Definition and Examples of Defective Verbs in English

Definition and Examples of Defective Verbs in English In English punctuation, inadequate action word is a customary term for aâ verb that doesnt display all the run of the mill types of a conventionalâ verb.â English modular action words (can, could, may, might, must, should, will, should, will, andâ would)â are deficient in that they need distinctiveâ third-individual solitary and nonfinite forms.â â As illustratedâ below, conversations of deficient action words commonlyâ appeared in nineteenth century school sentence structures; however,â modern language specialists and grammarians once in a while utilize the term. David Crystals Take In language structure, [defective is] a conventional depiction of words which don't show all the guidelines of the class to which they have a place. The English modular action words, for instance, are deficient in that they don't allow the typical scope of action word structures, for example, an infinitive or participle structures (*to may,â *shalling, and so on.). As a result of its derogatory implications all in all utilization, the term should be utilized mindfully. It will in general be avoidedâ in present day semantic investigation (which talks more as far as unpredictable structures and special cases to rules), however will be experienced in investigations of etymological historiography. The differentiation among damaged and unpredictable should be valued: a flawed structure is a missing structure; a sporadic structure is available, yet doesn't fit in with the standard overseeing the class to which it belongs.(David Crystal, A Dictionary of Linguistics and Phonetics, sixth ed. Blackwell, 2008) Be careful and Begone A few action words are termedâ defective;â they are, for example, need a portion of the parts normally credited to verbs. Beware is aâ defective action word beingâ usedâ onlyâ in the objective or to give an alert. . . . Begone may be accounted anotherâ defective verb like beware. Begone is a compound, made up ofâ beâ andâ gone,â that isâ getâ away; andâ bewareâ is created ofâ beâ andâ wareâ found in aware, and wary.(John R. Facial hair, Lessons in English, LXII. The Popular Educator, Vol. 3, 1860) The Defective Copula Is A deficient verbâ is one which has not all the standard verbal forms. Is, the copula, is sporadic. It is additionally imperfect as it has no goal or self-governing structures, no verbal thing or verbal adjective.(Irish-English/English-Irish Easy Reference Dictionary. Roberts Rinehart, 1998) George Campbell on the Defective Verb Ought [I]n request to communicate the past with theâ defective action word should, we should utilize the ideal of the infinitive, and state for instance, he should have done it; this in that action word being the main conceivable method of recognizing the past from the present.(George Campbell, The Philosophy of Rhetoric, Volume 1, 1776) Conversations of Defective Verbs in nineteenth Century School Grammars What do you mean by a Defective Verb?A Defective Verbâ is a Verb that is flawed; that will be, that can't be conjugated through all the Moods and Tenses, for example, the Verb Ought, which hasâ just been repeated.Which are the Defective Verbs?The Auxiliary Verbs are all in all faulty, in light of the fact that they have no Participles; neither do they concede another helping Verb to be put before them.Repeat the Defective Verbs.The Defective Verbs are, Do, Shall, Will, Can, May, Let, Must, Ought.How are the Defective Verbs used?They are constantly joined to the Infinitive Mood of some other Verb; as, I dare say, I should gain proficiency with my lesson.Must suggests need, as Iâ must progress admirably, for example it is fundamental that I should, or I am obliged to do as such: why? since I should, for example it is my obligation to do well.Are the Auxiliary Verbs Have, and Am, or Be, Defective Verbs?No; they areâ perfect, and shaped like other Verbs.(Ellin Devis, The Accide nce, or, First Rudiments of English Grammar, seventeenth ed., 1825) A List of Defective Verbs Imperfect action words are those that can be utilized uniquely in some specific modes and tenses. They are very few and are as per the following: ambeencancouldmaymightshallshouldwaswillwould Different Discussions on Defective Verbs Loveâ is not aâ defectiveâ verb;â you can utilize it in any disposition and tense. You can say, I love, I adored, I have cherished, I had cherished, I will or will adore, I will have cherished, I may, can or should cherish: butâ canâ is aâ defective verb. You can say I can, but you can't state I have can, I had can, I will can or will can, I may can, or must can.(J.H. Hull, Lectures on the English Language: Comprehending the Principles and Rules of Syntactical Parsing on a New and Highly Improved System,â 8th ed., 1834) Aâ defectiveâ verbâ is that which needs a portion of the modes and tenses; while anâ irregularâ verbâ has all the modes and tenses, though irregularly formed.(Rufus William Bailey, English Grammar: A Simple, Concise, and Comprehensive Manual of the English Language, 10th ed., 1855)  Verbs which are not utilized in all the mind-sets and tenses are called Defective. However, the understudy must notâ supposeâ from this that Defective establishes a different or fourth classâ of action word. This isn't at all the case. Quoth, for example, is a Defective verb, yet in addition Intransitive. Again mind is a Defective action word, yet in addition Transitive. Once more, may is a Defective action word, yet in addition Auxiliary.(John Collinson Nesfield, English Grammar Past and Present: With Appendices on Prosody, Synonyms, and Other Outlying Subjects, 1898)

Freedom :: American America History

Opportunity In the Narrative of the Life of Fredrick Douglass composed by Fredrick Douglass, he and the remainder of the slaves in 1840 must be dubious to endure. Douglass utilized slyness to further his potential benefit and made it into a positive activity, opportunity. Douglass experienced numerous hardships and upsetting trials. He saw his more youthful sibling get his head slammed in, that in it self is terrible enough. He caught Mr. Auld, one of his lords, telling Mrs. Auld that it was dangerous to show a captive to peruse (Douglass 42). Douglass accepting this as inspiration and endeavored to figure out how to peruse and compose. Douglass' next ace was Edward Covey, a notable slave breaker, for a year. Brood was exceptionally dubious. He would claim to ride into town, at that point stroll back and sneak up on the slaves as to alarm and delude them. At some point, after an extreme beating by Covey, (Douglass 86) Douglass ran for shelter for one night from a slave named Sandy Jenkins. Jenkins accepted that a specific root had mysterious powers and disclosed to Douglass that in the event that he wore it on his correct side no white man could beat him (Douglass 90). He restored the following day wearing the root, and incredibly, Covey didn't beat him for a period. A couple of days after the fact, Covey attempted to tie him up for a beating. Douglass retaliated and following a two-hour battle, Covey surrendered. Since Covey would not like to demolish his notoriety for being a slave breaker, he never sent Douglass to the specialists to be rebuffed for hitting a white man. Douglass utilized Covey's own notoriety aga inst him and fooled him into never crossing and rebuffing him again. At the point when Douglass' year was done with Covey, he went to live with Mr. Freeland. Freeland turned into his new ace and had two slaves. A short time after Douglass came to live there, he started enthusiasm for the others and started to instruct them to peruse and write in Sabbath school. It was comprehended among all who came, that there must be as meager showcase about it as could be expected under the circumstances. (Douglass 103) Douglass figured out how to show many, whom may languish up to nine lashes over leaving their manor (Douglass 104). The strict bosses thought the slaves were spending the Sabbath in wrestling, boxing or drinking whisky, when from the start they were figuring out how to peruse and compose. Opportunity :: American America History Opportunity In the Narrative of the Life of Fredrick Douglass composed by Fredrick Douglass, he and the remainder of the slaves in 1840 must be dubious to endure. Douglass utilized deceit to further his potential benefit and made it into a positive activity, opportunity. Douglass experienced numerous hardships and upsetting trials. He saw his more youthful sibling get his head slammed in, that in it self is awful enough. He caught Mr. Auld, one of his lords, telling Mrs. Auld that it was dangerous to show a captive to peruse (Douglass 42). Douglass accepting this as inspiration and endeavored to figure out how to peruse and compose. Douglass' next ace was Edward Covey, a notable slave breaker, for a year. Bunch was precarious. He would profess to ride into town, at that point stroll back and sneak up on the slaves as to frighten and beguile them. At some point, after an extreme beating by Covey, (Douglass 86) Douglass ran for shelter for one night from a slave named Sandy Jenkins. Jenkins accepted that a specific root had supernatural powers and disclosed to Douglass that on the off chance that he wore it on his correct side no white man could beat him (Douglass 90). He restored the following day wearing the root, and shockingly, Covey didn't beat him for a period. A couple of days after the fact, Covey attempted to tie him up for a beating. Douglass retaliated and following a two-hour battle, Covey surrendered. Since Covey would not like to destroy his notoriety for being a slave breaker, he never sent Douglass to the specialists to be rebuffed for hitting a white man. Douglass utilized Covey's own notoriety ag ainst him and fooled him into never crossing and rebuffing him again. At the point when Douglass' year was done with Covey, he went to live with Mr. Freeland. Freeland turned into his new ace and had two slaves. A short time after Douglass came to live there, he started enthusiasm for the others and started to instruct them to peruse and write in Sabbath school. It was comprehended among all who came, that there must be as meager showcase about it as could reasonably be expected. (Douglass 103) Douglass figured out how to show many, whom may languish up to nine lashes over leaving their estate (Douglass 104). The strict bosses thought the slaves were spending the Sabbath in wrestling, boxing or drinking whisky, when from the start they were figuring out how to peruse and compose.

