What Was the Role of the First World War on Mussolini’s Transition

What was the role of the First World War in Mussolini’s transition from Socialism to Fascism? Mussolini’s controversial transition from his Socialist roots to leader of the Fascist Party has been bewildering to many, particularly those who perceive it as a sudden and random change. However, many historians, such as O’Brien, have suggested this transition was not so random; Mussolini’s political shift from the Left to the Right was the result of World War One. Italy’s entry into the war in 1915 divided the Italian Socialist Party (PSI), which led to Mussolini’s expulsion and his rapid political evolution.On the other hand, Gregor argues that Mussolini’s underlying revolutionary nature was the main reason for his change, as it directed his beliefs to adopt various ideologies that conformed with his desire for revolution. Conversely, Payne argues that Nationalism completed the establishment of Fascism. This essay will explore these three arguments in order to understand whether Mussolini’s transition from Socialism to Fascism was the result of the war, his revolutionary nature, or the influence of Nationalism. O’Brien has argued that the developments in the First World War guided Mussolini’s political transition from Socialism to Fascism.Italy’s intervention into the war, to Mussolini’s personal experience in the trenches and the disastrous Battle of Caporetto all contributed to Mussolini’s political evolution. Italy’s intervention into World War One in 1915 signified a pivotal point in Mussolini’s political career. As a Socialist, Mussolini was expected to promote the neutrality of Italy in the war, which he initially did. In the Socialist paper, Avanti, Mussolini declared that Italy should remain neutral, as Italy had not started the war, and it would sacrifice many working class lives.However, Mussolini’s view on intervention soon changed (at least pu blically), as he began to express pro-interventionist writings in Avanti. In October 1914, Mussolini argued that the PSI had always supported the allies, therefore intervention would not be altering their beliefs and that war could be seen as an opportunity for revolution. Furthermore, he argued that neutrality was risky and it would have consequences, particularly for Italian expansionism if the Allies or Central Powers annexed territory Italy desired, such as the Balkans. However, the Socialists did not agree and 20 October 1914, Mussolini was expelled from the PSI.Thus, the issue of intervention demonstrated how Mussolini’s beliefs evolved from the start of World War One. On the other hand, Mussolini’s apparent change of heart from neutralist to interventionist was not really a change. Not only was interventionism consistent with his revolutionary Socialism, he had already published and agreed with the syndicalist, Panunzio’s, pro-intervention articles in his personal paper, Utopia in November 1913. Nevertheless, although the intervention issue may not have altered Mussolini’s views significantly, he was expelled from the PSI as a result, which had a considerable impact on his beliefs afterwards.Thus, intervention could be seen as the architect of his political evolution. Similarly, Mussolini’s personal experience in the trenches contributed to the development of his political beliefs. Mussolini joined the war in August 1915, which awakened his patriotism. He also became less anti-military. However, Mussolini’s patriotism has been identified from as early as 1909. During his time in Trentino, Mussolini became associated with Battisti; his strong patriotism for Italy inspired Mussolini.Furthermore, as a socialist, Mussolini had always stressed that Socialism was against Nationalism, not the nation. Nevertheless, his sense of national unity and tolerance of the military were expressed during his time in the trenches a nd represented a fundamental change in his political thought. It also demonstrated his tendency to adapt his views in response to changing circumstances. The Battle of Caporetto in October 1917 had a huge impact on the development of Mussolini’s political attitude; for the first time he identified with the Nationalist movement.Indeed, De Felice believes that this disaster was largely responsible for Mussolini’s transition to Fascism. The Battle was a surprise German and Austrian offensive on the Italian Army, which resulted in the collapse of the Italian Front and many deaths. This was worsened by the Italian General Cadorna; he blamed the soldiers and destroyed their morale. Mussolini defended the soldiers and wanted justice. The Nationalist movement had a similar attitude. The Battle of Caporetto enhanced Mussolini’s attitude towards the military and brought him closer to the Nationalist movement and right-wing politics.Thus, the developments in World War One created huge political unrest at home, which altered Mussolini’s political thinking and attitudes towards socialism, the military and the nation. These changes were significant in Mussolini’s transition to Fascism, therefore the war did play a central role in Mussolini’s political evolution. Alternatively, Gregor has argued that Mussolini’s transition to Fascism was the result of his revolutionary nature, as he only adopted beliefs that were congruent with his desire for revolution.This has been supported by the idea that Mussolini never truly belonged to any political Party. Indeed, Mussolini’s political beliefs from his Socialist days appear to be a culmination of borrowed ideologies from Marxism, Socialism and revolutionary Syndicalism. Although by fifteen years of age Mussolini called himself a socialist, he rejected moderate socialist ideas of reform on the grounds that it was conforming to bourgeois society and was passive. Thus, he was more influenced by Marxism.He despised the bourgeoisie and traditional institutions, such as the Catholic Church and the military, as they apparently repressed the proletariat. Consequently, he believed that class confrontation and revolution by the proletariat would resolve this repression. Mussolini opposed Parliament, as he believed they were too self-involved to transform Italy from a backward State. He also despised Nationalism as it apparently endorsed the vested interests of the bourgeoisie, church, military and monarchy.Thus, Mussolini’s political attitude was a combination of the radical aspects of Marxism, Socialism and revolutionary Syndicalism, whilst disregarding moderate aspects, such as reform. This supports the idea that Mussolini was simply a revolutionary, not committed to any one Party or ideology and that this is the reason he was able to adopt Fascism. On the other hand, it may have been Mussolini’s influences (particularly in his youth) that led to thi s mixture of beliefs, rather than his lack of loyalty to any one ideology.Mack Smith believes that Mussolini’s father had the greatest influence on his political attitude. His father was a radical socialist, often in prison, and Mussolini spent a lot of time with him and his socialist associates. However, as a young man, Mussolini became more influenced by Marx than Socialism. Furthermore, during his time in Switzerland in 1902, Mussolini became familiar with revolutionary syndicalists, such as Michels and LeBon(who wrote about crowd psychology; crowds apparently needed myths to motivate them ) and Panunzio (who was against reforms).Thus, Mussolini was surrounded by politics from a young age, which may explain why he was inspired by so many different ideologies. However, it is more likely that these influences reinforced his natural revolutionary instincts. Indeed, some of these ideas that influenced Mussolini were later seen in the Fascist regime, such as myths around the Du ce. This therefore reiterates Gregor’s argument that Mussolini’s revolutionary nature led him to adopt views that complemented his desire for revolution and was therefore open to any Party that would provide this, including Fascism.On the contrary, Payne has argued that Mussolini’s Fascism was the result of the Nationalist movement. Whilst Mussolini’s ideas evolved from Socialism, through revolutionary Syndicalism, Nationalism completed the transition. Indeed, once Mussolini was expelled from the PSI, he needed to support someone new; and so turned to the revolutionary Syndicalists who were also pro-intervention. This demonstrated Mussolini’s tendency to change according to political situations, and the importance of the ideologies he turned to.Indeed, the revolutionary Syndicalists were significant, as they had parallels with the Nationalist Party (ANI). These included violence that would lead to a revolution of the classes, imperialism and class hierarchy. They both believed that intervention into the war would create revolution, thus demonstrating unity of the Left and Right. Furthermore, syndicalists, such as Michels, stressed the importance of uniting the classes to protect the Italian nation. This highlights the element of national consciousness in Syndicalism.These overlaps demonstrate the influence of the National movement on Mussolini’s development. By adopting revolutionary Syndicalism, Mussolini was essentially adopting elements of Nationalism, which thus influenced his journey to Fascism. On the other hand, the disaster at Caporetto had a major impact on Italy’s political situation and created more support for the Nationalists. It was the reaction of the Nationalists after Caporetto that influenced Mussolini. Caporetto signified intense disillusionment with the current government and created national unity amongst the Italians.Cadorna’s blaming of the soldiers created anger and Corradini (a le ad figure in Nationalism) believed soldiers should be rewarded. This aligned with Mussolini’s view; he believed the government should boost the morale of the soldiers by uniting the nation and promoting revolution. Thus, Mussolini identified with the Nationalists for the first time after Caporetto, which may have increased his willingness to adopt Nationalist ideas in the following years. The Red years, beginning in 1919, completed this and symbolised Mussolini’s complete abandonment of Socialism.These years were characterised by strikes and national unrest. They not only brought a decline in the support for the PSI (due to fear of communism), but also created a state of confusion, particularly amongst the bourgeoisie, as to which Party to support. Mussolini recognised this situation as an opportunity to create a revolution, and thus appealed to the bourgeoisie to support him, as he knew the Proletariat were loyal to the Left. He thus concentrated on motivating the bou rgeoisie into revolution against the Socialists and Liberal Government (Nationalist element).This is another example of a fundamental change in belief. As a socialist, Mussolini had empahsised the importance of a proletariat revolutuion, but now he empahsised a revolution induced by the bourgeoise. The Red years are thus an example of how Mussolini adapted his views in response to a situation and manipulated them to achieve his aims of revolution. In this sense, Nationalism was the final factor that drove Mussolini to adopt Fascism; particularly due to the lack of a political doctrine on the Fascist part.Indeed, in 1923, the Pact of Fusion incorporated the Corradini and Rocco’s National Doctrine into Fascism. Thus, Payne’s argument that Fascism was the ultimate result of the Nationalist movement is demonstrated by the parallels of Nationalism in Mussolini’s revolutionary syndicalist thought and the growing similarities between Mussolini’s and nationalist attitudes during the failures of the war. The Red Years completed Mussolini’s gradual attraction to Nationalism, his abandonment of Socialism and led to him embrace right-wing politics. Overall, Mussolini’s transition from Socialism to Fascism was not random.The war certainly transformed Mussolini’s political career forever and made him sympathetic to the politics and institutes he had always hated; the military and Nationalism. Furthermore, World War One intensified his national consciousness, particularly his experiences in the trenches and the disaster of Caporetto. Indeed, it was essentially his patriotism that connected him to the Nationalist movement. In this sense the war did play the central role in Mussolini’s transition; in the end it was the Nationalist doctrine that defined Fascist ideology.However, Mussolini’s revolutionary nature no doubt drove all his political decisions. From a young age, he was a radical and greatly inspired by his radical father. This meant that he was open to any political Party that promoted radical ideas and can explain why he was so willing to abandon ideologies that did not conform to this, such as Socialism. Indeed, his revolutionary instinct seems to be the only thing that was consistent throughout Mussolini’s political development; from the very beginning of the Fascist movement he promoted violence and revolution which lasted until 1943.Payne’s argument, therefore, connects O’Brien and Gregor’s approaches to Mussolini’s adoption of Fascism. Whilst the war changed his political career and made him more aware of Nationalism, and his revolutionary instincts made him open to radical change, Nationalism completed it. Without the war, Mussolini may still have been in the PSI, therefore would have avoided Nationalism, and without his revolutionary instincts, he would not have been open to adopt right-wing politics, even if it was radical.Furthermore, with out the Nationalist Party, there would not have been Fascism, as it was national unity that gained the Nationalist movement support and it was Corradini and Rocco’s Nationalist doctrine that formed the basis of Fascist ideology. Thus, although the First World War transformed Mussolini’s political career, and led to the evolution of his beliefs as a result, and although the Nationalist movement completed his transition to Fascism, Mussolini’s revolutionary nature seems to be the central reason for his abandonment of Socialism and adoption of Fascism.It was this that prevented his full commitment to any Party and made him open to other political ideologies. From Marxism and Socialism, to revolutionary Syndicalism and Fascism, Mussolini’s revolutionary instincts determined the political decisions he made, which resulted in his changing views. Even if the war had never have occured, Mussolini’s desire for revolution would have motivated him to respond to alternative events and political crises that would have developed his beliefs.The war just speeded up this process due to the failures of war and incompetent government to resolve the situation. Furthermore, without the war, Nationalism would still have had the same ideology and alternative political events would have led Mussolini to join this movement. Thus, his revolutionary nature maintained one consistent idea throughout Mussolini’s transition; the desire for revolution, and he would not have rested until the opportunity occurred.

