you go on like that?Pure evil incarnate, I reckon.Well, stop it. It doesnt suit you.Im working on the fit, verbalise I.Lear came through the gatehouse seconds later on, flanked by Captain Curan and another older knight. Whats this? asked the king. My courier in stocks How came this to be? Who put you here, man?Your daughter and son-in-law, sire, said Kent.No. By Jupiters beard, I say, no, said Lear.Aye, by St. Cardomons scaly feet35 I say, aye, said Kent.By the flapping foreskin of Freya, I say, bugger all said Jones.And they looked at the puppet, confident on his stick. horizon we was swearing by whatever we could come up with, said the puppet. Do go on.I say no, continued Lear. Tis worse than murder, to treat a messenger o f the king so. Where is my daughter?The old king stormed through the inner gate, followed by Captain Curan and a dozen other knights from his train who had come into the castle.Drool sit down in the dirt, splay-legged, his face even with Kents, and said, So, howve you been?Im in the stocks, said Kent. Locked like this overnight.Drool nodded, starting a string of his namesake down his chin. So, not so good, past?Nay, lad, said Kent.Better now that Pocket is here to save us, innit?Aye, Im a rescue in progress. Didnt see any keys in there when you were getting the water?No. No keys, said Drool. Theyve a laundress with smashing knockers works by the well some whiles, but she wont have a laugh with you. I asked her. volt times.Drool, you moldinessnt just go asking that sort of subject without some prelude, said I.I said please, said Drool.Well done, then, glad youve kept your manners in the face of so much villainy. convey you, kind sir, said Drool in Edmund the simulateds voice, pit ch-perfect, dripping with evil.Thats un-bloody-settling, said Kent. Pocket, think you could see about liberating me? I help little feeling in my hands a good hour ago and it wont go well for holding a sword if they have to be justify off from gangrene.Aye, Ill see to it, said I. Let Regan vent some venom on her father, then Ill go see her for the key. She quite fancies me, you know?Youve weed on yourself, aint ya? said Drool, post in his own voice, but with a bit of a Welsh accent, no doubt to comfort the disguised Kent.Hours ago, and twice since, said Kent.I does that sometime in the night, when its cold or its too far to the privy.Im just old and my bladders shrunk to the size of a walnut.Ive started a war, said I, since we seemed to be share privacies.Kent struggled in the stocks to look at me. Whats this? From key to wee to, Ive started a bloody war, without so much as a by-your-leave? Im bewildered, Pocket.Aye, which concerns me, as you lot are my army. smashing said Droo l.The Earl of Gloucester came himself to release Kent. Im sorry, good man. You know I would not have allowed this, but once Cornwall has set his mindI heard you try, said Kent. The two had been friends in a former life, but now, Kent, lean and dark-haired, looked younger and more than a measure dangerous, while the weeks had weighed like years on Gloucester. He was estimable feeble, and struggled with the heavy key to the stocks. I took it from him gently and worked the lock.And you, fool, Ill not have you chiding Edmund for his bastardy.Hes no longer a bastard, then? You married his mother. Congratulations, good earl.No, his mother is long dead. His legitimacy comes from the treachery of my other son, Edgar, who betrayed me.How so? I asked, knowing full well how.He planned to take my lands from me and hasten me to the grave.This was not what I had write in the letter. Certainly, the lands would be forfeit, but there had been no mention of murder of the old man. This was Edmunds d oing.What have you done to anger our father? said Drool, pitch-perfect in Edmunds voice.We all turned and stared at the great hunk, the wrong-sized voice coming from his cavernous mouth.I have done nothing, said Drool in another voice.Edgar? said Gloucester.Indeed, it was Edgars voice. I tensed at what great power come next.Arm yourself and hide, the bastards voice said. Father has it in his mind that you have committed some offense, and he has ordered guards to cling to you.What? said Gloucester. What dodgy magic is this?Then the bastards voice again I have consulted the constellations, and they foretell of our father going mad and hunting you At that arrest I clamped my hand over Drools mouth.Its nothing, my lord, said I. The Natural is not right in his mind. Fever, methinks. He mimics voices but not intent. His thoughts are a jumble.But those were the very voices of my sons, said Gloucester.Aye, but only in sound. Only in sound. Like a jabbering bird is the great fool. If yo u have quarters where I might take him And the kings most favored fool, and abused servant, added Kent, rubbing at the rash on his wrists left from the stocks.Gloucester considered a moment. You, good fellow, have been wrongly punished. Gonerils steward Oswald is less than honorable. And while I find it a mystery, Lear does love his Black Fool. Theres an unused solar in the north tower. It leaks, but it will be out of the lift and close to your master, who will have quarters in the same wing.Aye, thank you, good lord, said I. The Natural needs tending. Well wrap him in blankets then Ill run down to the chemist for a leech.We hustled Drool into the tower and Kent closed the heavy door and bolted it. There was one cathedral window with cracked shutters and two cursor loops, all set in alcoves, with tapestries pulled aside and tied to allow in the little light. We could see our breath in the winter air.Drop those tapestries, said Kent.Well, go grab some candles first, said I. Itll be dark as Nyxs36 bunghole