How to Write a Research Paper For Science Fairs

How to Write a Research Paper For Science FairsIf you want to know how to write a research paper for science fairs, it's pretty easy. As long as you keep your point of view simple and straight to the point, you should be able to have the subject matter come out fine. The presentation that you choose to do your paper is very important as well. By knowing the correct presentation method, you will be able to come up with great examples of what others might do in their papers.Before you can learn how to write a research paper for science fairs, you must first get an idea of what topics are often required. You can find this information by looking online or talking to your local school counselor. These schools are already aware of what the requirements for this type of contest are so you shouldn't have a problem finding out if you know the right questions to ask.The first thing you will need to learn how to do is a short paragraph about what the topic is. If you are writing about fish, for example, you will need to include this information, and then move on to the points that you would like to address in your paper. These points are what will make up your paper, so make sure you address each one before moving on to the next.Make sure you pay attention to sentence structure. For example, you may need to use the word 'which' instead of the word 'because.' Try to keep all of your sentences short and simple, and make sure they follow a certain pattern. Don't try to cram as much information into a small space, so don't get too hung up on the structure.Another important thing to remember when learning how to write a research paper for science fairs is to keep it to a minimum. All your points need to be delivered in one sentence and one paragraph. You don't need to ramble on. Just get your point across, and that should be enough.The final thing to remember when learning how to write a research paper for science fairs is to consider different presentation methods. By researc hing different forms of presentation and reading different materials, you will be able to identify what is best. If you are a creative person, think of a way to use PowerPoint or some other type of presentation that you could look at yourself to see how it might work.To make sure you are well versed in the techniques that are used for this type of contest, you may want to go online and look at various websites that will teach you how to write a research paper for science fairs. By knowing the format of such contests, you will be able to determine what works best for you. These places will also offer helpful tips and hints, so you will have an easier time coming up with a great presentation.Now that you know how to write a research paper for science fairs, you can finally get cracking on your project. Everyone loves having something to do on their college projects, and you'll be sure to have a lot of fun! After you've completed your project, take the time to show it off to your scien ce fair judges, and you may even get some new ideas for future projects.

Dangers Involved with Internet Usage Essays - 1034 Words

Dangers Involved with Internet Usage The Internet today is constantly advancing and expanding. Over the last several years it has changed the way that we learn, communicate, shop and conduct business. Although there are many advantages to the Internet, there are also many serious problems that occur with Internet use. Some of the problems of the Internet include, cyberstalking and identity theft and Internet addiction. Although the Internet cannot be blamed for the creation of these problems, using the Internet as a tool has made these problems bigger. The term cyberstalking was unknown to most people ten years ago, however due to lower costs and the increased access to computers, today it is a commonly used†¦show more content†¦Cyberstalkers often pretend to be someone else and get their victims to open up to them and share personal information with them. These thieves can then use the information to do a number of things. They can open a new credit account using your name, date of birth, and Social Sec urity number and use your card, not pay the bill and it is reported to your account. They can call your credit card company change the address obtain a new card and use it. They can even establish phones in your name or open up bank accounts and write bad checks on that account. (Netscape) There are several way that you can protect yourself from becoming a victim of cyberstalking and identity theft over the Internet. Some tips include: *Do not share personal information in public spaces anywhere online, nor give it to strangers, including in e-mail or chat rooms. Do not use your real name or nickname as your screen name or user Id. Pick a name that is gender and race neutral. And do not post personal information as past of any user profiles. *Be extremely cautious about meeting online acquaintances in person. If you do choose to meet, do so in a public place and take along a friend. *Make sure that your ISP and Internet Relay Chat (IRC) network have an acceptable use policy that prohibits cyberstalking. And if you network fails to respond to your complaints consider switching to a provider that is more responsive to user complaints. *If a situation online becomesShow MoreRelatedSolutions For The Over Use Of Social Networks For Youths1505 Words   |  7 Pagespeople prefer talking on the internet instead of face to face. That was a very popular statement at the beginning of 21st century. However, with time goes by, one of the new technologies—social networking— has begun to show a dark side. Although using different kinds of smart devices like iPhone, laptop, and tablet PC to log into social network is not inherently bad, some young people have been abusing this technology. 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According to the United States Census, 88.4% households across the United States of America have one or more computers in the house. Out of the 88.4% with computers, 78.1% have high speed Internet. Keeping those statistics in mind, it is no wonderRead MoreInternet Safety And The Internet954 Words   |  4 PagesInternet safety has been an extensive issue for children and adolescents since accuse to the Internet has become readily available in homes. With Internet use increasing at such rapid rates and a large proportion of adolescents using the Internet daily, the awareness of Internet safety should be addressed. The term Internet safety can be defined as â€Å"the knowledge of maximizing an individuals safety to private information, and self protection from using the Internet†. 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Iago And Betrayal In “Othello” - 2545 Words