Wish You Well by David Baldacci

Character development is an important part of all novels. A character's mindset can change throughout the story as they go through events that may change there mindset. In Wish You Well by David Baldacci, Oz's personality and attitude change from the beginning to the end of the novel. His point of view alone effects the story. As the book starts off Oz is a little immature boy. He is not self efficient and relies completely on his mother Amanda and his older sister Lou. â€Å"Fortunately, his fearful cries would be replaced by a smile when Oz would at last focused on her, and she would want to hold her son always, keep him safe always. (Baldacci p. 4) Amanda had protected Oz his entire life and made him feel a sense of attachment. He never had to make his own decisions or face an event where his hope or faith was challenged. Until the car accident, his mother was severely injured and his father was killed. â€Å"Oz reached for his mother, incomprehension the only thing between the little boy and possibly fatal panic. † (Baldacci p. 14) This was the first and only time in the story that we see Oz in panic. Lou being older feels she understood more about the world and life than Oz. She had loved her father but clearly did not have the same type of relationship with her mother. After the accident and her father was dead, Lou seemed to get a negative outlook. She never once had a positive thought that possibly her mother could might get better and regain consciousness. Oz on the other hand never lost his faith. He always though positively. Throughout the novel Oz makes comment to his grandmother, diamond, and Lou that his mother could and was getting better. His love for her was so strong that even though deep down he knew the reality of her healing was not likely, he would do whatever he could to make it possibly come true. Oz thinks that wishing for his mother to regain her health at the wishing well will make her better. â€Å"I wish that my mother will wake up and love me again. He paused and then added solemnly, And Lou too. † (Baldacci p. 131) Oz truly cared about his mother and sister and risked his fear to try and make them all happy again. He was truly a caring character who changes from being a shy innocent boy. Into a caring self confident young man. Lou and Oz both loved each other and there mother. However, each characters point of view was different regarding the citation. Lou was kind of angry and tried to think about things realistic. She knew the odds of her mother getting well and there family going back to normal was limited. She realized it and tried to move on. As opposed to Oz who hoped and wished that his mother and Lou would get better and things could go back to the way they were. In the end even though both character's points of view where vastly different, they each helped each other get through some tragic events in the novel together, through love and perseverance.

Mattels's Chines Sourcing Crisis of 2007 Assignment

Mattels's Chines Sourcing Crisis of 2007 - Assignment Example 3.Many international trade and development experts argue that China is just now discovering the difference between being a major economic player in global business and its previous peripheral role as a low-cost manufacturing site on the periphery of the world economy. What do you think? 14 1. Mattel’s global sourcing in China, like all other toy manufacturers, was based on both low-costs manufacturing, low-cost labor, and a growing critical mass of factories competitively vying for contract manufacturing business. Do you think the product recalls and product quality problems are separate from or part of pursuing a low-cost country strategy? Mattel was founded in the year 1945 by Ruth Handler, Elliot Handler and Harold Matson (Mattel, 2001). Mattel, a toy company from the United States, has been preserving a business relationship with China since 1959. Despite having a long-term trade relationship with China, Mattel had to face numerous ethical problems regarding its production process. Likewise any other multinational company, Mattel’s functions in the Chinese manufacturing sector was majorly focused on the low-cost production process with the virtues of low-cost labourers. Moreover, with the effect of modernisation and globalisation, the Chinese industry was also flourishing with growing numbers of small factories which were solely focused on operating as third-party manufacturers for global brands and thus earn a large amount of foreign currencies. This further motivated Mattel to shift its production process in the Chinese manufacturing sector with the intention of minimising its responsibilities towards quan tity production and thus attaining a larger market share along with increased sales (Dietz & Gillespie, 2012). With its production functions transferred to the low-cost market of China, Mattel was able to earn various advantages in terms of low-cost labourers as well as low-cost raw materials. However, the shift of Mattel’s production functions

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The City Both Offers and Restricts Possibility - Essay Example In the first, part of The City, in Literature, the author links various aspects of life to the growing city. The residents have to deal with and understand the western idea of the growing city. The author uses philosophy, literature, and urban history to untangle the contradictory images and meanings of the urban experience. The growth of the city led to considerable rural to urban migration. Most people expected to lead a better life in the city. In the minds of these people, the introduction of the city gave them a picture of the western-like city forgetting the aspect of growth and time. Every idea and places starts from the first steps and should be given time, and enough resources to grow before we can start utilizing. The western idea of a city is what the characters in the book have in mind in relation to the city. The author traces the connection between creative writing and the city from the early novel in England to the apocalyptic cityscapes of Thomas Pychon. This relation ship aims at bringing out the understanding of the people of the city. Along the way, Lehan collects a prosperous backup of prop up, which includes Charles Dickens, Daniel Defoe, James Joyce, and even Theodore Dreiser. The European city in the literature has several shortfalls, and this is what the author emphasizes in his works. Notable in the literature is the turn down of feudalism while, at the same time there is the rise of the realm and dictatorship. The author relates the American city against the observable fact of the wilderness, the cutting edge, and the augment of the megalopolis. However, this is not the picture of what the residents of the city have, and this is only present in the available literature. From the above description, the statement; the city both offers and restricts possibility comes to light. In this notion, possibility could be in terms of the people’s ability to change and reform their lives to suit that of the American city. The statement means that the magnitude of change lies in the people’s ideology of the city. The presence of the city acts as a bridge to their achievement of the various things they need. For instance, in the event people want to have a better life economically, socially, and legally, then they have the city as their gate pass. On the other hand, the city acts as a limitation to the achievements of these dreams because of the existing restrictions. These restrictions are in terms of leadership, which is not so liberal hence, limiting the city’s residents in their ideologies of life. The City in Literature presents sharply imprinted portrayals of the correspondence between rationalism and entrepreneurship (Lehan, 1998, p.246). In as much as this information is only present in literature, the people have the capacity to changing this in to a real life practice. The resources and infrastructure, which can make this possible, is present in the city. However, the leadership in the city, which is mostly dictatorship, limits the occurrence of this development. The literature further explores the rise of the city, the demure of the landed estate, and the development of genres. The detective narrative, the gothic, and fantasy literature enable the author to explain the meaning of the city both offers and restricts possibility. Urban life is a process and requires exploration in all

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PHSIOLOGY 08 - Lab Report Example The lower number (diastolic pressure) represents the pressure in the blood vessels when the heart the circulatory system. The lower number the blood vessels between beats, when the heart is resting. According to health guidelines, normal blood pressure is below 130/85 and 139/89. High blood pressure is divided into 4 stages, based on severity: stage1 (mild) high blood pressure ranges from 140/90 to 159/99; stage2 (moderate) is from 160/100 to 179/109;stage3 (severe) is from 180/10 to 209/119; stage4 (very severe) is 210/120 and up. The diagnosis of hypertension can be based on either the systolic or the diastolic reading. High blood pressure usually cannot be cured, but it can be controlled in a variety of ways, including lifestyle modifications and medication. Treatment should be at the direction and under the supervision of a physician. Heart attack uncomfortable pressure, fullness squeezing, or pain in the center of the chest lasting 2 minutes or longer; pain may radiate to the shoulder, arm, neck, or jaw; sweating may accompany pain or discomfort; nausea and vomiting may also occur; shortness of breath, dizziness, or fainting may accompany other signs; what is required is immediate action at the onset of these symptoms. More than half of heart attack victims die within one hour of the onset of symptoms and before they have reached the hospital. Stroke sudden temporary weakness or numbness of face or limbs on one side of the body; temporary loss of speech, or trouble speaking or understanding speech temporary dim vision; unexplained dizziness, unsteadiness, or sudden falls. A blood cholesterol level over 240mg/dl (milligrams of cholesterol per deciliter of blood) approximately doubles the risk of coronary heart disease. Blood cholesterol levels between 200 and 240 mg/dl are in a zone of moderate and increasing risk. An estimated 6.5 mil (10.8%) of youth aged 4-19 have level of 200mg/dl or higher. Cigarette