once we pull the tapestries.Kent left the solar and returned a few minutes later with a heavy iron candelabra with three lit candles. A chambermaid is bringing us a brazier of charcoal and some ice lolly and ale, said the knight. Old Gloucesters a good sod.And survivor enough not to speak his mind to the king about his daughters, said I.Ive learned some, said Kent.Aye. I turned to the Natural, who was playing with the wax dripping off the thick candles. Drool, what was it you were saying? That bit with Edmund and Edgar plotting.I dont know, Pocket. I just says it, I dont know whats said. But master Edmund beats me when I talk in his voice. Im an insult to nature and should be punished, says he.Kent shook his head like a great hound clearing his ears of water. What sort of convoluted wickedness have you set in motion, Pocket?Me? This isnt my doing, this villainy is authored by that blackguard Edmund. But it will work for our plan. The conversations between Edgar and Edmund lie on the shelves of Drools mind like forgotten volumes in a library, we need only prompt the git to open them. Now, to it. Drool, say the words of Edgar when Edmund advises him to hide.And so we pried events out of Drools retrospection using cues like a cats paw,37 and by the time we had warmed ourselves over the brazier and eaten our bread, we saw the pieces of Edmunds treachery played out as in the voices of the sure players.So Edmund wounded himself and claimed that Edgar did it, said Kent. Why didnt he simply slay his brother?He needs to assure his inheritance first, and a knife to the back would have been suspect, said I. Besides, Edgar is a formidable fighter I dont think Edmund would face him.A traitor and a coward, said Kent.And those are his assets, said I. Or we shall use them thus. I patted Drools shoulder softly. Good lad, excellent fool-craft. Now, I need you to see if you can say what I say in the voice of the bastard.Aye, Pocket, Ill give it a go .I said, Oh, my sweet lady Regan, thou art more fair than moonlight, more radiant than the sun, more glorious than all the stars. I must have you or I shall surely die.In a wink Drool repeated my words back to me in the voice of Edmund of Gloucester, the intonation and desperation in the perfect key to unlock Regans affections, or so Id wager.Howzat? asked the git.Excellent, said I.Uncanny, said Kent. How is it that Edmund let the Natural live? He must know he bears witness to his treachery.That is an excellent question. Lets go ask him, shall we?It occurred to me, as we make our way to Edmunds quarters, that since I had seen the bastard, the power of my protection, be King Lear, had waned somewhat, while Edmunds influence, and therefore immunity, had expanded when he became heir to Gloucester. In short, the deterrents to keep the bastard from murdering me had all but evaporated. I had only Kents sword and Edmunds fear of ghostly retribution to protect me. The witches pouch of puff balls weighed severely as a weapon, however.A squire showed me to an antechamber off Castle Gloucesters great hall.His lordship will receive only you, fool, said the squire.Kent looked ready to bully the male child but I held up a hand to stay him. Ill see that the door is left unlatched, good Caius. If I should call, please enter and dispatch the bastard with lethal vigor.I grinned at the spot-faced squire. Unlikely, said I. Edmund holds me in very high esteem and I him. There will be little time between compliments to discuss business. I breezed by the young knight and into the chamber where Edmund was alone, sitting at a writing desk.I said, Thou scaly monkey of a corpse-gorged carrion worm, cease your feast on the bodies of your betters and receive the Black Fool before vengeful spirits come to wrench the twisted soul from your be and drag it into the darkest depths of hell for your treachery.Oh, well spoken, fool, said Edmund.You think so?Oh yes, Im cut to the quick. I may never recover.Completely impromptu, said I. With time and polish well, I could go out and return with a keener edge on it.Perish the thought, said the bastard. Take a moment to catch your breath and revel in your rhetorical mastery and achievement. He gestured toward a high-backed chair across from him.Thank you, I will.Still tiny, though, I see, said the bastard.Well, yes, Nature being the mutinous twat that she is And still weak, I presume?Not of will.Of course not, I referred simply to your willowy limbs.Oh yes, in that case, Im a bit of a soggy kitten.Splendid. here(predicate) to be murdered then, are you?Not immediately. Uh, Edmund, if you dont mind my saying, youre being off-puttingly pleasant today.Thank you. Ive adopted a strategy of pleasantness. It turns out that one can place all manner of heinous villainy under a cloak of courtesy and good cheer. Edmund leaned over the desk now, as if to take me into his most intimate confidence. It seems a man will forfeit all sen sible self-interest if he finds you affable enough to share your company over a flagon of ale.So youre being pleasant?Yes.Its unseemly.Of course.So, youve received the dispatch from Goneril?Oswald gave it to me two days ago.And? I asked.Evidently the lady fancies me.And how do you feel about that?Well, who could blame her, really? Especially now that Im both pleasant and handsome.I should have cut your throat when I had the chance, said I.Ah, well, water under the bridge, isnt it? Excellent plan, with the letter to discredit my brother Edgar, by the way. Went smashingly. Of course I embellished somewhat. Improvised, if you will.I know, said I. Implied patricide and the odd self-inflicted wound. I nodded toward his bandaged sword arm.Oh yes, the Natural talks to you, doesnt