AP 05/11/11 Iago And Betrayal In â€Å"Othello† â€Å"Othello† is one of the most successful plays in Shakespeare’s collection. One of the subjects the tragedy addresses is betrayal which is a crucial part of the play that helps the author develop events to bring it to its climax. Iago’s character symbolizes disloyalty, but what are the motives of his treachery? It seems like there is not enough reason for his actions. By creating Iago in â€Å"Othello† as perhaps a masterpiece villain comparing to all his other plays, Shakespeare introduces to the audience and reader an evil type of person who unfortunately exists in society, and he suggests that disloyalty is just part of such person’s nature, so one could betray for the sake of betrayal itself.†¦show more content†¦Iago’s main goal is focused on taking a revenge from Othello. To be able to accomplish his plan, first Iago provides his â€Å"loyal† service to Othello, â€Å"In following him I follow but myself† ( Act 1. Scene 1. 57). Drama theorist Ferguson notices that Iago is a type of person who knows how to control his emotions when he is told so by his motive in order to present himself as a reliable man (222). Once he gains the trust of Othello, he starts planting the evil seeds â€Å"Hell and night/ Must bring this monstrous birth to the world’s light†(Act 2. Scene 1. 402-403). After staging the drunk riot and getting Cassio fired from his lieutenancy, Iago starts poisoning Othello’s mind with a suspicion that Cassio and Desdemona have a love affair. Iago’s perfect plan develops when Desdemona keeps pleading Othello to reinstate Cassio which makes Othello both mad and jealous, â€Å"The Moor already changes with my poison† (Act 3. Scene 3. 329). To secure his strong footing before Othello, Iago makes him go mad because of jealousy from one side, and warns him to take a heed against jealousy from the other side, â€Å"O beware my lord of jealousy; / It is the green-eyed monster, which doth mock / The meat it feeds on† (Act 3. scene 3. 167). Ferguson analyzes that Iago carefully continues wearing his most compassionate mask, and meantime by gathering any false facts needed, he warns Othello not to jump into any conclusion (223).Show MoreRelatedFemale Betrayal in The Winters Tale compared to Iago in Othello687 Words   |  3 Pages The Winter’s Tale and Othello, both by William Shakespeare, contain fantasies of female betrayal. In both play’s these fantasies are aggregated by something, be it Iago in Othello or Hermione’s pregnancy in The Winter’s Tale. Iago confronts Othello in act 3.3, eluding to his wife’s betrayal. Both Othello and Leontes have a seemingly sudden o nset of jealousy. However, Othello’s jealousy forms later in the play than Leontes’. This is important when comparing the two because thereRead MoreStandards, Biases And Betrayal : Othello By William Shakespeare And Frankenstein 1316 Words   |  6 PagesDaniel Mascola World Literature 5/31/16 Standards, Biases and Betrayal Othello by William Shakespeare and Frankenstein by Mary Shelley share a common theme: betrayal. Victor Frankenstein betrays the monster he created, and Iago betrays his superior in command, Othello. In both cases, the person betrayed was viewed as an outcast whose physical appearance threatened established societal norms. In late sixteenth century Europe, the vast majority of people were white. The belief that they were raciallyRead MoreAnalysis Of Shakespeare s Othello, By William Shakespeare1040 Words   |  5 Pagestexts are considered together, their universal themes and ideas lead to greater understanding, appreciation and insight of both the old and the new. 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Such actsRead MoreOthello by William Shakespeare1389 Words   |  6 Pages Iago has been frequently judged as an evil villain for the meticulous acts he makes after Othello betrays him. Though he was never a murderous villain until his downfall he is unfairly viewed as the antagonist in the play. Since the commencement Iago was an honest military man who never wronged anybody up until they wronged him. He was stripped of a military promotion he had been looking forward to accepting by Othello the general and not only this he was also informed that Othello might haveRead MoreWhy Is Shakespeares Othello Still Relevant in Todays Audiences?940 Words   |  4 PagesWhy is Shakespeare’s â€Å"Othello† still relevant in today’s audiences? â€Å"When you begin a journey of revenge, start by digging two graves: one for your enemy, and one for yourself.† – Jodi Picoult. Othello is a very well-known Shakespearian text and is still relevant to today’s audiences. The themes in â€Å"Othello† are still applicable to today’s many audiences; Betrayal is a key theme presented in Othello, and is also still relevantRead MoreTheme Of Jealousy In Othello979 Words   |  4 Pages Jealousy and betrayal are two words that often go hand in hand, especially in a relationship. In a relationship, the act of envy usually leads to betrayal when a person is being attentive of the other’s success and achievements. These type of relationships always have unpleasant endings that can be as bad as claiming the lives of innocent people around them. This shows how jealousy, betrayal, revenge can negatively impact people’s lives and can lead to a series of tragedies in the life of a heroRead MoreIs I t Possible For A Small Piece Of Cloth?879 Words   |  4 Pagesthe Shakespearean play â€Å"Othello†, it is very possible. There are many factors that lead up to these deaths, but the handkerchief is the most significant. It is the most significant because of all the chaos it causes. Nevertheless, the play depicts a story about Othello and Desdemona, a couple that deems unacceptable in Iago’s eyes. Thus, Iago devises a plan in order to ruin their marriage. His plan includes stealing the handkerchief that was given to Desdemona from Othello. At this point it is clearRead MoreBetraying and Lying in Othello by William Shakespeare1726 Words   |  7 Pagesthe root of all evil today. People have made it an everyday thing to lie and betray people just because they like to see people broken in misery. People also lie and betray people because of jealousy they may have towards them. The tragedy of Othello explains why some people are not trustworthy. Just because some people feel like they are miserable, they try everything in their power to make the other individual miserable as well. Enemies come in different colors, shapes, and forms, making itRead MoreOthello, By Director Iqbal Khan891 Words   |  4 PagesAccording to director Iqbal Khan the state of not having certainty makes Othello a tragedy as a play. As a character not having certainty allowed his mind to become polluted and create a jealous monster. The relationship between Othello and Iago jeopardizes the idea of Othello’s character. The series betrayals are drawn upon by the false whisperings of Iago. He allowed Iago to manipulate his thoughts and conquer his conscience. During the final scene not having certainty deteriorates Othello’s character

My Life At 75. Introduction. At Seventy-Five Years Old

My Life at 75 Introduction At seventy-five years old I imagine my life to be vibrant and multidimensional. I looked at the realities of my relatives at this age including my grandparents and parents to give me a better idea of what my life might look like. The people who were alive at this age were healthy some still road horses or climbed mountains, and my father still bikes long distances at 73. So I see myself as very active, both in the outdoors, as well as the community. I see my life I think I will continue traveling often and volunteering. At this moment I am unsure where I will be living, possibly overseas. I know I will be in close contact with friends and family. I am choosing to see my life as healthy as the family members†¦show more content†¦My current lifestyle could use an increase in low impact exercise and healthy eating. While I try to do both, I know that as time goes on it becomes more important to do this regularly as it affects my health. Family history is dichotomous some fam ily members have thrived in older adulthood while others did not make it into their 70s, and by simply looking at their lifestyle choices it would have been hard to guess who would live the longest. Those who thrived at this time of life had very active and meaningful lives. The family members who died younger made healthy lifestyle choices, but got cancer or some other life-threatening disease at a younger age, and were healthy until the disease came on suddenly. So, I am hoping I fall into the category of the people who are active into older age. I hope to continue swimming on a regular basis, and possibly play tennis. If I am alive at 75 based on family history I will have no major health issues but will have the normal effects of aging. I may also have high blood pressure or increased risk of pneumonia as this was common in some family members. This is partially due to the fact that the artery walls stiffen over time, and my lungs are more susceptible to illness due to a weakene d immune system. Cognitive Status My cognitive status will be mostly fully functional. I will have a slower memory, and will have to take the time to keep a schedule of some kind, and may need a reminder toShow MoreRelatedIntroduction. Thesis Statement: . The Katzenbach Center1665 Words   |  7 PagesIntroduction Thesis Statement: The Katzenbach Center survey success was based on organizational change initiatives not just the participants response, many people argue. In this paper, I propose to prove participants who took the survey were in fact of sound mind, and effective to get the right responses as a result. The percentages of participants who took the survey says a lot about the change task they underwent effectiveness and failures. Their experience with organizational change controlRead MoreThe United States Is The Most Powerful Nation Of The World1792 Words   |  8 Pages INTRODUCTION The image of the USA has become negative. Do you agree with this statement? The United States is the most powerful nation in the world. As this statement tells you even if you are in this position, other countries with different moral values will look at our values as negative, therefore in their eyes our country is viewed as negative. Our progress and ability to better our lives in this country makes us apart from every other nation in the world. While other nations around the worldRead MoreThe United States Is The Most Powerful Nation Of The World1835 Words   |  8 PagesINTRODUCTION The image of the United States has become negative. Do you agree with this statement? The United States is the most powerful nation in the world. As this statement tells you even if you are in this position, other countries with different moral values will look at our values as negative, therefore in their eyes our country is viewed as negative. Our progress and ability to better our lives in this country makes us apart from every other nation in the world. While other nations aroundRead MoreTechnology And Its Effects On Health And Social Security System4104 Words   |  17 PagesIntroduction By 2050, the number of Americans sixty-five and older is going to double, to more than eighty million. Moreover, research found that almost ninety percent of Americans, including those older than seventy, want to age in place for at least the next five to ten years of their lives. As the American population ages, and as the digital health field expands, technologies addressing the unique challenges of aging in place will become more of a reality. 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TEACHING.