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Nature or nurture - Essay Example This at least seem possible conclusions that may be drawn from the work of Michael Kimmel, a sociologist, teaching at the University of New York at Stony Brook. Apart from having written on gender in general and men in particular, he has also produced numerous books and journal articles that deal specifically with the issues of masculinity, particularly that of teenage boys and young men under the age of 30. In a recent book (2008), Kimmel discusses the ‘code of masculinity’ these young men are socialized into, usually from an age earlier than even puberty, and the fear that is created by enforcement tactics used by others around them to ensure that the socialization process is successful. It is not only Kimmel but also others like Kindlon and Thompson (qtd. In Kimmel 2008) who point out that young men are not comfortable with the denial of personal needs and with living in emotional isolation. The cruel treatment they suffer at the hands of their peers leaves them beref t and is the reason for many teenage suicides. The fact that so many young boys and men appear to be extremely ill at ease with ‘wearing the mask of masculinity’ (Pollack qtd. ... nowledges the recent pre-occupation with biology in the area of human identity, and the apparent demise of theories of gender as a social construct, she also points to the fact that the difficulties so-called ‘transgender’ children experience, appear to have been exacerbated by parental indulgence. These children take on role-playing at a very early age – usually the role of the opposite sex – and persist with it, without a sign of change in sight. In A Boy’s Life (November 2008) Rosin maps the options that are open to these children and how their parents agonize over choices they are ill equipped to make. Both Rosin and Kimmel offer a disturbing view of the motivation of peers, parents, communities and professionals, those involved in the negotiation of gender and identity, and how a mix of fear of rejection, a need for normalcy and peer approval, parental weakness and professional ambition can lead to a single-minded homing in on only those solutio ns that serve these purposes. As Kimmel points out, it is not surprising that a system that is held together by fear and constant peer affirmation should selectively look to nature and nurture to justify itself. Like many other ambiguous intellectual constructs, it uses contradictory justifications. Thus, masculinity is described to be the result of evolutionary and chemical processes – biologically determined, unalterable and unassailable (614). It would appear that men come into the world, fully ‘wired’ for masculinity. This is indeed biology at work. Yet, curiously, it is vulnerable. It must be re-enforced by toughening up or it is in danger of lapsing. As Kimmel points out, if it is indeed hard-wired, nothing whatsoever would need to be done to preserve it. But that is clearly not the case, otherwise men

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Edouard Lalo - Essay Example During the 1850s, Lalo played an important role in the revival of the Chamber music in France and composed two piano trios which showed his mastery over that form. In 1848, he co-founded the Arminguad Quartet where he performed as a violist and second violinist. Lalo married Julie Berner in 1865, who later became a performer for his compositions. Lalo had to face disappointments, a lot of times during his career. In 1866, Lalo began writing ‘Fiesque’, an opera which was supposed to be performed on the stage but the Paris Opera went against producing his work. Lalo’s career reached its apex when the ‘Societe Nationale de Musique’ was founded in 1871 with the aim of promoting contemporary composers. This motivated Lalo to compose for the orchestra, and he produced impressive compositions during this period which included the famous ‘Symphonie espagnole’, the ‘Cello Concerto’ and ‘Fantaisie norvegienne’. Laloâ€℠¢s most complex yet most celebrated work was Le Roi d'Ys, an opera that was performed in the year 1888 which earned him great reputation as a composer. Lalo left several works incomplete when he died in Paris at the age of sixty three (Edouard Lalo). Works Cited â€Å"Edouard Lalo." Classical Acrhives. 26 04 2011 .

Fire service administration Essay Example | Topics and Well Written Essays - 500 words - 3

Fire service administration - Essay Example They quickly alerted the teacher who was around who lined all students to vacate the building. As the teacher to make her way out of the class to access the avenue that led to the exit, the smoked was more intense and hence, she was forced to sit back in the class with the students to wait for help. The fire ignited fiercely and more time passed before the school alarm rang (McBride, 1979) At this time, a window was shattered at the staircase’s foot from the intense ignition providing the fire with oxygen. The heat also lit a roll of building paper that along with the oil based waxes triggered the oily, thick dark smoke that led to deaths from the smoke inhalation. The staircase made of wood also got ignited. Just around the same time the janitor noticed the fire and alerted the housekeepers to alert the department of fire. For 330 children and 6 teachers, the remaining outlet was jumping from the second floors or wait for the rescue team to arrive. Noticing the fix they were in, they teachers encouraged the students to sit at their lockers and pray. The intense flames, heat and smoke pushed them towards the windows. One of the teachers suggested that the students should stuff furniture at the door front that slowed the smoke till the rescue team arrived. Out of all the students, 8 got injured, and 2 died. One died out of roof collapse. The other died in the ho spital out of injuries (John K, 2008) What triggered the fire could not be established. A student of 5th grade during the time of ignition confessed to have set the place ablaze and then withdrew the confession. He feared telling this to the parents than to the authorities. He also said that he had been setting a series of fire in apartment buildings in the neighborhood. On that day, the boy had been excused to go the washrooms at 2pm. At this time is when the ignition started in the bin. Succeeding the incident, investigation established

Foreshadowing in John Steinbecks Of Mice and Men Research Paper

Foreshadowing in John Steinbecks Of Mice and Men - Research Paper Example Steinbeck himself cared deeply about the lives of migrant workers as evidenced by his compassionate tone and creation of complex characters struggling in a competitive society. Steinbeck combined styles of modernism and realism to explore the lives of people living in and traveling through Southern California. Steinbeck’s parents, a Monterey treasurer and a school teacher/stay-at-home mom, taught him a love of literature from an early age. Although he did attend Stanford University for three years, he left without completing his degree. These years, as well as his journalism job, provided the formative substance of his writing career for he worked and traveled throughout California as a short-term hired hand at mills, farms, and larger estates. During these years he came face to face with the resilience with which migrant workers faced their destitute, unstable lives. Throughout the rest of Steinbeck’s career he focused Name 2 on the plight of the underdog within an inc reasingly unfair, capitalistic world. He was awarded the Pulitzer Prize for his monumental novel, The Grapes of Wrath, focused on the dreams and tragedy of the Joad family, and for his combined works he was awarded the 1963 Nobel Prize. All of Steinbeck’s characters face issues equally derived from competitive social forces, the economic downfall known as the Great Depression, and the seasonal nature of the farming economy. The 1930s saw vast technological advances in farm machinery that drastically reduced the number of men needed to operate a farm. In 1900, about 125, 000 workers traveled from Minnesota to Washington searching for work, but by the 1930s the numbers of out-of-work men looking for positions had doubled. Farms were becoming corporate industries with the absent owners living in cities hiring managers to run the farms. Migrant workers, nicknamed â€Å"bindle-stiffs† as they packed up and followed the seasonal harvests, were severely underpaid, had no unio n or legal representation, or stable homes. In the later 1930s, violent strikes broke out in several areas leading to some improvements, yet most farm owners continued to treat their migrant workers as disposable. This lifestyle continued until World War II dramatically altered the lives of all Americans as itinerant workers had the option to enlist and the defense industry expanded to insure food rations for citizens and soldiers. Steinbeck’s social experience of living with migrant workers and journalistic knowledge of the economics of itinerant life greatly influenced his novella Of Mice and Men. The very title indicates the central question considering the value of life as it links the smallest burrowing creature’s life to the hopeful pride found in the positive view of Name 3 American manhood. The novella begins with George and Lennie on the run. They are escaping their recent post at a farm called Weeds where Lennie scared a young woman by inappropriately but inn ocently feeling her dress causing her scream as if she were being physically assaulted. This situation introduces readers to the roving nature of their farm work, Lennie’s inability to control his actions, and the tight protective relationship between these two men. These two protagonists create a symbiotic relationship as they feed each other’s dreams of a owning a farm while making their migrant life bearable. â€Å"

Research paper Essay Example | Topics and Well Written Essays - 750 words - 17

Research paper - Essay Example They also realized that they had a lot in common. Eventually, tribes and races intermarried hence socialism became the norm. However, in the modern world, there exist people who practice racism against other races. Different types of races have different types of music. Music from all over the world differs on harmony, melodies, rhythms and musical instruments. Different tribes and races, dance differently and sing differently. Why should it be different then when it comes to music? This paper seeks to explain this difference, its importance and beauty. Those who interact with other people from other races end up enjoying music from a different cultural background. A clear difference between races and ethnic communities can be seen from a comparison of their music. It is easy to tell the difference between African, Spanish, Indian and South American music. Therefore, it is important to experience a communities’ music before interacting with them since it help in understanding their practices and interest. Music is diverse, but it seeks to develop a tendency and pattern of growth1. However, some types of ethnic music carry a message that relates well with people of other races as well. The methods used to compare various types of ethnic music include: timbre, harmony, rhythm and universals such as: sound perception, scale structures, and melodic contour. Timbre refers to the distinct sound made by various voices and instruments. Harmony refers to the sound created when two or more pitches are combined. Moreover, rhythms also vary in various ethnic communities.2 The song ‘Love is color-blind’ by Sarah Connor clearly shows that there is really no distinction among various races. It also shows the way children of different races grow together without discrimination but grow to learn of their differences and deviate from their previous fellowship. This people grow out of love and