he?Curious, then. Why is that bloody great oaf still drawing breath, knowing what he does about your plans. Fear of ghosts, is it?For the first time Edmund let his pleasant and insincere grin falter. Well, there i s that, but also, I quite enjoy beating him. And when Im not beating him, having him around makes me feel more clever.You simple bastard, Drool makes anvils feel more clever. How bloody common of you.That did it. feigning of pleasantness fell when it came to questions of class, evidently. Edmunds hand dropped below the table and came up with a long fighting dagger. But alas, I was already in the process of swingy down hard with Joness stick end and struck the bastard on his bandaged forearm. The blade went spinning in such a way that I was able to kick the hilt as it hit the floor and flip it up into my own waiting weapon hand. (To be fair, that is right or left, whether it was the juggling or the pickpocket training of Belette, I am agile with either hand.)I flipped the blade and held it ready for a throw. Sit Youre exactly a half-turn from hell, Edmund. Do twitch. revel do. Hed seen me perform with my knives at court and knew my skill.The bastard sat, cradling his hurt arm as h e did so. Blood was seeping through the bandage.He spat at me, and missed. Ill have you Ah, ah, ah, said I, brandishing the blade. Pleasant.Edmund growled, but stopped as Kent stormed into the room, knocking the door back on its hinges. His sword was drawn and two young squires were drawing theirs as they followed him. Kent turned and smashed the lead squire in the forehead with the hilt of his own weapon, knocking the boy backward off his feet, quite unconscious. Then Kent spun and swept the feet out from under the other with the flat of his sword and the lad landed on his back with an explosion of breath. The old knight drew back to thrust through the squires heart. chair said I. Dont kill himKent held and looked up, assessing the situation for the first time.I heard a blade clang. I thought the villain was murdering you.No. He gave me this lovely dragon-hilted dagger as a peace offering.That is not true, said the bastard.So, said Kent, paying particular attention to my readied w eapon, youre murdering the bastard, then?Merely testing the weapons balance, good knight.Oh, sorry.No worries. Thank you. Ill call you if I need you. Take that unconscious one with you, would you? I looked at the other, who trembled on the floor. Edmund, do instruct your knights to be pleasant toward my ruffian. He is a favorite of the king.Let him alone, grumbled Edmund.Kent and the conscious squire dragged the other one out of the chamber and closed the door.Youre right, this being pleasant is the dogs bollocks, Edmund. I flipped the dagger and caught it by the hilt. When Edmund made as if to move, I flipped it again and caught it by the blade. I raised a suspicious eyebrow at him. So, you were saying about how well my plan had worked.Edgar is brand a traitor. Even now my fathers knights hunt him. I will be lord of Gloucester.But, really, Edmund, is that enough?Exactly, said the bastard.Uh, exactly what? Had he already set his sights on Albanys lands, not even having spoken with G oneril? Now I was doubly unsure of what to do. My own plan to pair the bastard with Goneril and undermine the kingdom was the only thing keeping me from sending the dagger to his throat, and when I thought of the lash marks on poor Drools back my hand quivered, wanting to loose the knife to its mark. But what had he set his sights on?The spoils of war can be as great as a kingdom, said Edmund.War? How knew he of war? My war.Aye, fool. War.Fuckstockings, said I. I let the knife fly and ran out of the room, bells jingling.As I approached our tower, I heard what sounded like someone torturing an elk in a tempest. I thought that Edmund might have sent an assassin for Drool after all, so I came through the door low, with one of my daggers at the ready.Drool lay on his back on a blanket, a golden-haired woman with a white gown spread around her hips was riding him as if competing in the nitwit steeplechase. Id seen her before, but never so solid. The two were wailing in ecstasy.Drool, wha t are you doing?Pretty, said Drool, a great joyous, goofy grin on him.Aye, shes a vision, lad, but youre knobbing a ghost.No. The dim giant paused in his upward thrusting, lifted her by her waist and looked closely at her as if hed found a flea in his bed.Ghost?She nodded.Drool tossed her aside and with a long shuddering scream ran to the window and dove through, shattering the shutters as he went. The scream trailed off and ended with a splash.The ghost pulled her gown down, tossed her hair out of her face, and grinned. Water in the moat, she said. Hell be fine. Guess Ill be going away half-cocked, though.Well, yes, but joyful good of you to take time from chain rattling and delivering portents of bloody doom to shag the beef-brained boy.Not up for a spirity tumble yourself, then? She made as if to lift her gown above her hips again.Piss off, wisp, Ive got to go fish the git out of the moat. He cant swim.Not keen on flight, neither, evidently?No time for this. I sheathed my dagger , wheeled on my heel and started out the door.Not your war, fool, said the ghost.I stopped. Drool was slow at most things, perhaps he would be so at drowning. The bastard has his own war?Aye. The ghost nodded, fading back to mist as she moved. A fools best planPlays out to chance,But a bastards hope,Arrives from France. Thou loquacious fog, thou nattering mist, thou serpent-tongued steam, for the love of truth, speak straight, and no sodding rhyme.But in that moment she was gone.Who are you? I shouted to the empty tower.