Introduction There has been a reasonable gradual shift in the approach of teaching writing in the classroom from product approach comprising grammar-translation, controlled-to-free, paragraph pattern, grammar syntax organization approaches (mostly prevalent till early 1970s) to communicative approach (mid 1970s), process (late 1970s - Early 1980s), English for Academic Purposes (Mid 1980s) and Genre Approach (1990s). However, there are array of opinions, arguments and concerns over the fact that which style works best with the students in developing their ability to express their ideas with freedom and at the same time with correct composition and coherence. All these approaches focuses at different aspect of English writing and requires relevant changes in the role of teachers and students, their involvement in the class room, nature of exercises and in the feedback method. However, they provide an English Language Trainer a flexibility to implement one or a combination of more than one approac h (James, 1993) considering the time, purpose, need, cultural milieu and academic level of students and their proficiency in the English Language. This piece of writing will not delve into different approaches of teaching writing in the class room but is intended to explore the process approach of teaching writing, its implications on the teaching methodology and class room management and possible ways through which teachers might respond to assure that both the need of learners/students and the objective of the course is met. Philosophy of the Process Approach in Teaching English Writing The underline philosophy of the process approach is to provide students/learners the ability to learn the processes that leads to the acceptable finished text or product together with a degree of freedom of expression based on their own fluency of language. The quote process cannot be inferred from the product, any more than wheat can be inferred from bread (Murray, 1982:18) aptly describes the importance of this approach while teaching English writing in the classroom. Before discussing the process approach further, a brief account of the research that guided the attention of teachers on the process of writing would be relevant here. The main influence on the development of process approach was the work of two cognitive psychologists Flower and Hayes, who proposed a writing model based on their research on L1 writers (Flower and Hayes, 1981) that became the basic tool for the further research on the process of writing and is widely used since then by researchers. However, the writin g model of Flower and Hayes was found incompatible considering the writers as skilled and unskilled (Raimes, 1985) and thus led to the development of another L1 writing model that emphasizes on the two types of writing styles - knowledge-telling (writing style of 12 year old) and knowledge-transforming (synthesis and interpretation of knowledge) and hence follow different writing processes (Bereiter and Scardamalia, 1985). The other significant research that influenced the development of process approach was the work of Grabe and Kaplan (1996) who suggested other dimensions to research such as education, cognitive side of writing, discourse analysis and the rhetorical study (led to genre approach). The process approach is more to develop a cyclical and recursive style of writing which involves continuously and simultaneously the pre-writing (planning), writing and re-writing processes (Smith, 1982: 104). The proponents of teaching writing with greater emphasis on the writing as the process Escholz (1980), White (1988) and Jordon (1997) indicate towards the drawbacks of product approach such as model-based learning that fosters the sense of imitation in students with little scope for students to actually learn the processes involved in obtaining the acceptable final product as the main reasons behind the emergence of this approach (Escholz, 1980:24). The process approach provides ample opportunities to students to make their own choices related to the direction of their writing by series of classroom discussions, tasks, drafting and re-drafting their writings and with the formative feedback provided by teachers. The approach also enables students to make improvements in their own composition (Jordan, 1997: 168) unlike in the product approach which leaves the task of correcting and improvement to the teachers. As this approach puts more emphasis on the purpose, the audience and the writers process it involves significant brainstorming to put together the thoughts and ideas, drafting and re-drafting and an increased focus on both the content and the language simultaneously encouraging students to devote time to writing and provide peer feedback. The two critical component of the process approach to writing are awareness and intervention (Susser, 1994). However, before discussing the importance of these two components in the process pedagogy it is exceedingly important to understand the difference between the writing process and process writing which are often confused by stakeholders (students, teachers, school and institutions and authorities). In the words of Susser, writing process is nothing but the writing or composing, however process writing is the process-based teaching techniques (Susser, 1994: 32-34). Now let us discuss the two important components out of which the Awareness means that the students should be made aware that writing is a process, each type of writing requires different processes and these processes are not merely giving words to the ideas but they comprise the judgment of format or genre, a thorough consideration of audience and use of appropriate vocabulary. Intervention, on the other hand, is cons idered as the integral part of process approach which emphasizes the role of teachers as facilitators who help students at different stages of the writing process through classroom exercises and activities (Susser, 1994:35). These two components are complimentary to each other and help in achievement of the objective of teaching process. Salient Features of Process Approach In order to devise a strategy of teaching writing in the classroom a thorough understanding of the focus points of process strategy is a pre-requisite. Hence, the salient features of the process approach are listed below (Hairston, 1982) with an aim to provide a kind of to-do-list for teachers - who plan to use this approach of teaching - to help them ensure that they cover these areas during the planning of their classroom methodology. These features are taken from the process writing framework provided by Hairston (1982). The process approach dramatically changes the role of teachers from an Instructor - who correct the writers text, imposes on them their own writing style, instruct student to follow guidelines and model form of writing; to a Facilitator who guides the writing process with intervention at various stages providing students direction leaving onus of correcting and improvement of text on them. The process approach emphasizes on learning of the ways to explore ideas and content in a particular context. The main basis of the approach is the various linguistic and specific researches done on composing process of writing. It also takes ideas from other fields for example cognitive psychology. The assignments used in the class extensively cover the purpose of writing, audience and the occasions. Assessment judges the compatibility of produced text keeping in mind the writers intentions and readers needs. It takes in to accounts the more realistic recursive/cyclic nature of writing proces s instead of looking at it as a linear process and uses a variety of writing models and processes that are expressive and expository in nature. It considers writing as a creative activity that can be described, analyzed and taught effectively in the classroom using right methodology. Also, iterates that the teachers, who are writers, can be more effective in teaching writing to students. It views writing as a learning, developing and communication skill. Process Approach and the Role of Teachers The pre-dominant use of teaching writing in the classroom focusing on the product approach over so many years has resulted in teachers being predisposed to using class exercises such as sentence completion, syntax correction and making logical connections while teaching writing. However, during the process teachers are heavily involved in the correction and improvement of students composition themselves and in a sense impose their writing style on students. On the contrary, in the process approach the role of teachers become more like a facilitator where they encourage students to do improvement or correction of the composition on their own by providing them formative feedback. The role of teachers starts with the very fact that they have to bring writing as a classroom activity instead of leaving it on students as homework. The process approach is built around the cyclic model of writing proposed by White and Arndt (1991), hence, it will be useful to describe the role of teachers fo r each component of writing process postulated by cyclic model such as Generating Ideas, Focusing, Structuring, Drafting, Evaluating and Re-viewing. Generating Ideas It is the most important component as it sets the tone for the writing process. Teachers are supposed to initiate the thinking process of writers and help them through motivating them and providing guidance, direction, clues, situations, images, and food for thought throughout the activity. Focusing The setting up of central theme to start writing about is the very critical and perhaps the foundation of writing process. As students brainstorm and gather ideas they struggle to collaborate these ideas to derive a central theme for further action. The intervention of teachers is greatly required in helping student focus on the purpose of writing i.e. theme. Certain activities described in the cyclic model (White and Arndt, 1991:44) such as fast writing and loop writing can be used to enhance the results during this stage. Structuring It is an on-going process not a one-stage process and basically deals with the channelization of ideas in a way that make sense and appeal to the reader and most importantly can convey the subject matter in a logical way. For example deciding on the introduction, conclusion and presentation of information. The role of teacher in this stage is to provide necessary guidance and support in defining a clear structure for writing, however, only direction should be given letting student learn it by doing it. The main activities that are suggested for this process are experimenting with arrangement, identification of organizing principal and its effect on text by studying text (White and Arndt, 1991:78). Drafting This is the stage at which student produces his/her first draft and the role of teachers here is to make student aware of different styles of opening and closing a text, a piece of writing or a paragraph and encouraging them