Anthem - Ayn Rand Essay Example for Free

Anthem Ayn Rand Essay In the book Anthem, Equality 7-2521 (Equality) lived in a society where everyone was equal and treated with disrespect. The society had no tolerance for being different and having their own opinion and ideas. People couldn’t even pursue the career they dreamed of having. They were punished for disobeying any of these â€Å"rules†. Despite Equality’s strict society, his motivations in conducting his experiments are finding individuality, starting a new revolution, finding freedom, and trying to become a scholar. Equality’s inspiration, will, and determination lead him to spark a new revolution. After Equality found the black hole, he kept habitually going back to it, to discover new things and gain intelligence. He was finding more about himself and discovering that everyone was not the same and not everyone has the same talents in life. Even though it was against the government’s expectations about everyone being equal, Equality was happy to break the law, so he could learn more. Equality says, â€Å"And yet there is no shame in us and no regret. We say to ourselves that we are a wretch and a traitor. But we feel no burden upon our spirit and no burden upon our spirit and no fear in our heart.† (Rand 37) Equality was curious. He wanted to find out about the unknown. By showing his invention, he would spark a new revolution of light. He would inspire people to create and learn. True joy comes from what a man can do with inspiration, desire, will, to better people, and while doing that Equality learns that it will allow him to achieve more in society. Equality wanted to accomplish something by himself and prove that not everyone meets the expectations of their job. In other words that’s saying that just because you come from a poor family, doesn’t mean you’re going to be poor when you become an adult. Anyone can achieve what they set their mind to, and Equality made up his mind, he wanted to be different and he wasn’t going to give up. When Equality discovered his invention he wanted to prove the scholars wrong and to prove to them that not everything had been discovered. Equality says, â€Å"The Council of Scholars has said that we all know the things which exist and therefore the things which are not known by all do not exist. But we think that the Council of Scholars is blind. The secrets of this earth are not for all men to see, but only for those who will seek them. We know, for we have found a secret unknown to all our  brothers.† (Rand, 52) He just wanted to prove that he was smart enough to be a scholar. His invention proved that anyone can do great things and his brother’s look up to him. Equality only knows what he is capable of not â€Å"we†. Throughout the process of his invention, going to the Palace of Corrective Detention, going before the Council of Scholars, and running away, Equality has found his individuality. After he ran away, and found his new house, he came across the word â€Å"I† in the manuscripts, and he has started a new way of living. Equality says, â€Å"Then I called the Golden One, and I told her what I had read and what I learned. She looked at me and the first words she spoke were: â€Å"I love you.†Ã¢â‚¬ (Rand, 98) Equality is determined, strong, motivated, and won’t let anyone bring him down. â€Å"Then, tonight, we knew that we must escape. For tomorrow the World Council of Scholars is to meet in our city.† (Rand, 66), say’s Equality. Equality has realized how different he is than others. He is smarter than the Council and the Scholars. He knows now he can teach others about electricity. He can help people find individuality and help them find out how they’re unique. Joy comes from his heart because he has never done anything on his own and now he can achieve more expectations that just any street sweeper. Throughout the book, Equality goes against the government because he is searching for freedom. In the book, Equality talks about wanting to see himself but that is against the law, when he runs away, he finally seems himself. Equality wants to see his own image because, his entire life he has never seen it, and he has only seen the faces of his brothers. Equality sees his own face for the first time and says, â€Å"We sat still and we held our breath. For our face and our body were beautiful. Our face was not like the faces of our brothers, for we felt no pity when looking upon it. Our body was not like the bodies of our brothers, for our limbs were straight and thin and hard and strong. And we thought that we could trust this being who looked upon us from the stream, and that we had nothing to fear with this being.† (Rand, 80) Now that he is thinking for himself he wants to know more about himself. He never received the chance to find out what kind of person he was when he was young, so now that he is older he wants to know more about himself. He falls in love with Liberty the first time he sees her, and in their society they’re not supposed to take notice of the opposite gender.  Equality whispers, â€Å"For men are forbidden to take notice of women, and women are forbidden to take notice of men. But we think of one among women, they whose name is Liberty, and we think of no others.† (Rand, 38) When Equality and Liberty both run away they can finally be together, and start their family. Equality wanted Liberty, so he found a way, and got her. When Equality finally finds freedom, on the first day in the forest, he says, â€Å"We awake when a ray of sunlight fell across our face. We wanted to leap to our feet, as we have had to leap every morning of our life, but we remembered suddenly that no bell had rung and that there was no bell to ring anywhere. We lay on our back, we threw our arms out, and we looked up at the sky. The leaves had edges of silver that trembled and rippled like a river of green and fire flowing high above us.† (Rand, 78) Equality was free. In conclusion, Equality’s self-determination and perseverance allowed him to conduct his experiments without anyone telling him otherwise. Even though he had tough obstacles to climb over to have his invention, he didn’t let anything stop him. The Council of Scholars was his biggest challenge with his experiment and he overcame them. The biggest part of Equality conducting experiments was finding individuality within himself. He knew that people should not be treated the exact same and everyone had a mind of their own. Equality’s self-respect and determination paved the way to a life of his own.