Mental and Emotional Development Essay

Going to school marks a new horizon of a tykes support at a time when he/she thinks they argon ready for the gr feeder challenges. Children are curious about the expend of letters and words to convey meaning, and discombobulate the manual dexterity to hold a pen or pencil and begin to write. Together reading and writing broadens the childs experience enabling him/her to learn more about the world he/she lives in. Their mental ability allows him/her to understand the symbols of letters and numbers and by manipulating these new experiences develop.The expression of a phoebe bird year old should be 2000 words and with exposure to new ideas and other children this leave rapidly increase. The English language, for example are hard to learn, children stop use increasingly complex sentences and hold fewer grammar errors as they progress through school. One of the key tasks conveys in metal development at this age is discursive and consistent thinking. The school aged child also learns to create more and more sophisticated classication systems, such as the characteristics of reptiles and mammals, or the residuums between towns and cities.They often involve these new skills in their play such as playing cards. Relational concepts such as go forth and right are tackled during this phase of childhood, although this is difficult for the child to learn. When number skills are developing, concepts such as clock time can be introduced and also the use of money. The mental developments Five year olds 2,000 word vocabulary talks consistently, know primary colours yellow, red and blue, can count to ten, names days of the week, asks for definitions.Six year olds Learns to read with understanding, knows some streets in local anesthetic neighbourhood, and knows difference between morning and afternoon. Seven year olds Begins to show interest in cause and effect, knows the value of coins, gains satisfaction in conclusions and logical endings, understanding past, feed and future time concepts. Eight age old begins to understand logical reasoning and implications, aware of time, can begin to plan activities for a day, develops understanding of left and right, and appreciates degrees of concepts such as light and pain.Nine years old Likes to have secrets, can break down difficult skills into manageable component parts, focuses on details. tenner years old enjoys learning, likes to memorise, and identifies facts concrete and specific thinking. Eleven years old likes action in learning, concentrates well when working, able to identify and discuss problems. Twelve years old motivated more by inner drive then competition, able to classify, arrange and generalise can be critical of own work. stimulated Development During school years the child learns from the peer group and from friends.By comparing themselves with others in their class, children can adjust their behaviour to meet the societys expectations. They can also gain more insight into themse lves. They also learn to identify which situations require co-operation and which are more competitive. Emotions such as anger and onset can be seen in a variety of expressions physical shoving and swearing. Many will be aware of the childs enjoyment of jokes and use of humour. Schools can also provide the child with opportunities for self evaluation, developing self confidence and doubt.Being picked by other children to join a team game, or macrocosm sent to a remedial group for reading, will give the child messages about how others perceive them this can differ to the perceptions at home. It is all-important(a) for those caring for children that they are aware of the attitudes of others and offer opportunities to the child to talk about this. Praise means a portion out to a child of this age as it would to a lot of other people. Efforts should be made to recognise each childs special attributes.Summary of Major Developments For 5 to 11 year olds 1. Decreasing colony on family and developing relationships with other adults and children. 2. Becoming an active, contributing member of the family. 3. Learning how to deal with strong feelings appropriately. 4. Learning how to reason and solve problems logically. 5. Developing understandings of concepts such as number, time and money. 6. Adjusting to changing body image and coming to terms with sex role identity. Adolescence Mental and Emotional DevelopmentAdolescence has been charactised as a time of charge and stress, but many adolescents make the transition from child to adult with relative ease and with little trauma either to themselves or to their parents. It is not surprising that, composition their bodies are so rapidly changing, puppylikesters become quite preoccupied with them and wonder what they will become. Girls see their first period as a positive transaction towards adulthood or a dreadful event which signifies the end of childhood. Boys fear to speak as their voice breaks or they are delig hted as their nervus facialis hair becomes obviously present.The attitudes displayed will often reflect the attitudes and values held by those close to them, the family or the peer group. Friendships with peers become increasingly close during adolescence as young person seeks acceptance and also friends with who to share the new feelings and experience. It is important that the adult determines the best way to cope with this. Each child is an individual, so the problem will have dealt with taking the childs particular personality, needs etc into account. The older child also needs to think about their diet school children bob up and develop rapidly and expend vast amount of energy.This calls for a diet which is high in protein, iron, calcium and essential vitamins. Studies have shown that there is a difference in the eating pattern between adults and children. Children tend to want to eat more frequently, at any time of the day and prefer foods which they can eat with their hands . Eating habits are established early in the childhood and in societies where television and advertising play a large part in family behavior it is difficult for parents and carers to insist that the child adheres in a healthy diet.Exercise All children need to make sure they are getting enough exercise. It is important to encourage activities such as swimming, walking and cycling. Children should also be encouraged to participate in exercises which they enjoy and which makes them feel good about themselves. They should also make sure that they get plenty of rest and sleep the amount of sleep differs from one person to the next. The amount of sleep for the average child is 8 to 10 hours sleep a night.

ESL and Koreans Essay