to make their writing appealing and interesting to read. Teachers may also do one outline of the task just to show the students an expert way of doing that. The different activities suggested here are exercises aimed at individual and group compositions with extensive intervention from teachers (White and Arndt, 1991:78). Evaluating Often at this stage, teachers dictating approach defeats the very motive of the process approach as they start correcting the text produced by students discouraging the idea of self-evaluation. Teachers have to ensure that students themselves are the only evaluators of their work. This is the basic development which in broader perspective will help students life-long. Also, teachers have to be very careful the way they give feedback to students, considering their cultural backgrounds Collective and Individualistic Cultures (Hofstede, 1980) - as they tend to take teachers suggestions as instructions and may follow them religiously. Peer feedback can be exercised here and more precisely use of peer feedback from L1 to L2 writers and vice versa would be fruitful in encouraging students to self-evaluate their work through analysis (White and Arndt, 1991:78). Reviewing This is more like a habit which should be inculcated in the students to have a final re-view of their writing which helps in spotting gaps in the final product such as any correction required or induction of new ideas or further re-arrangement of ideas to make it more coherent. The role of teacher here is to make students aware of the importance and essence of re-viewing. The basic activities suggested at this stage are checking coherence and logical progressing of the text, its division and assessment of its impact on readers (White and Arndt, 1991:136). Implication of process approach on the class room Management Teachers taking a shift from the product approach to the process approach must be aware of the practical implications it will have on the management of classroom while teaching. In the words of Wason it would be wrong to suppose that there is one best way to understand how people write (Wason, 1981a:340). This precisely indicate that teachers cannot really find a suitable way of teaching that caters to the need of group of learners who have different needs and hence required to pay attention on one-to-one basis, which in a sense is more demanding. Given the characteristics of the process approach it demands a whole new approach to teaching writing. The implications of process approach are mentioned below under various subheads - Implications on course content The course content continues to focus on the basic teaching about the language, however, there is some change required in the content and delivery considering L1 and L2 writers. For L2 writers, more emphasis should be on the vocabulary and they should also be made to read and brainstorm extensively during the course as it is imperative to perform writing task whereas for L1 writers the emphasis should be more on grammar and sentence construction. On the whole, the basic idea of the course structure should be to provide enough opportunities for learners to write with personal involvement. Implications on Class room Assignments Students often perceive the classroom exercises as compulsion and mere a way of getting good grades that makes them be less involved personally. In such situations ability of teachers to convince writers the wider perspective of assignment, which is not the evaluation for grades but the improvement and to build a foundation for future writing tasks is the key. This would also help writers to be more committed and involved in the effective writing which would further make them to think about their private conception of their writing task (Galbraith, 1981). The best idea that could be utilized here is the provision of autonomy to students in choosing their own topics which would result in students having greater idea of audience and purpose, however, teachers may choose to set direction in terms of type of writing and methods of choosing a topic. Further, It would help teachers in determining the skilled and unskilled writers and in choosing ways to deal with their individual needs. Fo r instance, skilled writers consider purpose and audience while writing and write reader-based prose from the beginning whereas unskilled writers do not consider purpose and audience while writing and need assignments challenging them to think about these elements in order to produce good product. Also, unskilled writers initially write writer-based prose but after the guidance and as they develop, shift to reader-based prose mode later on (Flower, 1979). The list of processes such as discussion, brainstorming, taking notes, fastwriting, rough draft, preliminary self evaluation, structuring text, first draft, peer evaluation, conference, second draft, self-evaluation/editing, finished draft, final response to draft (White and Arndt, 1991:7) involved in the production of a decent piece of writing provides ample scope to decide on the activities to be chosen during the classroom teaching. Some techniques that can be used in the pedagogy are brainstorming, cubing (in which students ask themselves a flurry of question about any topic), wet-ink writing (student write for ten minutes and then pick up the idea from the text and then write about that idea again and so on), role playing and the idea of writing-centres (Ronesi, 1995) among others. Implication on feedback mechanism The process approach requires more participation from the students as it considers writing as an activity and encourages peer feedback and thereby the process requires relative changes in the classroom setting. The success of process pedagogy depends heavily on feedback mechanism as it provides necessary guidance to students that comprise mainly teacher-student feedback and peer feedback. Teachers have to balance their feedback keeping in view that neither they dictate the writing process by providing feedback in the form of guidelines - as students then religiously follow that and stop thinking, nor they should provide less feedback so as to make it useless (Zamel, 1985). However, unfortunately, researchers found in most cases the feedback given to student are in the form of guidelines. Hence, it is appropriate to mention and advise the idea of process-feedback as proposed by White and Arndt (1991) which advocates provision of feedback in the form of suggestions and not instructions , should provide hints only not the complete solution (to encourage self-evaluation) and should be given on both the good things and on improvement areas. Also teachers should act as readers not as language experts or possibly just like fellow students and not instructors while responding to the text. Keeping the peer feedback in the view, teachers need to group the native English speaking students and students with English as a second language together to have more comprehensive and valuable peer feedback. The underline idea here is to make L2 writers learn from the L1 writers development on the cultural aspects that would help them in contextual writings. Implications related to teacherstudent involvement and evaluation The process approach encourages students towards creative writing and to take up writing as a problem solving activity (Flower and Hayes, 1980a). But this could lead to a kind of problem for teachers related to the selection of right kind of problems to be worked on in the class room with an aim to improve students linguistic capabilities as well as provide them freedom to experiment with vocabulary. This situation underlines the importance of involvement of both student and teacher in the process of learning during the course. As the process of teaching involved a lot of activities such as drafting and re-drafting for a number of times, it is important to keep in mind that students may lose motivation which can only be overcome through creating ways to involve students in the process constantly. The other area of concern in the process approach which has far reaching implications on classroom management is Evaluation. Evaluation on the face of it looks difficult to handle in the process approach as it produces a lot of text during the course. Further, the approach to evaluation also poses a degree of challenge in this pedagogy. In the words of Hairston, the written text should be evaluated by teachers based on parameters of fulfillment of writers intentions and the audience need which results in the difficulty for evaluators as to how can they know the writers intentions? The other difficulty is the determining as what is to be evaluated, the process or the product and this results in a challenging situation for teachers as to who should be rated high the one who make a lot of changes to the text during the re-drafting or the one who makes less changes during the writing process and produced quality text. It would be worth mentioning here the two contradictory arguments on t his issue. Beach (1976) in his writings advocated extensive revisers as better writers than the non revisers; on the contrary Dieterich (1976:302) opines that there seems no logic in proclaiming that revising contains inherent worth. Implications related to L1 and L2 writers It makes logical sense that adoption of process approach has different implications for L1 and L2 learners considering their level of proficiency and individual needs. Hence, necessary changes to the classroom approaches should be made to make it more suitable to L1 and L2 writers. We know that there are marked similarities in L1 and L2 writers for example in composition process, however, same approach of teaching would not work and hence require careful planning and execution of teaching (Fulcher, 1997: 16-18). Various researches done in this area ( Zamel (1983), Arndt (1987), Cumming (1989), Hall (1990)) comparing L1 and L2 writers have revealed that transporting teaching techniques from L1 to L2 is extremely forbidden and teachers should avoid forcing one writing technique on all students neglecting the differences among them. Conclusion The process approach has been acknowledged as a suitable approach for teaching writing in the classroom as far as the needs and development of students are concerned, however, the way teachers respond to the pedagogy is crucial. The features, useful activities and its implications of the process approach discussed in the paper only serve as a limited guide to teachers and majority of onus and judgment lies in the hands of teachers and their effectiveness determines the end result. Teachers need to pay attention to the evaluation process and should exercise a balance while evaluating both processes and finished product as often they may find themselves in a difficult situation of judging product more than the process or may neglect product completely while focusing mainly on processes. Similarly, teachers intervention in guiding students at different stages of the process is very critical to make approach work efficiently.