Action research

Action research ACTION RESEARCH, ITS BENEFITS AND CHALLENGES IN ENGLISH LANGUAGE TEACHER EDUCATION Action research in English Language Teaching is relatively a recent development which has been predominant in the literature in late 1980s and early 1990s. This essay explores the definitions, literature, benefits and challenges of action research as a method of teacher research in teacher education and development. It concludes by a critical assessment of the application of this research methodology and its sustainability in ELT. 1. INTRODUCTION There is a plethora of definitions of action research just as there is myriad literature on the subject by many scholars in many fields of human endeavour. Burns (2005) in her seminal paper on action research has explored definitions of action research by extensively highlighting the views of educators such as Denzin Lincoln (1998), Rogers (1961), Grotjahn (1987), Freire (1970), Schutz (1967) among others. She sums up that action research is a part of a quiet methodological revolution towards qualitative research approaches which impacted on the social sciences and emerged in reaction to scientific, experimental and quantitative paradigms. It encourages participative, naturalistic enquiry with its exploratory-interpretive underpinnings (Burns, 2005:57). Action research, since 1940s, and its related branches such as action science, action learning, practitioner research, participatory research, and collaborative/cooperative enquiry have been part of the new revolution towards change in human social and economic situations. Burns further explains that action research is a general movement that attempts to create meaning and understanding in a problematic social situations and improving the quality of human interactions and practices within those situations. The relevance of action research to English Language Teaching and teacher education, as we can deduce from the foregoing, is that it cuts across many disciplinary fields which include the field of applied linguistics. It is seen as a flexible research methodology suitable for research that supports change. According to Hopkins (1985: 32) and Ebbut (1985:156) the combination of action and research presupposes action as a form of disciplined inquiry in which personal attempt is made to understand, improve and reform practice. Cohen Marion (1994:186) see action research as small-scale intervention in the functioning of real world thus a closer examination of the effects of change of such intervention integrates social research with exploratory action to promote development. Lisa (2008:4) states action research involves fluid and overlapping cycles of investigation, action planning, piloting of new practices and evaluation of outcomes incorporating at all stages the collection and analysis of data and generation of knowledge. She maintains that the outcomes of action research are both practical and theoretical. The knowledge it generates has a direct and ongoing impact on changing practice for participants and on a wider audience through its publications, and application. This essay, however, focuses on educational action research (teacher action; as in Borgs paper on Conditions for Teacher Research; Condition 9: Community) with inclination to English language teaching. Thus the essay explores educational action research, its processes, purposes and characteristics in line with the views expressed by Burns (2009). The essay draws its conclusion from the challenges, status and how action research can be encouraged, maintained and promoted in English language teaching. 2. THE ORIGIN OF ACTION RESEARCH The popular belief is that Kurt Lewin is the originator of action research in the 1940s. His work was intended to change the life chances of disadvantaged groups in terms of housing, employment, prejudice, socialization and training. The combination of action and research has contributed to the attraction of this method of research to researchers, teachers, academic and educational community. Kurt was a psychologist, influenced by the work of the social philosopher, J. L. Moreno, in group dynamics and social movements in early 20th century Germany. Kurt conceived of research as leading to social action, and saw action research as a spiral of steps each of which is composed of circle of planning, action and fact-finding about the result of the action (Lewin, 1948:206, cited in Burns, 2009:58). Zuber-Skerritt (1996a) suggests emancipatory action researchis collaborative, critical and self-critical inquiry by practitioners into a major problem or issue or concern in their own practice. They own the problem and feel responsible and accountable for solving it through teamwork and through following a cyclical process of: strategic planning; actions, i.e. implementing the plan; observation, evaluation and self-evaluation; critical and self-critical reflections on the results On the basis of points 1-3 decisions could be made for the next cycle of action research. Earlier, Zuber-Skerritt (1996a:3-5) argues action research is emancipatory when it aims not only at technical and practical improvement and the participants better understanding, along with transformation and change within the existing boundaries and conditions, but also at changing the system itself or those conditions which impede desired improvement in the system/organization There is no hierarchy, but open and symmetrical communication. The emancipatory interest is based on the notion of action researchers as participants in a community of equals and as improvement to professional practice at the local, perhaps classroom level, within the capacities of individuals and the situations in which they are working. Action research is part of a broader agenda of changing education, changing schooling and changing society. A review of action research frameworks reveals several common features. An action research project seeks to create knowledge, propose and implement change, and improve practice and performance (Stringer, 1996). Kemmis and McTaggart (1988) suggest that the fundamental components of action research include the following: (1) developing a plan for improvement, (2) implementing the plan, (3) observing and documenting the effects of the plan, and (4) reflecting on the effects of the plan for further planning and informed action. New knowledge gained results in changes in practice (see also, Fullan, 2000a). Action research is often conducted to discover a plan for innovation or intervention and is collaborative. Based on Kemmis and McTaggarts (1998) original formulation of action research and subsequent modifications, Mills (2003) developed the following framework for action research: Describe the problem and area of focus. Define the factors involved in your area of focus (e.g., the curriculum, school setting, student outcomes, and instructional strategies). Develop research questions. Describe the intervention or innovation to be implemented. Develop a timeline for implementation. Describe the membership of the action research group. Develop a list of resources to implement the plan. Describe the data to be collected. Develop a data collection and analysis plan. Select appropriate tools of inquiry. Carry out the plan (implementation, data collection, data analysis). Report the results. This deductive approach implements a planned intervention, monitors its implementation, and evaluates the results. A more inductive approach, formulated by Burns (1999), is to carry out action research to explore what changes need to be made or what actions need to be taken in a specific instructional setting. Burns suggests the following interrelated activities: Explore an issue in teaching or learning. Identify areas of concern. Observe how those areas play out in the setting of the study. Discuss how the issue might be addressed. Collect data to determine the action to be taken (e.g., student questionnaires, observation reports, journal entries). Plan strategic actions based on the data to address the issue. Kemmis and McTaggerts approach focuses on implementing an action plan, whereas Burns focuses on planning for action. Commonly used data collection tools in action research projects include existing archival sources in schools (e.g., attendance reports, standardized test scores, lesson plans, curriculum documents,), questionnaires, interviews, observation notes and protocols, videotapes, photographs, journals and diaries, and narratives (e.g., stories told by teachers, see Hartman, 1998). ACTION RESEARCH IN EDUCATION Burns (2009) points out that the modern seeds of AR in educational contexts can be found in the work of John Dewey (and can be traced to Aristotle). Dewey had argued against the separation of theory from practice, and this had profoundly influenced educational enquiry in the first part of the 20th century to the present time. This has been the basis for future research by educators, academics and social scientists into their various fields with the aims of improving the human conditions. Nevertheless, in recent years a great body of literature in language teacher education has focus on teacher beliefs and reflection. Movement such as the teacher as researcher and teacher as reflective practitioner have been trying to promote the benefits of empowering teachers to take control of their professional development and curriculum development through reflection on practice. The new trend encourages teachers to carry out systematic rigorous enquiry into problematic areas of teaching, learning and curriculum in their classrooms, devise plans of action, carry out these plans of action and collect data to evaluate the revised plan in a cyclic pattern(Denny,2005:59-60). It is however noteworthy to understand that the movements teacher as researcher and teacher as reflective practitioner developed in different forms by different proponents of AR in UK, the USA and Australia, though they have much in common and strongly influenced by teacher education(Zeichner,2001 in Denny, 2005) . After all the polemics, it is obvious and important that teachers need support in order to carry on AR, streamline the research process, understand and imbibe group research ethics, ability to learn fast and become familiar with the literature on the theme of the research. Teachers on training like us, and practicing ELT/ESL with less experience or even completely unfamiliar with AR should be enlightened, given guidance on background reading in research methodology before any assignment or to initiate AR project. Where resources are available, there would be the need to organise a workshop at the beginning for a group with a varied and differing experiences to teach the principle of action research, methods of finding a focus which is realistic, selecting and designing the data gathering tools and planning the research timeline(Denny,2005). Also in line with Dennys (2005) suggestion, I feel that teacher researchers involved in group project should be also be involved in organising initial workshops and dissemination of the results of the workshop through publication. The group should include a researcher experienced in AR and with experience in applying for grants, presenting and publishing research reports. 3. MERITS AND BENEFITS OF ACTION RESEARCH Action research has made some significant positive impacts in language teaching field, especially ELT/ESL and on teachers involved in it, individually and collectively, however, the precise nature of these impacts on language teaching and learning may be difficult to ascertain in tangible concrete terms. This may not be unconnected to the argument that AR is not a research method can be sustained and replicated, because of lack of formal unified theory and training its conduct. Nonetheless, scholars such as Kemmis and McTaggart (1982:2-5, in Burns, 2005:68) claim that AR has enable teachers to develop skills in:  ¨ thinking systematically about what happens in the classroom  ¨ implementing action where improvements are thought to be possible  ¨ monitoring and evaluating the effects of the with a view to continuing the improvement  ¨ monitoring complex situations critically and practically  ¨ implementing a flexible approach to school or classroom  ¨ making improvements through action and reflection  ¨ researching the real, complex and often confusing circumstances and constraints of the modern school  ¨ recognizing and translating evolving ideas into action. Many more claims concerning the benefits of AR are made, Burns (1999: 14 15) states that the Australian teachers collaborated with her had experienced:  ¨ deeper engagements with their own classroom practices  ¨ a better understanding of research and methods for carrying out research  ¨ less sense of isolation from other teachers  ¨ a personal challenge, satisfaction and professional growth  ¨ heightened awareness of external factors impinging on their classrooms. 4. ARGUMENTS AGAINST ACTION RESEARCH Action research as a form of research is not without problems; articulation, conception and application. It has attracted a lot of criticisms; one major criticism is that research is an activity best left to academic specialists who have the training and capacity. Thus AR has no academic prestige and finesse. Jarvis (1981) is one of the proponents of this line of thinking in the language teaching field and similar views were expressed in TESOL Newsletter (2001), (see Burns, 2009:66-67). However, scholars like Borg (2002) feel differently, and reject the traditional boundaries between teachers and researchers. In fact Borg is championing the cause for teacher-researcher, has written extensively on this topic; Borg (2006) Conditions for Teacher Researcher. There is therefore need to address views such as Jarvis, if AR is to be considered as a research methodology. Many more criticisms against AR that deserve our attention are that it:  ¨ has not developed sound research procedures, techniques and methodology  ¨ is small-scale and therefore not generalizable(has low external validity)  ¨ shows low control of the research environment and therefore cannot contribute to causal theories of teaching and learning  ¨ exhibits strong personal involvement on the part of the participant and therefore is overly subjective and anecdotal  ¨ is not reported in a form that conforms to a recognisable scientific genre (Burns,2009:67). In addition to above criticisms AR has been criticised as messy, informal, and structurally unformed involving imprecise cycles of research and action. 5. CURRENT TRENDS IN ACTION RESEARCH Despite the arguments and counter arguments for and against AR as a methodology in language teaching fields, its range of activities has impacted on the participating teachers who have been engaged in it. It is now being accepted as a movement in the language teaching field, though it is not internationally widespread. This is because some essential conditions that promote AR, such as motivation, support, research knowledge, skills, and the potential for dissemination of findings are not readily available. This is in contrast to where AR has taken room, teachers are well supported, teaching in instructional contexts, such as in Australia and North America (Borg, unpublished, cited in Burns, 2009). Most ELT/ESL professional are still uninvolved in AR and despite the enthusiasm in favour of AR interest and involvement in it is on the decline. Most ELT and especially ESL teachers are not exposed to AR, and may not even have an idea of how it works. Some extensive workshops and conferences where teachers are involved in practical demonstration of teaching planning and presentation may result into AR. A case in point is my personal experience in Alfaisal International Academy, Riyadh. The Academy in collaboration with British Council organised a Training Workshop on the Teaching of Composition between the months of September and October, 2007. All participating teachers were given papers with spaces, and were asked to freely express the problems they encounter in the teaching of composition. The teachers were asked to present their views in groups and discuss the problems which include the choice of topic, sentence and paragraph development, logical arrangement of ideas, styles and soon. At the end of the month-long training most of the participating teachers were able to improve upon their composition class. The composition training was highly contextualized and localized in its attempt to investigate a situation in a specific school. We were able to convert tacit knowledge of student progress in composition writing to explicit knowledge that could be communicated clearly to other constituents, such as board members and parents. The training confirmed our individual opinions, observations, and intuitions based on investigation of our inputs in the training. If our observations were taken into considerations, it would provide impetus for changes in practice and curriculum, based on information that was systematically collected and synthesized. This information would lead to the expansion of the language capacity of the Arab ESL students through a revised curriculum that involved storytelling, sentence-level production of the language, and the use of content-based discourse-level speaking tasks. The research was participatory and collaborative, involving all of the international community English as second language teachers in Alfaisal International Academy, Riyadh Saudi Arabia. The problem is that such workshops are once-in-a-blue-moon events, wide apart and hardly sustainable. Moreover, we did not call it AR. However, it has all the features of action research. 6. CHALLENCES FACING ACTION RESEARCH AS A PRACTICE One of the major challenges of action research is to create awareness about its nature, scope, benefits in language teaching fields. Besides its inclusion as a certificatory requirement course, it should be encouraged through conferences and worldwide professional body where contacts can be maintained. Dissemination of individual and cooperative research findings would ensure the growth expansion of AR. Despite AR impacts in the language teaching learning field, more interesting challenges and tensions are still prevalent. I share Burns (2009) concerns that there are differing understandings, of ARs purpose, scope, and practices in various contexts. We should really consider finding answers to questions concerning the future directions of AR in a number of broad areas, such as: How should we envisage the primary purposes and outcomes of AR? Is it mainly a vehicle for practitioners personal and professional development, or can it also have a role in the production of knowledge for the field? Is AR simply an accessible version of research for teachers, or does it also denote an emerging paradigm with its own epistemology, methodologies and investigative practices? If so, how should standards of quality be addressed? In what ways can AR open up opportunities for collective forms of knowledge about teaching and learning that are inclusive of academic and teaching communities? What kinds of relationships between teachers, teacher educators and researchers will need to emerge to facilitate collective knowledge production? (How) can AR activity in language teaching also address broader issues of curriculum development, social justice and educational political action, thus contributing to the greater sustainability of effective educational practices? 7. CONCLUSION This research methodology, despite many contentions, criticism, arguments and counter arguments on the nature, scope and processes, is used in many fields of human endeavour such as social and health services, community development and education, to address a long history of difficulties in successfully transferring research knowledge into changes in practice. It is a means of combining the generation of knowledge with professional development of practitioners through their participation as co-researchers. It also serves as a barrier breaker between policymakers and practitioners, giving them richer insights into practice and an active role in policy development as well as its implementation respectively. This is clear in a research where teachers are involved in the identification of problem, plan on how to solve the problem in a participatory, collaborative, cooperative way. The various inputs of individual teacher researcher and all participating teacher researchers are the data t hat would inform the policy of change. Thus when teachers are part of the planning of policy and designing curriculum, its implementation and improvement would better and easier. The essay has been able to critically explore action research, teacher research, meaning, arguments and processes as a research methodology. Some suggestions have been proffered to more rigorous method of research in teacher action research in language teaching field. Altrichter, H., Feldman, A., Posch, P., Somekh, B. (2008). Teachers investigate their work: An introduction to action research across the professions (2nd ed.). London: Routledge. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74. Kemmis, S., McTaggart, R. (Eds.). (1988). The action research planner (Third ed.). Victoria, Australia: Deakin University Press. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Burns, A. (2009). Action research in second language teacher education. In A. Burns J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-297). Cambridge: Cambridge University Press. Burns, A. (2010). Doing action research in English language teaching. A guide for practitioners. New York: Routledge. Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press. McNiff, J., Whitehead, J. (2002). Action research: Principles and practice (2nd ed.). London: RoutledgeFalmer. Rainey, I. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research, 8(1), 65-91. American Council on the Teaching of Foreign Languages. (1998). ACTFL performance guidelines for K-12 learners. Yonkers, NY: Author. Burns, A. (1999). Collaborative action research for English language teachers. New York: Cambridge University Press. Fullan, M. (2000a). Change forces. The sequel. Philadelphia: Falmer Press. Fullan, M. (2000b). Leadership for the twenty-first century: Breaking the bonds of dependency. In The Jossey-Bass reader on educational leadership (pp. 156-63). San Francisco: Jossey-Bass. Hartman, D. K. (1998). Stories teachers tell. Lincolnwood, IL: National Textbook. Kemmis, S., McTaggert, R. (1998). The action research planner. Geelong, Victoria, Australia: Deakin University Press. Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall. Stringer, E. (1996). Action research: A handbook for practitioners. Thousand Oaks, CA: Sage. Wallace, M. J. (2000). Action research for language teachers. New York: Cambridge University Press.