The goal of every linguistic process course is the single(a) student progress in terms of writing progression, tuition and speech (Ferris and Hedghock 2004, p. 73). This is done by constant feedback and encouragement from the coners and the dedication of the students under the English as a Second Language (ESL) program Ferris and Hedghock 2004, p. 73). Developing the exponent to grow indep wipeoutently with the support of the group exists in an environment of support and encouragement from deep d admit the group (Ferris and Hedghock 2004, p. 73).There is a basic procedure teachers essentialinessiness(prenominal) hire to be able to attain the best possible dischargeance from their ESL students. There ar also divergent tools that are available that could enhance the learning make. Technology and computers as well as pop culture deplete been trends that teachers use to reach out and connect with the ESL students. Korean students are actually wise to(p) and have the b asic ground when it comes to the English speech. Theoretically, they are well-equipped. They are very academically inclined.The consequential thing that would be developed would be the application process of learning English as their second language. In Korea, they are used to speaking just in their native language. They do non speak in English to converse with other(prenominal) people. They only learn in their English classes. The need for ESL lessons when they are in other countries, give care in Australia, is because they do not know how to put into pull the theoretical c at oncepts they have of English. Teaching ESL Process A syllabus must be developed that included the principles and procedures needed to teach a small ESL class (Ferris and Hedghock 2004, p.88). The day-to-day planning of activities for the teachers should encompass the design of the curricula and the general principles that would be considered in constructing the syllabus (Ferris and Hedghock 2004, p. 88). The goals should be translated into objectives and the syllabus would be the framework for the classroom control. Goals are the general statement of the curriculums goal while the objectives actually reflect the particular knowledge and skills that the students would develop by the end of the course (Ferris and Hedghock 2004, p.88). The objectives that are set for the students must be precise and should focus on essential characteristics like writ of execution, condition as well as criteria (Ferris and Hedghock 2004, p. 88). For example, the dictational objectives are stated like by the end of the course, the students would be aware of their writing style and identify where they need to be improved in (Ferris and Hedghock 2004, p. 89). The limited nature of such statements lie on the fact that these characteristics are observable (Ferris and Hedghock 2004, p. 89).When focussingal objectives are clearly stated the teachers would have an easier prison term when it comes to planning individual class periods (Ferris and Hedghock 2004, p. 97). A way of putting it is like this Compose descriptive, narrative, and expository paragraphs and in order to achieve this, the students must compose a 250-word paragraph just some ones have it aways in the country (Ferris and Hedghock 2004, p. 97) A lesson plan arsehole actually take different forms that depended on the time frame, the personal style and view of the individual teacher (Ferris and Hedghock 2004, p. 97).Despite the smorgasbord of formats a lesson plan may be, the important thing is for it to earmark for a script for give uping materials in interacting with the students and the actual charge for the activities in the ESL program (Ferris and Hedghock 2004, p. 97). It ass also serve as the link that connects the curriculum goals of the teachers with the students as well as the step-by-step chronology of the classroom activities (Ferris and Hedghock 2004, p. 98). Lesson plans are operable and dynamic tools for meeting the student needs and achieving the instruction objectives (Ferris and Hedghock 2004, p.98). The important thing to affect is the flexibility of the lesson plan. ESL classes are a lot customized and mapping out the neck instruction for the class tail be futile since the teacher needs to get to know the students first to make the program adaptable (Ferris and Hedghock 2004, p. 98). Knowing the Students To design a syllabus for a specific class, the teacher would have to assess the students needs first. This is so the teacher is changed to identify and validate the needs so that priorities may be established.Factors like diverse background features, different skills, schemata and expectations from ESL students are important factors when it comes to planning the lesson for the students (Ferris and Hedghock 2004, p. 73). It is very important to know what the prior educational experience of the Korean students has (Ferris and Hedghock 2004, p. 77). The t eacher must know if the Korean students had prior experience in studying with foreign schools or if it was the first time they have burnvass in school that speaks English as a native language.International students may find contrasting educational activity instructions from the previous language training programs they have undergone (Ferris and Hedghock 2004, p. 78). Information about the students educational history is valuable for the teacher. Aside from such educational background, teachers must also consider the current language proficiency and literacy (Ferris and Hedghock 2004, p. 79). This can assess what areas they need to focus on and what areas they just need to review on.The immigration status of the students should also be considered as the international students principally intend to return to their own countries after they have completed their studies in Australia (Ferris and Hedghock 2004, p. 80). This states how much(prenominal) of the primary language environm ents they have been exposed to as well as how exposed they are to English because of staying in the country long enough (Ferris and Hedghock 2004, p. 80). There is also such a thing as savant preferences, strategies and styles.The learners disposition towards classroom instruction and independent learning must be considered as it can be a determining factor as to brining out the best causeance from the students (Ferris and Hedghock 2004, p. 84). Language Needs The educational programs need to cover and address what the students bring with them (Slavit et al. 2002, p. 116). There is a need for teachers to carry on what the students have instead of focusing on what they lack (Slavit et al. 2002, p. 116).The key is banking on the students own experiences that involves their language and their culture and mix that with the new principle and concepts offered in the present class (Slavit et al. 2002, p. 116). This is because the teacher is merely connecting the constructs from the past experiences and stimulates the learning to make them satisfied with the new environment they are in (Slavit et al. 2002, p. 116). Second language learning is a difficult process because learning the first language had been a process that has been done since the first day of the child.It is quite harder to acquire a second language because of the difference of the language and the culture from what the person has already been used to (Slavit et al. 2002, p. 116). There is often much reservation when it comes to having to begin to learn language skills. It is very important to consider how the students may feel inferior because of such circumstance. Fluency, then, does not end inside the classroom. It must be developed even after the class and do so in basic conversations.Errors may actually indicate progress. They can be replaced with the appropriate forms even without teacher intervention when done in an at magnanimous(p) atmosphere (Slavit et al. 2002, p. 116). Unit Plan Free Co nversation A quarter of the time, in the first part, middle, or the end, should be devoted to free-flowing conversation. Conversation versus classroom instruction can build relationship between students and teachers that would enable them to work together trustingly and more efficiently throughout the course.Actual body languages, facial expressions, gestures, intonation, and other things serve as cues that help the student in understanding the context of speaking in English (Drucker 2003, p. 22). Academic English can actually suffer less contextual cues (Drucker 2003, p. 22). Conversation builds relationships between the students and the teachers. Once the conversation gets going, they get to find out each others interests and preferences (Drucker 2003, p. 22).Especially in the line of descent of the course when the Koreans would feel reserved and inferior to have to learn a second language, it is important to gain their trust and their confidence for them to be able to perform w ell in whatever activity the curriculum may require. When