Sula By Toni Morrison Essays (931 words) - Sula, Slavery

Sula By Toni Morrison In the novel Sula all the characters have their roles that they're molded into just like everyone does in life. Based in the time that it takes place in and the fact that the vast majority of the characters are African-American their roles are pretty much forced for them to live by a predominately White- male society. The introduction to the novel starts off towards the end of slave times (the late 1800's). A good white farmer promised freedom and a piece of bottom land to his slave if he would perform some very difficult chores (pg. 5). The slave performs the chores and the White farmer tricks the slave into wanting the hilly land, which he gets. The hilly land is the worst land possible to have. Where Planting was backbreaking, where the soil slid down and washed away the seeds, and where the wind lingered all through the winter (pg. 5). Getting the worst land possible fit the slave's role perfectly. Because he was a slave he always got the worst end of everything and by getting the so-called ?bottom land? he got the worst end of the deal. Throughout the next few years the town of Medallion was formed. It was a poor town but the people who lived there made the best of it. Their roles in life in Medallion all seem to fit the poor town or poor neighborhood lifestyle perfectly almost as if we'd expect it too. The town of Medallion is a predominately black town, located in Ohio during the early 1900's. Blacks weren't expected to do much. No one really cared about them in a White-ran society. White people looked down on them and in society's eye they were at the very bottom of the social ladder. Almost all of the characters roles are roles that people would assume in their societies position. Shadrack's role in Medallion is that the community thinks he's kind of crazy. They just leave him to do his own thing. He is a World War One veteran and witnessed something horrible happen during one of the battles. Because of what he witnessed he realizes how much death is random and unpredictable, therefore he institutes a holiday every January 3rd. This holiday is called National Suicide Day. ?This was their only chance to kill themselves or each other.?(Pg. 14). The first year the townspeople were kind-of scared and thought Shadrack was crazy for doing it. But in the following years after the town accepted it and went along with it. This is the way the town saw Shadrack. This is the role he assumed. Eva's role is being the head of the Peace household, which consists of many people. It consists of her children, ?Hannah, the eldest, and Eva, whom she named after herself but called Pearl, and a son named Ralph, whom she called Plum.?(Pg. 32). The Peace household also consists of Eva's granddaughter, Sula, the Dewey's, Tar Baby, and young married couples. Eva's role is clearly set in this story. She is the head of the peace household and a mother with a husband who left her. Due to these circumstances she does what she can to provide for her children. She goes away for a while and comes back with only one leg and about ten thousand dollars to provide for her children. Losing her leg was clearly some type of self-sacrifice. She assumes this role as head of the Peace household until Sula has her put in a home because she sets her son Plum on fire. Plum's role in this world is cut short by his mother when she sets him on fire and sends him to his death. After he comes back from the military he becomes a heroin addict and starts stealing money from his mother so he can supply his addiction. She sets him on fire, kills him, and his role in life is over. Sula is the person who this novel is named after. She is a very free-spirited young African-American woman. She looks at the bottom and top of the social ladder as the same. Sula says, ?You say I'm a woman and colored. Ain't that the same as being a man (Pg. 142). She also says, ?I don't know everything, I just do everything.? (Pg. 143). She is the only person in the story who rejects the life given to them in the bottom. Her life takes a different route and she goes to college and lives in

Back Titration in Chemistry

Back Titration in Chemistry A back titration is a titration method where the concentration of an analyte is determined by reacting it with a known amount of excess reagent. The remaining excess reagent is then titrated with another, second reagent. The second titrations result shows how much of the excess reagent was used in the first titration, thus allowing the original analytes concentration to be calculated. A back titration may also be called an indirect titration. When Is a Back Titration Used? A back titration is used when the molar concentration of an excess reactant  is known, but the need exists to determine the strength or concentration of an analyte. Back titration is typically applied in acid-base titrations: When the acid or (more commonly) base is an insoluble salt (e.g., calcium carbonate) When direct titration endpoint would be hard to discern (e.g., weak acid and weak base titration) When the reaction occurs very slowly Back titrations are applied, more generally, when the endpoint is easier to see than with a normal titration, which applies to some precipitation reactions. How Is a Back Titration Performed? Two steps are typically followed in a back titration: The volatile analyte is permitted to react with an excess reagent A titration is conducted on the remaining quantity of the known solution This is a way to measure the amount consumed by the analyte, thus calculate the excess quantity.

Cause & Effect Analysis Essay on Rapper Fifty Cent

Cause & Effect Analysis on Rapper Fifty Cent - Essay Example It was when 50 Cent was sent to live with his grandmother that he claimed to start adjusting to the street life. When he was only twelve, 50 Cent began selling drugs and bringing guns with him on his school campus. Even after he was caught by the metal detectors at his school, he still continued doing what he did. When 50 Cent was sixteen years old, he was arrested for selling cocaine to an undercover police officer. After being released, he was arrested not too long after once police discover cocaine, heroine, and a gun in his household. Though he was given three to nine years in prison, he only served six months in a shock incarceration boot camp where he earned his GED. It was during that time that he adopted the name â€Å"50 Cent,† using it as a metaphor for â€Å"change,† which was 50 Cent’s goal for life. All that he had put himself through was due to the influences of his mother’s life and the goings-on in the neighborhood that he lived in. As 50 Cent got older, he began to experiment with music, discovering his talents of rapping. He continued this until his career officially took off after meeting the famous rapper Eminem. Unfortunately, the life he grew up with was one that he kept with him during his music career, often using his experiences and situations as the foundations for the majority of his songs. However, things did change for him after the birth of his son in 1997, when 50 Cent became determined to give his son the life that he was deprived of when he grew up. The way someone behaves in life or responds to situations usually goes hand-in-hand with how they were raised, or the situation in which they were raised, such as the environment of both the family and the neighborhood. 50 Cent, despite the birth of his son and his want to better his life because of his son, was still brought up in a way that would have an effect on who he

Article Summary and Critique Essay Example | Topics and Well Written Essays - 2000 words

Article Summary and Critique - Essay Example In other words, this article exemplifies social attitude toward students with autism focusing on teachers’ attitudes to these students. The structure of the article proves its specific research design: introduction-method-results-discussion. Topic of this study is pre-service teachers’ attitudes towards children with autism in the USA. A high relevance of this topic can be proven by the fact that modern society has shifted accents from autism –mental disorder, preventing people with this disease from full social activities to autism–as mental disorder, not preventing people with this disease from full social activities. Children with autism were chosen as the audience for discussion not in vain. A current tendency of growing number of children with autism expanding worldwide proves a necessity to initiate researches directed on prevention of this disease occurrence and the ways of its overcoming. The researches of previous years were directed on better understanding of nature of autism. This article expands the scope of autism’ discussion and is focused on pre-service teachers’ attitudes towards children with autism. Positive attitudes’ of pre-service teachers to children with autism indicate a necessity to support and develop their positive attitude further on. Literature review, which is a theoretical background of the paper, comprises 46 sources. There are articles from scholar journals and online sources. Years’ range of works is from 70s till 2009. Literary sources are specific and correspond with the topic of the given article. A presentation of different points of view of different authors justifies an unprejudiced theoretical background of the article. Moreover, the fact that works presented comprise four decades supports a valid theoretical background of the article. A section ‘Introduction’ of the article has subsections correlated with literary