Similarities and differences of linux and microsoft windows operating system

Similarities and differences of linux and microsoft windows operating system When it comes to operating systems there are two main systems used for the PC, Linux and Microsoft Windows. They are both similar as they are different. Linux and Windows are both operating systems which are interfaces that are responsible for the activities and sharing of the computer. They act like a host for applications that run on the computer. Both have graphical user interfaces. Graphical user interfaces are a type of user interface that allows people to use programs in more ways than just typing. They both include web browsers that are applications for presenting information on the Internet. Linuxs browser is Opera and the Internet Explorer is the browser for Windows. These operating systems also have differences with Linux once installed a mouse is no longer needed however a mouse is necessary with Windows. Windows 7 costs approximately $200 while Linux is free. Linux file formats can be accessed in many different ways and Windows makes it more difficult for the user to find their data. Windows is based on DOS, and Linux is based on UNIX. Linux is very customizable for customers. Windows boots off of a primary partition. Linux can boot either from a primary or a logical partition. Both Intel and AMD are both microprocessor. They incorporate most or all the funtions of the CPU, on one integrated circuit. Most of the new computers built today have either AMD or Intel processors. AMD and Intel have the most popular micro processing chip in the computer market. Both chips support a lot of cross compatible hardware. When it comes to processors AMD (Advanced Micro Devices) and Intel (previously known as Integrated Electronics Corporation) are the biggest names. Intel is focused on building fast and stronger microprocessors. The company really took off with the release of their pentium series. Even though Intel still holds top honors AMD, on some occasion, exceeds Intel. AMD offers more value for your money. They dont have the fastest processors however it doesnt cost much to buy one. Intel processors usually have double the amount of L2 cache. Finally AMD processors have integrated memory controllers and Intel does not have this ability. AC Power (Alternating current), is power in an electric circuit. The AC power controls the rate of the flow of energy past a given point of the circuit. DC power (Direct current) is the unidirectional flow of an electric charge. AC and DC are both methods in which electrons are moved along a wire, causing current. Both AC and DC employ magnets to repel electrons One difference between AC and DC power is that AC is an alternating current that flows in both directions and DC is a current that flows in only one direction. The wires outside peoples homes are connected at two ends to AC generators while DC is found in devices such as batteries and solar cells. DC power doesnt need a live wire. The Binary number system and the Decimal number system all use single digits. Every combination of numbers identifies certain things. The numbers can be joined to make multiple combinations. Different combinations can be used to identify specific things. Both systems can be used in everyday life. A Binary number system is a method of representing numbers in which only the digits 0 and 1 are used. Every number in the binary system is a combination that only has two digits. A Decimal system describes a system that has ten possible digits. All the numbers used in the decimal system are the combination of the digits 0-9. All of the numbers in the decimal system are a combination of ten digits. Magnetic media is a term in engineering that refers to the storage of data. It uses different patterns of magnetization to store data, which is a form of non-volatile memory. Optical media is a storage media that can hold content in a digital form. It can be written and read by a laser. These media usually include all variations of CDs and DVDs as well as optical jukeboxes and auto chargers. An optical disk capacity ranges up to 6 gigabytes of content as compared to 1.44 megabytes. One optical disk holds about as much space as 500 floppy disks. Optical media usually lasts up to seven times longer than storage media. Magnetic media is very easy to re-write on. Optical media is easier to handle and transport and usually costs a lot less due to its simplicity. Magnetic storage is usually very sensitive to a magnetic field. Storage can be ruined when placed by a magnet while optical media is unaffected. Most computers that are in the market today do not even have an input for a magnetic storage device. It is outdated. Both magnetic media and optical media are used as storage devices. Storage devices are used for recording information. A storage device can hold information, process information or both. This provides one of the core functions of the computer. They are both portable and do not take up a lot of room.

Role of Parents in Morrisons Recitatif and OConnors The Artificial N

Role of Parents in Morrison's Recitatif and O'Connor's The Artificial Nigger      Ã‚  Ã‚  Ã‚  Ã‚   Parental figures in Toni Morrison's "Recitatif" and Flannery O'Connor's "The Artificial Nigger" use indoctrination in an attempt to uphold tradition and reinforce racial boundaries. While one adult influence fulfills the mission entirely, the other must settle for inconstant, recurrent success and ultimate failure.    In "Recitatif" and "The Artificial Nigger" a mother and a grandfather, respectively, with too much responsibility seek to alter the lives of two children for the worst. Roberta Fisk and Nelson Head receive introductions to the concept of racism from people with a great deal of control over their lives. Morrison's piece illustrates the part of racism involving feelings of contempt. When Roberta introduces her mother to her roommate Twyla and Twyla's mother, "Roberta's mother [looks] down at [Twyla] and then [looks] down at Mary too. She [doesn't] say anything, just [grabs] Roberta with her Bible-free hand and [steps] out of line, walking quickly to the rear of it" (213). Through her rudeness, Roberta's mother essentially tells her that people like Twyla and Mary lack value and stand beneath them. The idea of superior feelings stems from Morrison pointing out the fact that Roberta's mother looks down at Twyla and Mary after previously acknowledging her significant height. I n a more blatant manner, Mr. Head takes Nelson to the city of Atlanta with the primary intention of turning him against black people. To prepare Nelson for " the moral mission of the coming day" (250), Mr. Head tells Nelson that "[he] may not like [the city] a bit" because "it'll be full of niggers" (252). While Nelson apparently r... ...ules by which a child lives. In a sense, Roberta's mother and Mr. Head refuse to learn from the mistakes of the past and plan for history to flawlessly reoccur. Nelson Head completely surrenders to his grandfather's ignorance because he knows no one and nothing except him and what he has with him. On the other hand, Roberta Fisk resists the majority of her mother's influence because her mother lacks reliability. Unfortunately, Roberta loses almost as much as Nelson does; she goes through the rest of her life confused about what she believes.    Works Cited Morrison, Toni, "Recitatif." African American Literature: A Brief Introduction and Anthology. Ed. Al Young. New York: Harper Collins, 1996. 209-25. O'Connor, Flannery, "The Artificial Nigger." The Complete Stories of Flannery O'Connor. New York: Farrar, Strauss and Giroux, 1971. 249-70.

International Eugenics Essay -- Genetics

Throughout the history of international relations, the study of human diversity has held a key role in establishing the political principles and recognized shared culture that defines nationhood. Nations have traditionally been associated with a specific geographic location and political ideology, but they also have ethnical identifiers associated with this shared culture. These ethnical identifiers were thrust onto the world stage during the end of the nineteenth century with the introduction of the study of eugenics. The purpose of this study is to examine the historiography of the eugenics movement as it occurred globally, providing a comparative survey of programs, legislation and ideologies in multiple nation settings. In order to provide a global comparative study of international eugenic programs and ideologies, several disciplines will be followed, focusing on four major terms used to delineate eugenics, â€Å"population, quality, territory, and nation.† Although eugenics has been seriously examined by historians since the 1960’s, international comparisons are a recent addition to the field of research, emerging near the end of the twentieth century. Even as these comparative studies become more popular, the majority of this research focuses on eugenics in Britain, Germany, and the United States. For these reasons, this study will attempt to highlight the movement outside of the Western world only drawing on their historiography as precedence throughout the global community. In 1963, Mark H. Haller published Eugenics: Hereditarian Attitudes in American Thought. As the first major history of American eugenics, Haller encapsulated the movement and only hinted at the biological doctrines of the Nazi’s and Soviet Union. Haller... ..., G. R. Eugenics and Politics in Britain, 1900-1914. (Leyden: Noordhoff International Publishing, 1976), 4. Adams, Mark B. The Wellborn Science: Eugenics in Germany, France, Brazil, and Russia. (New York: Oxford University Press, 1990), 25. Adams, Mark B. The Wellborn Science: Eugenics in Germany, France, Brazil, and Russia. (New York: Oxford University Press, 1990), 25. Francesco Cassata, Building a New Man: Eugenics, Racial Sciences and Genetics in Twentieth Century Italy. (New York: Central European University Press, 2011), 147-155. Stepan, Nancy. The Hour of Eugenics: Race, Gender, and Nation in Latin America. (Ithaca: Cornell University Press, 1991), 4. Broberg, Gunnar, and Nils Roll-Hansen. Eugenics and the Welfare State: Sterilization Policy in Denmark, Sweden, Norway, and Finland. (East Lansing: Michigan State University Press, 1996), 2.