the teacher is able to get the trust of the students, they are then made more comfortable to open up and use the English language to converse. This also makes them more open to commit errors and be open to the corrections of the teachers.Teachers can actually begin by just conversing about their lives as individuals. Some teachers relate to male students who enjoy video games by translating and analyzing the words in the context of the games they are twain familiar with. If the students love music, it can be in terms of the lyrics of their favorite songs. The teachers can turn in the context for the student when they begin edition a specific text and challenge them by talking with them about it (Drucker 2003, p. 22).The teachers can start by relating selected reading passages that would be discussed with something that is relevant to the students in terms of their interests and skills (Drucker 2003, p. 22). Part of get s tudents to converse with each other is posing a question about the text or about a specific topic that would engage the students to stand their opinions about the topic in the English languages (Drucker 2003, p. 22). The teachers can also direct the students into discussing and looking for particular information and analyzing it. Another way of starting conversation is banking on pop culture.It has been known to provide for a rich and powerful classroom resource to show relevance between the students and the teachers (Duff 2002, p. 482). This makes the discussion more interesting, relevant and likable to the students especially despite the language barrier and coping mechanism the students have in using the English language (Duff 2002, p. 482). This also builds the rapport between the teachers and the students. raillery about current events can help the students voice out their opinions, only they are using the English language (Duff 2002, p.482). Despite the fact that the teacher s and the students may not share the same socio- pagan and psycholinguistic repertoires, practices and abilities and need assistance from others, this can be a standpoint wherein they can connect with their students and help them be more literal (Duff 2002, p. 482). However, teachers must be aware that some of their students are not familiar with other pop culture icons because of the difference of their backgrounds. This can confuse them more.However, it is also expedient to introduce such icons for them to gain the confidence in speaking the language, knowing that they are now more aware of Western icons (Duff 2002, p. 482). Elements of Instructional Conversation The prow is very important to serve as the focal point for the discussion (Williams 2001, p. 750). This can be viewed as the general plan as to how the conversation within the class would take place. There is a need to use the background or the relevant schemata of the student by activation or by providing background k nowledge that is necessary to form a connection between the students and the teachers (Williams 2001, p.750). Such knowledge is interwoven into the discussion. When necessary, the teacher provides the actual conventional teaching of the lesson to the students, as much as possible this is not applied too much to avoid disconnection and boredom (Williams 2001, p. 750). The teacher also promotes for the students to use more complex language and expression (Williams 2001, p. 750). They encourage them to elaborate on their answers in the discussion by elicitation techniques to would invite them to explain further like asking them to tell more about what they have said or to ask what they meant by it.It is also in effect(p) to have them restate their dialects saying in other words and phrases like that (Williams 2001, p. 750). Other elicitation techniques include the promotion of the use of different texts, pictures and reasoning to support the arguments made by the students without ove rwhelming them the teacher may gently analyse for the students sentiments by saying what made you say that or how you came to that conclusion (Williams 2001, p. 750)? It is also important to assure the students that in that respect are more than once correct answers (Williams 2001, p.750). This would encourage the students to try and try to provide more answers and not be pressured to provide the correct one. The teacher while being focused on the flow of discussion and maintaining the coherence of the discussion to the lesson as well as keeping track of the time, the teacher must also be responsive to the statements of the students and to ingest out for the opportunities they provide. There must be discussion that has multiple, interactive, connected turns succeeding utterances build upon and extend previous ones (Williams 2001, p.750). Students must remain challenged so as not to feel like they are limited as well as not feel threatened by the teachers (Williams 2001, p. 750). The atmosphere must remain equilibrate and effective for improvement (Williams 2001, p. 750). The teacher must act as a collaborator rather than an evaluator (Williams 2001, p. 750). The atmosphere the teacher creates allows the students to negotiate and construct their own sentences as well as be subjected to training as well (Williams 2001, p. 750). There must be general participation amongst the students.The size of the class must be carefully considered in terms of the aim of proficiency and skills of the students (Williams 2001, p. 750). By doing this, the students can each have their chance to participate in class and be trained to speak out statements in English. Students must be encouraged to volunteer to speak out (Williams 2001, p. 750). Those who are more reserved must be the ones the teacher would call upon. The important thing is for everyone to have their own turn to speak up (Williams 2001, p. 750). Correction and InteractionStudents in the early stages of acquisit ion must be expected to commit errors in conversation (Williams 2001, p. 750). The teachers must be sensitive enough to correct in a gentle fashion as Koreans may feel threatened by harsh criticisms from the highly academic backgrounds they have in Korea. This must be considered more so when it comes to vocabulary. The teachers would not ask to the students to have negative experiences with learning English that they would be afraid to try the next time. This can discourage the students from attempting to use the second language and can delay their efforts from developing (Slavit et al.2002, p. 116). Rather than correction, modeling the correct form would be more efficient for the students (Slavit et al. 2002, p. 116). Language can develop when placed in a variety of setting that promotes informal talk and interaction (Slavit et al. 2002, p. 116). When in that respect is talking and listening involved, activities involving reading and writing can actually help the learners devel op a high facility for the language and have control over social interaction (Slavit et al. 2002, p. 116). Literacy is part of language it goes along the lines of reading and writing (Slavit et al.2002, p. 116). The language learners must have the competence for oral language and learn the language as it is needed for new functions (Slavit et al. 2002, p. 116). The role of the teachers it to teacher the learners to use the resources they need for the new language. The best performance for ESL students in classrooms comes when they are able to speak and listen as part of the integral process of negotiating knowledge, exchanging personal experiences and thoughts, and the learning of language and literacy abilities (Slavit et al.2002, p. 116). This comes from a demonstration of cultural diversity and a provision for equal opportunities for the students in the ESL classrooms (Slavit et al. 2002, p. 116). Proper implementation would fall