Engage in personal development in health Essay Example for Free

Engage in personal development in health Essay These are a description of my duties and responsibilities within my work role as expressed in the national occupational standards. *Provide Support for Learning Activities Speaking to the teacher before the start of the lesson to find out what I need to do and which group I will be working with. At the end of the lesson I give feedback to the teacher on how the group managed the task and identify any child who may need a little extra help. *Help to Keep Children Safe I have to help keep children safe during work, activities, play. I have to respond to accidents and report to the appointed first aider. I also encourage positive behaviour. *Contribute to Positive Relationships I need to praise and encourage the children, make sure they know the school and classroom rules and deal with any bad behaviour fairly. I must make sure my behaviour is appropriate and respectful at all times. *Provide Effective Support for your Colleagues I need to provide consistent and effective support at all times with my colleagues .I must continually develop my own skills and knowledge with ongoing training and feedback to be able to benefit myself and colleagues. *Support Literacy and Numeracy Activities I speak with the teacher before the start of the lesson to find out what support I will be required to give and to which children/group. What the activities will be and what resources are required. To make sure I have the correct workbooks with me. At the end of the lesson I will give feedback to the teacher on how the children found the task and to identify any problems such as a child needing extra help to complete the work. *Support the Use of Information and Communication Technology for Teaching and Learning I make sure the I-pads are in the classroom for the activity, I help them to use the resources safely and effectively.  When the I-pads are finished with I return them to the charging unit put them on charge so they are ready to be used for the next lesson. *Observe and Report on Pupil Performance I listen to readers on a one to one basis and if I feel a pupil is struggling I report this to the teacher we discuss what level the reading book is and possibly changing the level to a more manageable one for the pupil. *Provide Displays The pupils drew, coloured and cut out pictures of roman soldiers, I and a colleague stuck the individual soldiers on to a roll of coloured paper and then stuck them to on to the bottom of the wall in the corridor outside the classroom so it looks like soldiers marching into the classroom. This is a very good learning resource as it reinforces’ what the pupils have already learnt in topic. If any of the displays have been damaged I would remove and replace these as to keep the display boards tidy and up to date. *Invigilate Test and Examination I was asked to sit with a pupil who was required to take a maths test on their own. I made sure I was very clear on what was required of me as the test had very strict instructions on what I could say when I was reading the questions and I clarified with a colleague on what help I was allowed to give. I also made sure I had all the resources required before I began the test. *Support Pupils Learning Activities For Read Write and Inc I speak with my colleague about the group I’m working with as to which book we are on, how much support each pupil needs and if I can extend the work if this is needed. At the end of each lesson I give feedback to the teacher of any problems I or a pupil had and how I felt I dealt with the lesson, I would ask if there was anything I could improve on or do differently for the next lesson. *Promote Positive Behaviour Make sure the pupils and I follow the school and class rules. *Develop and  Promote Positive Relationships Making sure I am always polite to the pupils and colleagues. Follow the schools code of conduct, encourage positive behaviour and speak fairly to any pupil who is not following the rules. *Support the Development and Effectiveness of Work Teams I always ask colleagues if there any jobs they would like me to do once I have completed my own and I am always on time and support the whole team. *Support Literacy Development I speak with my colleague before the beginning of Read Write Inc so I can make sure I fully understand which group I will be working with, what activities I will be doing and the level of support required. At the end of the lesson I will give feedback to the teacher as to the progress of the groups so the pupil’s individual levels can be monitored as to their stages need altering or additional help required. *Support Numeracy Development I speak with my colleague before the lesson is due to start and go through my planning sheet to check all the resources are available, I would also ask which group I have and what level of support to give. At the end of the lesson I will give feedback on how the group/pupil worked so the teacher can make sure the individuals are working at their correct levels. *Prepare and Maintain the Learning Environment As soon as I arrive at school I ask the colleagues what jobs need to be done i.e., photo copying work sheets, work books out, if it’s art I would get the paint pots, brushes, paint shirts, paints and paper out ready to use. *Promote the Transfer of Learning from Outdoor Experience On a recent school trip we went to a museum where we were able to do activities about the Romans, this supports the topic which the pupils have been doing in the class room. From this trip the pupils were able to write accounts of what it would have been like to dress and march like Roman soldiers as they had experienced this on the school trip. The pupils are able to reflect on what was seen on the trip and write very detailed accounts. In my job as a support assistant I am expected to abide by the school code of practice. It is extremely important that I adhere to these rules as staff must recognise the importance of their role in creating a positive atmosphere of care and respect for others. http://www.st-helenascofe.lincs.sch.uk/info/policies/Anti%20Bullying.pdf . If a pupil reports an incident of bullying to me I would report the incident to the pupil’s class teacher as in accordance with the schools anti bullying policy. By abiding by the Health and Safety policy I am ensuring that I keep colleagues and pupils safe and not putting anyone in a situation where an accident could happen. I must make sure I am always aware of any updates to the schools policy so I am able to be effective within my role. I need to get regular feedback from my colleagues as to my own performance, by doing this I can see where improvement is needed and if a different approach would have been more effective. This ensures the pupi ls are continually getting the best support available. Bibliography www.gov.uk (accessed 12/10/2014) www.st-helenascofe.lincs.sch.uk (accessed 14/10/2014)

Amish Business Relations Essay -- GCSE Business Marketing Coursework

Amish Business Relations The Amish are a group of people that teach separation from the outside world. A group that originated from Switzerland is centered in the United States and Canada. Their rules as a society require farming and personal simplicity as their way of life. the luxury of having electricity and telephones are not accepted in this odd way of life. Their transportation is reduced to horse and carriages as a way for them to remain simple. These old order Amish traditions are very strictly enforced. Those who break from the Amish usually join the Mennonites, a society with similar rules and values, just less strict. As a way for their society to survive as a culture they have turned to the business of selling the products that these people grow and make. The Amish are fine craftsmen, skilled in everything from building the barns to sewing some of the finest quilts around. In recent years, many Amish have opened small shops to help supplement their modest earnings from farming. Skills handed down from generation to generation have resulted in the best quality products, a proud Amish tradition. Of course, the Amish did not choose this newly found way of life, they were forced in by greater urbanization and the diminished availability and affordability of farmland. They would rather stay and go into small business than move to a more rural state. One of the most known societies is in the town of Lancaster County, Pennsylvania. There is an estimated 1,000...

Reminiscence and life review are distinctively and central features of late life – Discuss