Gravity: Meaning of Life and Crystal Bowl Essay

Symbolism is a good tool to use when we come across difficult abstract concepts such as life and death. For example, in her article entitled â€Å"Gravity†, David Leavitt tells us a story about how a mom named Sylvia encourages her HIV infected son Theo to live longer. When Theo started to have bad eye sight in his childhood Sylvia just let him wear her flamboyant glasses despite that people around them all think that Theo looks strange. After Theo grew up, between a drug that could sustain his life and a drug that could save his sight, Theo chose the second one. Sylvia worried that Theo would give up the hope for living, so she tried to encourage Theo to live by a strange way which similar to the way she help him with his sight when he was a child. She threw a very heavy crystal bowl to Theo when they were shopping in a gift store. Theo caught the bowl without thinking. Theo realized that by throwing the bowl, on one side, Sylvia tended to prove that he is still alive. On the other side, Sylvia wanted to encourage him to live longer. The crystal bowl in the story represents exactly what Theo was going through. It symbolizes both life and death. It represents life because it was heavy and valuable â€Å"(The crystal bowl is) Four hundred and twenty- five dollars† (l. 88) This shows that the crystal bowl is very valuable just like that human’s life is very precious. In the same time, crystal bowl represent death because it could easily been shattered. Theo was surprised that he actually did not shatter the bowl â€Å"Theo looked at the floor, still surprised not to see shards of glass around his feet. † (l. 96-97) If the crystal bowl were broken, it would have not value or meaning just like it has lost its life. So, the Crystal bowl in the story represents death. If the bowl shattered, it just like a person lost his/her life. The crystal bowl also represents the character and hopes of Sylvia. The crystal in the story is very showing and pricy. â€Å"(The crystal bowl is) a large ridges crystal bowl, a very fifties sort of bowl, stalwart and square-jawed. † (l. 84-86) It represents Sylvia’s flamboyant and materialism characters. The author tells us that Sylvia has a flamboyant character by describing Sylvia’s bold and flashy glasses†Ã¢â‚¬ ¦ harlequins with tiny rhinestones in the corners†¦Ã¢â‚¬ (l.9) The author also implies that Sylvia is quite materialism by showing us that she care a lot about the price of a graduation gift her sister given to her son â€Å"Don’t you remember that cheap little nothing Bibi gave you for your graduation? It was disgusting. †(l. 50-51) On the other hand, the crystal bowl represents the strength of Sylvia’s hope for Theo to live because the crystal bowl is heavy â€Å"’That’s heavy,’ Sylvia said, observing with satisfaction how the bowl had weighted Theo’s arms down†(l. 93-94) The heavier the stronger, so the heaviness of the crystal bowl represent the strong will and hope of Sylvia. The author shows us that Sylvia is a strong willed woman who has done extremely stressful things in a role â€Å"The DHPG injections she (Sylvia) took in stride—she’s seen her own mother through her dying, after all, Four times a day, with the equanimity of a nurse, she cleaned out the plastic tube implanted in his chest, inserted a sterilized hypodermic a Sylvia and slowly dripped bag of sight-giving liquid into his vein†¦Ã¢â‚¬  (l.17-20) It shows that Sylvia has tremendous strength just like the toughness the crystal bowl appeared to be. The author also shows us that Sylvia’s hope for Theo to live is very strong. Even though Sylvia was stressed out †Yet she (Sylvia) had also, at about three o’clock one morning, woken him up to tell him she was going to the twenty-four- hour supermarket, and was there anything her wanted†(1. 122-124) This shows that Sylvia was on the edge of mental broken-down. But Sylvia still keeps strong hope for Theo to live â€Å"†¦ it had occurred to him (Theo) that she (Sylvia) was trusting his two feeble hands, out of the whole world, to keep it from shattering. † This shows that after all, Sylvia strongly hoped that, showing Theo that he was still strong by throwing the crystal bowl and letting him catch it, Theo would not continue on giving up his life but choose to live longer. The crystal also symbolized the general message which the author is trying to convey to the readers: life should be fully lived. The author shows that Theo was dying and tended to giving up his life. He felt â€Å"†¦wide and unswimmable the gulf was becoming between him and the evereceding shoreline of the will †¦Ã¢â‚¬  (l. 35-36) Even though he felt that way, he still caught the heavy crystal bowl without thinking. It shows the underlining deep and significant meaning of the story â€Å"There are certain things you’ve already done before you even think how to do them†¦ the bowl, which Theo was holding before he could even begin to calculate its brief trajectory†¦Ã¢â‚¬  (l. 131-133) This shows us that all human have an instinct for living. By showing us this, the story conveys a message to the readers that even though life is violable like the fragile crystal bowl; it doesn’t mean that we should give up. Instead, we should look at the positive side of life. Just like the crystal bowl also heavy and strong side, human lives also have a strong side because very one have instinct for living. Therefore, we should have faith to ourselves and stop complaining our own misery but start to look at life in a positive way, and realize that our lives should be fully lived.

Lost Property Essay

Introduction: Yes, relationships are fragile but not permanently so and they are not just a group of individuals. Scope: address positive family representations of Tambling’s past family life and Michael’s own family, address current situation with Michael’s absence, not multiple issues, being the root of tension and final coming together being the result that Michael and Mr Tambling had planned and all had hoped for. Para 1 – address positive family  representations of Tambling’s past family life and Michael’s own family, Para 2 – address current situation with Michael’s absence, not multiple issues, being the root of tension, not multiple issues, dysfunctional behaviour. Para 3 – final coming together being the result that Michael and Mr Tambling had planned and all had hoped for. Conclusion Family life is documented, questioned and applauded in many Australian stories and James Moloney’s ‘Lost Property’ is one such tale. It may be argued that the Tambling family, upon which the novel is based, is a group of individuals held together by fragile relationships. Contrarily however, one may conclude that the family turmoil within the novel is a temporary state. Following, the positive representations of family life, Michael’s temporary exile and the family’s ultimate reconciliation will be explored to prove that the relationships within the family make them more than a group of individuals. The Tambling family has a solid past and has built ideals within the Tambling children to create healthy family networks. We are provided a picture of a productive family life initially; good schools, house close to Sydney. Josh tells us he has ‘just about everything I want’ (p 47). More than the material though, the family invests in the family unit; dinners together at the table, lifts from parents to above-board activities and support at school. Josh and his father share a love of music, share easy banter and have obvious habits of drives together. Josh recalls idyllic beach outings ‘before that bottle of rum’(p 64) when Mrs Tambling wanted to ‘stop the sun going down’. Life was good. Michael perpetuates these ideals in his own life with Kelly; care, commitment and love are obvious. All the time though, we feel a perpetual pull of Michael back to his family of origin. The Tambling siblings have a strong bond, there is genuine family values, traditions and history so strong that it can be re-created by Michael in his own home-life; all evidence to show that the issues that arise, the arguments that occur are not exemplary of their standard life, but a reaction to the fact that their tight family unit is disunited. Michael’s abs ence sits like a seeping wound upon the family psyche. All the family relationships are put under strain by Michael’s behaviour and departure – Michael and Mr Tambling, Mr and Mrs Tambling, Josh and his father, Josh and his mother in particular. Mr Tambling sending  Michael away has put a wedge between him and his wife, her need to know of his safety causing great strain. Josh’s unhappiness, his feeling of being lost, having no identity could be paralleled with Michael’s absence – Josh begins to feel more connected when he begins his mission to Mackay, a quest to return the prodigal son. When we consider the events leading to Michael’s leaving – the drinking, behaviour, his age, one could consider whether Mr Tambling made a sacrifice in insisting Michael leave†¦a calculated decision for the sake of the remainder of the family. He makes another calculated decision when he discovers where Michael is – to not seek him out, to not tell the remainder of the family. One could argue that these calculations were made not due to fragile relationships within the family but because of a deep love and the ultimate hope that the family will be reunited in good time. Family crisis is not unusual but working through crisis is a true test of family strength. In Michael’s case time was required to heal his wounds, perhaps growth as a person, finding his own identity, falling in love, made it possible for him to understand his father, forgive and accept him. The fragility is a consequence of Michael’s absence, the turmoil that preceded his departure and  The unending need for the family to be reconciled, from all sides, invites readers to anticipate a family reunion, not a continuation of fragility.

In the 15th Century the idea of schooling began Essay

It is used during the process of ‘streaming’ within school subjects. For example pupils who the teacher feels is good or poor at a certain subject, will be taught in a high or low ability group, this has criticisms at it encourages pupils to think of themselves as having fixed educational ability. A pupil can also be given a label from their behaviour, such as ‘trouble maker’ or ‘thick’, either at home or school. This can damage a child’s self esteem or make them rebel, which leads to them believing the label they have been given, this is called the ‘Self-fulfilling prophecy. For what ever reason they were given the label, they find it hard to be looked at without the label, so end up behaving in a way that fits to their given label. Working class not only have had inequalities in the past but also still do today. Although there are more opportunities in the education system, home life also plays large impact on how well a child does achidemically at school. Douglas (1964) conducted a study on middle and working class children through primary and secondary school. He found that children of a similar measured ability at age 7 varied a great deal in their educational achievement by the time they were 11. He claimed that the greatest influence on attainment was parental attitudes in the working class. He measured this by the number of times these parents visited the school, family size, early child-rearing practises, health and the quality of the child’s school. Working class children are more likely to have a part time job whilst at school and likely to leave education at 16. The Plowden Report (1967) noticed in working class households there was an absence of books, educational toys, lack of finance, lack of motivation, no parent support of due to own experiences or as a need to work long hours. This has been described as Material and Cultural deprivation. Jackson and Marsden (1962) published a study, ‘Education and the working class’. It showed that working class children tend to be slower in learning how to read and write, they start school at a disadvantage and this normal continues throughout. Marxists would say that this is because there are less opportunities for some classes and that the education system just helps to reproduce the existing class structure, e. g. , the ruling class (upper and middle class) and the workers (the working class), thus conflict and inequalities will continue. Success at school depends heavily on language, for reading, writing, speaking and understanding. Bernstein argues that ‘there is a relationship between language use and social class, and that the language used by the middle class is a better instrument for success at school than the language used by the working class’, (Browne 2005). In his view there are two different language codes: Â  The restricted code- This language is used by both classes, but is more characteristic of the working-class people. It is used everyday amongst friends and family, which is informal and simple (such as slang). Bernstein argues that lower-class-working people are mainly limited to this form of language use. Â  The elaborated code- This is mainly used by the middle-class, and is spoken in a formal context, with explanation if required. It has a much wider vocabulary than the restricted code, and is the language that would be found in textbooks, essays and examinations. Bernstein has argued that as the language used in schools by teachers and in textbooks is the elaborated code, working class children are disadvantaged. They may find it hard to understand the elaborate language used in school, therefore their work will suffer. Unlike middle class children who are used to the language so will find the work easier. Differences have been found amongst the achievements of people from different ethnic backgrounds, possible reasons for this could be the differences in their cultural backgrounds, language barriers and understanding or suffering from racism. If English were not the first language for someone this would give him or her a large disadvantage in the understanding of the language, which would affect their work in most areas. Suffering from racism in or out of school would cause the pupil upset, which could affect their schoolwork. Many Pakistani, Bangladeshi and African Caribbean children have large families and are working class, so are likely so have deprived social conditions. These groups mentioned appear to have a below average reading ability and tend to get fewer and poorer GCSE results than white or Indian pupils. It can be seen on the below table they are the overall lowest achieving ethnic groups. Students that achieved 5 or more GCSE grades A*-C (%) Race Group 1989 1998 2002 Indian N/a 54 60 White 30 47 52 Bangladeshi N/a 33 41 Pakistani N/a 29 40 Black 18 29 36. (Department for Education and skills, 2004: in Livesley et al, 2005) From the data above it is clear that black children are the lowest achievers. In the past racist remarks have been made claiming that problem was they had lower levels of inherited intelligence. Which is untrue, in 1985 the Swann Report found that ‘there was no significant difference between the IQs of black and white children’, (Thompson et al, 1982). Black boys are often given labels such as ‘unruly’ and ‘difficult to control’, due to how the teacher has interpreted them by their dress, manner or speech, and find them challenging. They are more often to be given detention than other pupils, and often feel unfairly treated, then respond in accordance with their label, self-fulfilling prophecy. Although they do not achieve well at school, the number of black women staying in education past the age of 16 is increasing, which may be influenced by the many future career opportunities available today. Kamala Nehaul (Parenting, Schooling and Caribbean Heritage Pupils’ 1999) has noted how black parents ‘valued education for the enhanced life chances it offered’. She also mentioned the encouragement and commitment from parents, talking about the school day and providing provisions needed for their child to study. Indian children do well within the education system, there is a strong emphasis on self-improvement through education within this culture. Many of these children have professional backgrounds, so have good role models and supportive parents and they also have material advantages. Differences in the achievement between gender, race and class will continue to be compared, though surely the person should be treated as an individual. Post-modern thinkers such as Elkind (1998), suggest ‘a key characteristic here is the idea of difference and, in a sense, the fragment of identities. In other words, students want to be recognised and treated as unique individuals rather than as groups’, (Livesey et al, 2005). Although a students background may effect their achievement, as evidence suggests, it must be remembered that everyone is an individual with their own abilities, no matter what race, class or gender they are, have the potential to achieve in education. A girl, black or white from a working class background may not have had any opportunities for a good career after education 50 years ago, due to inequalities in the system, but this is not the case today. Overall the educational achievements for all groups of people have improved. There will always be some people in all of the groups mentioned previously, that ‘fail’ in education, as a result of ‘self-gratification’ and ‘now culture’, they are more focused on ‘living for the moment’, and not thinking about how their actions during their education can effect their future life.