upon the supportive nature of the school staff and the recognition of diversity as an asset and not a handicap (Slavit et al. 2002, p. 116). Games Most of the time teachers start every days session with a three to five here and now game to get the lesson started. They are not merely icebreakers they also tie into the lesson for the day.Aside from conversational way of training the students, the teachers find using games as effective ways to train the Korean students excel in English. The level of difficulty language learning has on the students are so high that the teachers wanted to provide easier methods for them by using games (Wright 1984, p. 1). Games actually help the students and encourage them to participate as well as sustain their interest (Wright 1984, p. 1). They help create contexts that are much more meaningful for the students that make them want to take part in the lesson (Wright 1984, p. 1).Games make way for students to practice their language skills and to practice different types of communication in a lighte r environment (Ersoz 2000). This provides an effort to lessen the difficulty of language learning for the students (Ersoz 2000). It gives the students a chance to take a break from the conventional lessons and provide high motivation at the same time challenge and amuse the students (Ersoz 2000). It deviates from the principle that learning has to be serious and solemn (Kim 1995, p. 35). Games are used to practice the skills of speaking, writing, listening, and reading (Kim 1995, p.35). At the same time, they can use games for vocabulary presentation and revision (Uberman 1998, p. 20). Some scholars even say that games should be treated as a central instead of merely a peripheral to teaching foreign language to students (Uberman 1998, p. 20). They give the students new experiences with the foreign languages that could not have been easily metrical by conventional learning (Uberman 1998, p. 20). Games actually promote fluency with the students because of constant and pressure-free u se (Uberman 1998, p. 20). Ideal games are those that involve pictures.The students are made to pronounce the nouns that are in the pictures. They are then asked to describe the pictures using adjectives in forms of sentences and nor merely phrases. Whoever gets to describe the picture more wins the game. There are also games that would encourage the students to complete each others stories by taking turns in giving sentences. They take turns in filling in what can happen next in the story and the students would have to do it fast otherwise they would loose the game. This enables them to be creative as well as explore more vocabulary to be developed in the students.Lessons Sentence, Phrase and Text Construction. The sentence structure for the English language is very easy because of the rigid word order (Hinkel 2004, p. 65). Sometimes, its only a matter of proper translation that comes from understanding the rules of English sentence body structure. Koreans usually directly translat e their sentences to English that becomes their pitfall when it comes to the English grammar. Their sentence construction is different from English construction and that is where they need to be trained so that it can be adjusted.Although there are different kinds of structure that can be possible for the English sentences, there is still a pattern that can be easily identified and mastered through practice (Hinkel 2004, p. 65). For instance, when it comes to prepositional phrases, it cannot perform what a subject can do (Hinkel 2004, p. 65). Only noun phrases can act as a subject and a verb must be present in sentences for it to be grammatically correct (Hinkel 2004, p. 65). Generally, the English sentence can be broken down to see how they are ordered and sequenced in slots found in a sentence.There are certain basic principles that the learner must learn in order to fully understand sentence construction. The first principle would be the sentence units cannot be isolated from one another. They are in relationship with the other elements of the sentence even though they serve different functions and are labeled as different units (Hinkel 2004, p. 66). In most sentences, the subject goes before the verb. The context of the sentence elements determines the variation of the elements under the second principle (Hinkel 2004, p. 66). This is where we see that alone(p) nouns use singular verbs.Although the sentence structures are dynamic they still follow predictable patterns that can easily be explained to the students (Hinkel 2004, p. 66). There are the subjects and object slots that can only be filled by words or phrases that are under the class of nouns or pronouns like proper and common nouns (e. g. Nancy, house or Australia) abstract and concrete nouns (e. g. love, book) gerunds (e. g. dancing, walking) compound phrases (e. g. corn soup, coffee table) pronouns (e. g. I, you, they) or sets of parallel nouns (e. g. shirts, shoes, and bags) (Hinkel 2004, p. 67) .This is the basic core structure of a sentence, when this is mastered, the teachers can go into more complicated structures that are basically adhering to the same order of element (Hinkel 2004, p. 67). According to the third principle, the sentence states how the sentence elements are arranged and it is according to a hierarchy of grandness for the sentence to be grammatical (Hinkel 2004, p. 68). The most important elements for a sentence would be the subject and the verb. Elements like the adverbs and prepositional phrases are more mobile and can appear in other locations (Hinkel 2004, p 68).To simplify the identification of core elements it is very helpful to identify the subject, predicate verb phrase, and importance of subject-verb agreement (Hinkel 2004, p. 69). The organization of the sentences accounts for the liquid state of the sentence construction and itself stylistic variation (Hinkel 2004, p. 69). Sentence Elements. The teachers must also run through the parts of th e sentence. Even though, most Koreans have a absolute background in the theories and rules involved in Basic English grammar, it is different when it is presented and emphasized in ESL classes.It is also helpful to present them in tables and other ocular presentations in these manners S V Time Place Manner Reson (He eats/He ate ) (When) (Where) (How) (Why) Adverbs yesterday there quickly last night here sloppily prepositional at 700 in the house with a fork For fun Phrase Adverbial Clause when he wherever he can as a good because hes finishes work boy should hungry Other to get fat (infinitive) Table 1 Sentence Elements (ESLgold. com 2007). S V Duration Frequency Contrast Condition (He works/worked/ (How long) (How often) (To show a (Under whathas worked ) difference) conditions) Adverb forever sometimes anyway always Prepositional for two hours on Thursdays despite his for pay only Phrase illness Adverbial Clause as long as whenever he although he if he feels good he can has time doesnt get paid Table 2 Sentence Elements (ESLgold. com 2007). Practical Techniques for Reading and Grammar Depending on the capability of the students, there must be essential elements that can design a flexible curriculum depending the reading and grammar proficiency of the students (Hinkel 2004, p.33). Most lessons focus on sentence and phrase structure, nouns, pronouns, verbs, verb tenses, vocabulary and spelling. Activities must be created to develop the learners conversational fluency (Hinkel 2004, p. 34). Teachers must always check the level of reading comprehension of the students (Williams 2001, p. 750). The teachers must approach this with maintenance as sometimes the students can decode a text but can understand little from what he or she has read (Williams 2001, p. 750). Decoding is different from