It is often forgotten that the developmental psychologist Charlotts Buhler in Vienna had written already in the 1930's, of reminiscence as an inevitable part of the ageing process resulting from the individual's need to substantiate his or her life in the face of loss of ability (1933) The way in which reminiscence has become noteworthy in the study of ageing is a remarkable one. It has altered its implication from negative to positive-from being perceived as a sign of mental deterioration to being valued as a normal if not essential component of successful ageing- all in the time frame of less than 10 years. DEFIN REM Many of the problems arise when researchers continue to generate hypothesis that are left untested, and in turn researchers continue to conduct projects without clear theoretical foundations. Theoretical conceptions such as ego integrity remain vaguely defined and resistant to contrary experimental findings, worse still is this inability to arrive or at least agree on, an operational definition. [Another problem is the fact that the current framework limits the research entirely†¦i.e rarely work done on life span-longitudinal reminiscing because it has been stated that it is only in old age and universal so cultural differences haven't been explored] As Haight (1991) noted, labels suggested by various researchers, such as Molinari and Reichlin (1984-1985), Lo Gerfo (1980) and Coleman (1974), are a â€Å"step in the right direction, but none have been adopted as a permanent framework† (1991, p.9) Until such a framework is operational, making generalisations about the nature and functions of the various types of reminiscence will remain difficult. On the contrary Butler states that perhaps life review and reminiscence are not amenable to rigid and precise definitions. UNRUH (89) levels of reminiscing A p. 148 REMINISCNCE According to Webster & Haight reminiscence is highly spontaneous with little structure. It can contain the element of evaluation, but it is not an integral part of reminiscing. The presence or absence of evaluation in reminiscence is probably more dependant on individual personality traits than on any thing provided by modality. Reminiscing is rated low on comprehensiveness, since simple reminiscence involves the recall of relatively independent, isolated episodes from our past. There is no necessary logic, sequence, or theme. There is also no systematic exploration of developmental blocks of time, or attempts to place the recalled memory within a broader psychosocial context. LIFE REVIEW Life review differs from simple reminiscence on many of these dimensions. The spontaneity of the life review is lower than of simple reminiscence because more specific triggers are required to elicit it. Many authours suggest that the life review is triggered by external life events, generally however not exclusively of a crisis or transitional nature. Stress or developmental milestones may prompt a reassessment of past accomplishments, values and goals. The life review is also more structured and comprehensive than simple reminiscence. Life review tends to have sequential recounting from childhood experiences to the present or an identification and systematic elaboration of developmental concerns. There is a grater effort to evaluate the recalled memories in order to derive meaning and purpose. This may entail working through painful emotional episodes as well as positive, self-enhancing memories. Evaluation involves renegotiating previous sources of anger, shame, embarrassment, guilt and other assorted negative emotions can be reconstrued in more positive terms. Webster and Young (1988) have suggested that a comprehensive life review entails the recall, evaluation, and synthesis of positive and negative memories. Recall, or simple reminiscence, is therefore only one part of the life review process. E.ERICKSON According to Erickson (1959, 1963, 1982), one of the most important functions of reminiscing is to help the individual achieve ego integrity. This is the cumulative product of having successfully resolved the earlier stages of development. It is' reaping of the benefits of the life richly spent, not only in the storehouse of memories, but in the function of problems worked through, plans executed, mediation undertaken, suffering survived' (Ulanov, 1981, p. 113). The attainment of ego integrity is a lifelong process, according to Erickson. It depends on successful management of developmental conflicts, acceptance of one's life cycle without regrets, and harmonization of different stages of life without fear of death. The hallmark of ego integrity is wisdom. Butlers 1975 view of ego integrity is less ambitious, he believes that people take pride in feeling of having done their best, of having met challenge and difficulty and sometimes from simply having survived terrible odds, and it is this quality of serenity and wisdom which is derived from resolving personal conflicts. Butler suggests that the life review is the primary mechanism whereby ego integrity is achieved. Erickson (1963) believed that mastery is a major source of satisfaction and proposed that the desire to achieve autonomy begins in early childhood. The subsequent developmental tasks to achieve initiative, competence and generativity are all related to the need for mastery. Both Adler (1927/1957, 1958) and Fromm (1947) postulated that people possess an innate drive to overcome helplessness experienced in childhood through mastery over their environment. The task of maintaining a sense of agency and mastery becomes increasingly difficult in later years. Regardless of how we glorify the golden age, sooner or later the harsh realities of ageing descend on all of us. Unless we die prematurely, we all suffer the relentless ageing process. Old age can be a breeding ground for feelings of inferiority because of diminished coping resources and the chronicity of age related problems. We feel helpless when there is no cure to health problems and when our memories are failing us. We are made to feel inferior when we have to ask others to do this we used to do well. These memories may be compounded by memories of childhood situations associations with feelings of inferiority. It has been suggested that the active mastery of middle age changes into more positive mode, or even a magic mode of mastery in old age (neugarten & Gutmann, 1958). In their desire for greater mastery, the elderly's perception of personal control may become highly inflated sometimes their perceived control may be based on wishful thinking and fantasy. P. 33 Forty years have passed since Butler first suggested the important role of reminiscing in later life. His research has retained the attention of researchers from a range of disciplines, however subsequent studies have been at time inconclusive, contradictory and unclear about the nature and function of reminiscing. The majority of researchers have focused their studies exclusively on older individuals, which infers that reminiscence is unique to the later stages of life. Mirriam 1993 notes that the assumptions about the universality of reminiscence amongst older adults may be false or stereotypical, since age may not be the most significant factor in reminiscence behaviour. LIFE REVIEW Definitions of reminiscence are remarkably diverse. Butler described the life review as ‘a naturally occurring, universal mental process characterised by the progressive return to consciousness of past experiences, and particularly the resurgence of unresolved conflicts (1963, p.66) He argued that the life review is conceived as a ‘possible response to the biological fact of death' What is clear about reminiscing is that it is a selective process in which memories are evoked and reconstructed, probably with varying degrees of intensity and emotional involvement. UNRUH 1989 orders or levels of the past!!! The idea that there may be different levels to the reminiscing process may alleviate the confusion of contradictory findings in studies.

Retribution in Beowulf - 1124 Words

_Beowulf_ is an epic poem that, above all, gives us a vision of a time long ago; a time when the most important traits to have were courage and integrity. The only thing that could give such fame to somebody was heroic deeds and family lineage. Beowulf, as the example of pagan heroes, exhibited his desire to accumulate fame and fortune; the only way to do so was to avenge the death of others. This theme of retribution that is present throughout the whole poem seems to enrich the identities of its characters. In _Beowulf_, revenge is represented with both an honest and rhetorical motives. Payback of monsters offenses is Beowulf s path to the top: worldwide fame, infinite wealth, and unanimous respect. Grendel s violence is less†¦show more content†¦The dragon just acts out of pure and simple vengeance, while Grendel attacks out of his insecurity and jealous nature. So Grendel waged his lonely war, / inflicting constant cruelties on the people, / atrocious hurt... he was the Lord s outcast (165-166; 169). The final and most absolute act of revenge in _Beowulf_ comes from the dragon, also the last monster. The dragon was forced into a rage of destruction when he learned Beowulf s men had been raiding his treasure collections. The dragon really only wanted defend his treasure, and when he couldn t do that, violence was his natural reaction of retribution. Beowulf figures it s time for him to face the dragon when he learns that his own home, / had been burned to a cinder (2325-2326). The final requirement of the Heroic Code, Beowulf s actions are in the hands of fate, in his fight with the dragon. Beowulf is attempting to complete or fulfill his destiny, if you will, by fighting the dragon. The dragon, however, is acting out of revenge for what Beowulf and his men did to his treasures. The veteran king sat down on the cliff-top... he was sad at heart, / unsettled yet ready, sensing his death. / His fate hovered near, unknowable but certain (2416-2421). The dragon s act of vengeance is the pivotal point where Beowulf meets his demise and his destiny. Clearly, revenge is a theme that filters through in nearly every aspect of _Beowulf_. Revenge is used as aShow MoreRelatedEssay on Revenge of Beowulf1181 Words   |  5 PagesRevenge of Beowulf Beowulf is an epic poem that, above all, gives the reader an idea of a time long past; a time when the most important values were courage and integrity. The only factors that could bestow shower fame upon a person were heroic deeds and family lineage. Beowulf, as the paradigm of pagan heroes, exhibited his desire to amass fame and fortune; the only way to do so was to avenge the death of others. 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The digressions within the epic poem are at times ambiguous. However, they play a large role in the underlying perception for the character’s actions. The digression that illustrates the story of King Finn was implemented to uncover the uncertainly of Hrothgar’s Queen, Wealhtheow. Though Beowulf was a mighty hero and savior for Heorot and theRead MoreThe Hall : Best Supporting Actor And Edifice For Every Endeavor966 Words   |  4 Pages a dining hall, a bar, and sleeping quarters—a truly essential communal property that was a beacon of light in an unforgiving dark world. It is for this reason Heorot hall, immortalized in the epic poem Beowulf, is the best supporting actor of the tale. Every King has a palace, and in Beowulf, Heorot Hall was King Rathgar’s As a palace, the mead hall would be adorned with carvings, and trophies from conquered or pillaged lands. This enabled the King to display his influence and his tribe’s accomplishments