Accommodating Differences: Everybody is Entitled to Education

All people are entitled to instruction. The ground as to why I have started by indicating out this basic world is because in an academic establishment there are diverse perspective groups of persons that makeup a schoolroom and who deserve equal chances to get cognition. In a schoolroom puting there may be ‘normal ‘ or healthy pupils who do non necessitate any particular attending and pupils with attending shortage upset should be provided with particular environment to ease their acquisition of cognition. For illustration in a category puting one may hold visually impaired or unsighted pupils, pupils with attending shortage upset ( ADD ) and absolutely normal individuals who can make all the normal school jobs without any excess attempt. It ‘s incumbent upon any instructor to understand the differences that exist in such a category so as to supply all the three classs of pupils with what they came to school for: Learning. Brantlnger ( 1997 ) has pointed out that harmonizing to recent research done to asses whether disabled pupils should be required to take part in all the regular instruction activities, there are several advantages that go along with their engagement in regular categories, including: They are able to increase academic accomplishments, they get better societal accomplishments, they gain more positive ego construct easing to greater self esteem, and get more appropriate societal accomplishments ( Brantlnger, 1997 ) . Common features in all pupils The diverseness in this group of pupil exhibits different features. Nevertheless for a instructor to efficaciously supply an disposed environment for all pupils to larn there is a demand to understand the pupils. Equally much as he/she may place their diverseness, there are common traits in all pupils and in this specific group that will enable the instructor to do intelligent judgement and determinations in relation to the learning methodological analysis. All pupils will ever desire to be treated as mature people. The instructor can easy impact and transform a pupil to make everything if he entreaties to the desire of adulthood which holds a pupil accountable for their actions. A instructor should demand an big degree of work from every pupil at the same clip stress on grownup larning necessitating ‘hand on ‘ experience. The instructor should handle pupils with regard ( Integrate Publishing Inc. , 2007 ) . No pupil comes to category with a desire to neglect ; the instructor should utilize the basic desire to win to its extreme advantage through endeavoring to help them to come on from one success to another. The adage that success breeds success can ne'er be more true and implementable. The instructor ought to transfuse self assurance in a pupil through proviso of support that encourages intense acquisition. It ‘s the character of people to go defeated hence give up if they are invariably neglecting ( Integrate Publishing Inc. , 2007 ) . Ability to measure is a common feature among all pupils ; pupils are speedy to sentiments preparation. Students will measure everything within their disposal including the teacher. Students will rapidly observe deficiency of enthusiasm, competency or earnestness. It ‘s the instructor ‘s function to put the gait for ardor in his work and pupils are most likely to follow suit. Since pupils will ever measure the instructor should non supply them with an chance of diverse rating ( Integrate Publishing Inc. , 2007 ) . All pupils are bound to do errors as any normal human being for ‘man is to mistake ‘ . When an teacher understands this it becomes easier to cover with all pupils in their diverseness. Those who have disablements should be encouraged to understand that they are non the lone 1s who make mistakes as an mistake is non an terminal to the acquisition procedure. A error should be capitalized on in all pupils to do interpret it into a positive acquisition experience. A ridicule is really traumatizing hence makes a pupil to be stigmatized by others. A instructor should non supply an environment for such to boom. All pupils should be judged by the same criterion ( Integrate Publishing Inc. , 2007 ) . Some of the challenges that a instructor may confront in the enterprise to supply the diverse population with instruction may include: Communication challenge: In this group puting where a instructor has a people with different abilities and restrictions it becomes difficult to utilize a common linguistic communication that is apprehensible by all the pupils. In this category the normal and ADD pupil will at easiness construe what the instructor says in category since the non verbal cues plays a great function in easing the effectual communicating. The instructor will hold to do excess attempts in doing the particular pupil to be at par with the other pupils. Monitoring and Evaluation The rating of pupils in such a assorted up puting becomes a challenge. The instructor may be forced to harmonize particular attending to ADD pupils and the pupils with eyes damage. This state of affairs may demand from the instructor to fix a different test from the remainder of the pupils or to put them aside. This farther becomes a challenge for the particular group may hold different abilities where those who are better placed may take the advantage of the state of affairs to overreach the physically fit ; more clip to reply exam inquiries. Time direction In a category puting where people have different abilities the instructor may hold to develop particular learning accomplishments that may demand some more clip to go through the message place. The composing velocity of the pupils differ therefore the instructor has to suit the full pupil to guarantee that no pupil is left Begin. At the same clip the instructor has to cover the course of study in the set clip. This may demand that the instructor creates excess clip to make this ( Ormrod, 2008 ) . The instructor may besides ne'er be certain whether a pupil is partly impaired or he is feigning so as to bask the particular privileges that are enjoyed by those who have this particular demand. Particular larning chances needed An academic establishment may hold to use some more particular acquisition chances for the blind and the cripple pupils. For the unsighted pupils E-learning Opportunities and Barriers for the Blind ( ELBA ) can play this important function really efficaciously. The blind and visually impaired pupils can analyze together with the remainder of the pupils merely that they are required to take the particular devices. The instructors and the pupils explore the multimedia available in easing acquisition. This may include the usage of tablet-PCs or Pas, computing machines, wireless LAN webs where informations in transferred by usage of wireless moving ridges ( Miesenberger, 2004 ) . A pupil with partial ocular damage may utilize close circuit Television magnifier, big print books, and big print typewriters. The pupil may besides utilize sound taped talks and books, a pupil may besides utilize raised diagram or drawings illustrators, charts, forms, physical variety meats, three dimensional theoretical accounts, and alleviation maps among many other tools that are big plenty for pupils with ocular damage. In rating the instructor may use big prints, Braille or unwritten tests to the pupils. The adjustment of pupils with ocular damage needs a anterior readying for their categories. The instructor should guarantee progress handiness of the course of study or the reading list so that the necessary agreements will be made such as brailing or tape. The instructor should form the category in such a manner that the forepart seats are reserved for the pupils with particular demands ( Finn, 1991 ) . In instance a pupil is utilizing a usher Canis familiaris, it should be really disciplined and provided with small infinite. The teacher should ever do attempts to confront the category while learning. The teacher should guarantee that whatever is displayed on the wall or blackboard is conveyed verbally and supply a transcript of the stuff to the note-takers. The teacher should allow the pupils to tape record the category or talk Sessionss or render transcripts of notes where indispensable. The instructor should supply big print transcripts of schoolroom stuffs. When the instructors issues assignments he should be flexible with deadlines for this group of pupils ( Sacks & A ; Wolff, 2006 ) . Students with attending shortage upset ( ADD ) need to be sited near the instructor and pupil who shall move as function theoretical accounts to the pupil. The instructors should learn them from close propinquity utilizing soft voiced tone. The instructor should extinguish broadcasted sounds that proceed from equipments such as computing machines. To actuate the pupils the instructor should praise appropriate behaviour. The instructor should reexamine prior accomplishments every bit good as larning for doing connexions ( Ormrod, 2008 ) . The instructor should place all the necessary stuffs for the instruction in clip ; he besides has a duty of sketching cardinal words or constructs before get downing the lesions. The instructor should guarantee that at the stopping point of every lesson he closes the lesion with a restatement of the aims of the lesion. The instructor should interrupt instructions to assorted consecutive stairss for pupil to easy hold on. He should supply extended und ertakings which he will carefully supervise. Promote the pupils to us taped drawn-out reading and let the pupils to do usage of reckoners. Should fix the pupils for passage by denoting several times that a certain lesion is coming to a closing at the same clip preview the approaching categories promoting pupils to get down fixing for the categories. The instructor should supply information in progress in instance there are any alterations in the modus operandis. It is of import to unite the vocal cues with ocular cues to heighten communicating. The highlighting of cardinal words in the work sheet facilitates in capturing the attending of the pupil ( McGraw, 2010 ) .