comprehension.The teacher should not always assume that the student can understand what goes on in the classroom conversations (Williams 2001, p. 750). The teacher must a lways test to see if the students are catching up, some may be getting what the flow of conversation may be but others are not. The teachers should have reading time wherein the students can actually hear how the words are pronounced and in what intonations sentence structures call for (Williams 2001, p. 750). This actually supports language development, therefore goes on to be literacy development (Williams 2001, p. 750).When it comes to introducing a reading text, the teachers must first start with discussing the importance when establishing a new topic (Hinkel 2004, p. 36). The students must be prepared and have already mum foundations that would let them study a new text (Hinkel 2004, p. 36). development Other Tools Computer In the light of growing technology, students are expectant for the teachers to make use of such information and communication technology. The teachers must consider whether or not their students would develop faster with computers as a tool for their learn ing (Shin 2006, pp.65+). Computer-mediated communication or using computers to communicate with each other is a new and innovative way of teaching ESL. Gauging the students skills in using the computer like typewriting skills and other language proficiencies must be prioritized as the teachers would not want to make the students feel more inferior in not knowing another area in the course (Shin 2006, pp. 65+). Class size is a critical point to consider when evaluating the efficiency of this tool.If the class is too big, a large group of chatters proves to be more confusing and frustrating than ever (Shin 2006, pp. 65+). According to research, the teachers should limit the number of students using CMC to an average of five (Shin 2006, pp. 65+). Using CMC is an option to use as a learning activity for the students. It is critical for the teachers to examine how relevant such a tool can be for the purpose of the activity and for the capabilities of the students for the planned learning task (Shin 2006, pp. 65+). Computer and ReadingThere are also studies that pertain to the integration of reading and computers to improve the reading skills of ESL students (Williams and Williams 2000, p. 98). There are a large range of computer applications that can be used for ESL student classes. This is to boost the skills of the ESL students with limited English application skills. Schools must make sure that the ESL students have access to educational programs and applications that can help them individually acquire the level of proficiency in the language (Williams and Williams 2000, p. 98).Even though there is technology available, computers are seldom used in ESL settings (Williams and Williams 2000, p. 98). Since constant exposure to English creates the best environment for students to learn the language, the teacher must be aware of different techniques to make this possible and to provide more sensitivity in issue facing the ESL instruction (Williams and Williams 2000, p. 98). English must not be limited to classroom instruction but should be coordinated in other subject areas where English can be used (Williams and Williams 2000, p. 98).Studies have shown that an integrated approach of reading and writing with the computer has been more effective than traditional modes of instruction of lecture-type approaches (Williams and Williams 2000, p. 98). The students find interest in having such variety in instruction and improve on their logic and organizational skills of constructing sentences, one of their greatest weaknesses in learning the language (Williams and Williams 2000, p. 98). Reading Preparation is the most effective way to gibe the students can comprehend any reading assigned (Drucker 2002, p. 22).According to Drucker (2002), Comprehensible input is spoken or written language that is delivered at a level the child can understand. However, it is also important for the teacher to provide challenges that is a bit higher than the students c urrent abilities (Drucker 2002, p. 22). Choral reading was seen to be a fashion of providing such comprehensible input for the students. Students can recite a poem, a short text together as well as be provided with gestures and motions that would enable them to understand what are reading more efficiently (Drucker 2002, pp. 22+).Repetitions of the reading selection give them the chance to recycle the language they have learned (Drucker 2002, pp. 22+). Contextual clues are also given through the motions and gestures taught by the teachers in reading the selection (Drucker 2002, pp. 22+). However, considering the individualize approach for ESL programs, it is important to note that teachers can only apply such technique for students who are in kindergarten to sixth grade (Drucker 2002, pp. 22+). If the students are much older or more mature, there are reading selections that can be provided and analyzed.For example, the teacher can provide a more sophisticated text like an article to be discussed in class like American Art in Delaware henry Francis du Pont (1880-1969) was an heir to Delawares DuPont Company fortune. He was one of the first serious collectors of American decorative art objects furniture, textiles, paintings, and other objects made in the United States between 1640 and 1840. American furniture and household objects had been considered inferior to those from Europe. But du Pont helped develop a new handgrip for American decorative arts.He created a legendary showplace for these objects on his familys estate just outside of Wilmington, Delaware. In 1951 it was opened to the public as the Henry Francis du Pont Winterthur (pronounced winter-tour) Museum. Du Pont assembled objects from his collection into 175 period rooms, each with examples of American antiques and decorative arts that followed a certain theme or period in early American history. For example, the du Pont Dining Room has furniture dating from the late 18th and early 19th centuries. And, because this was the time when the United States became a new nation, there is a flag-waving(prenominal) theme in the room. Another example is the Chinese Parlor, which has furnishings that reflect Americans fascination with Asian culture during the 18th century. In these period rooms du Pont believed he could tell the story of the early United States through furniture and other decorative arts (Americas Library 2007). In the case of the article, American Art in Delaware, a warm-up question may be You have probably heard of the DuPont Company, which was founded by a family of the same name.But do you know about the museum that one of the family members began (ESLgold. com 2007)? There are also vocabulary words that can be taken out of the article that the students can learn in class, each through homework activity or drills within the classroom time. Words that can be taken out of this article are antique, assemble, century, decorative, estate, fortune, heir, inferior, patri otic, textile (ESLgold. com 2007). The teachers can provide pre-reading questions that can enhance the interest of the students.Such questions can be, What types of things do you like to collect or if you had some valuable artwork, what would do with it (ESLgold. com 2007)? When the group is entire reading the text, silently or aloud, there are post-reading questions that are very important to determine the students comprehension. It can be in forms of line up or false, or multiple choice questions. The important thing is to gauge the capability of the students. A set of post-reading questions may be in the form of the pursuit True or False Henry Francis du Ponts art collection is displayed in a museum i