Aggression in Humans Essay Example for Free

Aggression in Humans Essay There are many different reason why a person may act aggressively towards other human being. The person may act this way because of his background or the way he/she was brought up in life. A person does not; act this way based on natural feeling alone. Is more like a melded, learned behavior. A human being must have both environmental and instinctual factors in order to show aggression. Some of a persons natural instincts are to desire food, reject some things, escape from danger, fight in a dangerous situations or when challenged. As well also sex desire, care for the young, control, and to accept substandard status. This combination of both instincts and environment determines a persons behavior and actions throughout life. This is based on the theory that everything human beings do would have to be learned from other human beings. Aggression must be learned as we grow. It is not just simply there from the moment of birth. A person behavior is something that is taught to him rather than being an unmanageable instinct. For example, a newborn baby is breathing because it is an uncontrolled reaction. But on the other hand, a father may tell his young son to beat up the school buly who is picking on him. As a result, the boy is dealing with the situation by using violence. In order for a human being to display aggression, violence and anger, it must be driven by an instinct interacting with that persons surroundings. The word instinct is defined as an inherited or innate psycho-physical disposition which determines its possessor to perceive, and to pay attention to, objects of a certain class, to experience an emotional excitement of a particular quality upon perciving such an object, and to act in regard to its particular manner, or, at least, to experience an impulse to such action. This definition, explains that people have different reactions for different situations they are put in. Therefore, an individual is expected to act a certain way when he is encouraged to do so from his surrounding environment. For example, an Eskimo does not have an inborn instinct that allows him to survive in his climate. He has to work with his people in order to survive when he is at a very young age. Furthermore, when people are brought up in a society, they learn a certain way of life and traditions. These customs are usually taught to them because its part of their societys way of life, even if some of the customs may be brutal and horrible to others. For example, cannibalism is distasteful to us, but in some prehistoric cultures, to eat an enemy is to gain his or her strength. This aggressive behavior was taught to the people of this culture and is the cause for its existence. People need to have contact with aggressiveness in society in order to act aggressive. For example, there was a tribe in New Guinea, who were violent warriors that were always fighting and killing each other. The children of these people learned this aggressive act from their parents and then acted in the same way. A parents method of child rearing has a huge impact on the childs aggression. For example my own brother found a way, which will convince my parents to buy him what he wants. All he has to do is cry and if he doesnt get what he wants he will start smashing, kicking and throwing thinks that he find around him. Moreover, when a group of people are isolated, their behavior does not change unless they interact with other people. There was tribe made up of a group of people who were completely isolated fro the rest of the world. They did not show any signs of aggression due to the fact that they had no words for weapon, aggression, anger or war. All they did was gathering food. So the tribe and had no use for weapons. The tribe only used knives and other things that might be thought as weapons or tools to gather food. They even rejected the spear, the bow and arrow because they could not use them to gather food. There could not been anything in their genetic makeup that made them act in an aggressive or peaceful manner. This was just their way of life that was taught from generation to generation, to gather food which was needed to survive. The source of human aggression lies in factors such as society and culture. Aggression is a learned emotion that is built up on different factors in a persons surrounding environment. It the combination of environment, society and culture that creates aggressive behavior. It is the persons instincts that are the basis for the three. While one tribe is a peaceful group of people, and the other a group of aggressive warriors. Both of the tribes had  the ability for aggression and peaceful life but it was their environment, society and culture that have driven them to choose totally opposite paths.

Tackling Low Level Disruption in the Classroom

Tackling Low Level Disruption in the Classroom Hina Kamal Adham Introduction: It is a harsh fact that emerging numbers of children in the United Kingdom show disrupting, or expressing behaviour (also referred to as antisocial, challenging, defiant, noncompliant, aggressive, and acting-out behaviour), beyond the infrequent negligible incidents typical of most children throughout the usual progression of their development. Such behaviour has become one of the most unyielding concerns in schools (Bullock, Reilly, Donahue, 1983; Evans Evans, 1985; Hranitz Eddowes, 1990).There are implications when schools fail to prepare for behaviour disorders in secondary schools. Emotional behaviour disorder, aggression, defiance and disruption are most common reasons why students dont do well in school. One of the biggest challenges facing the classroom today is the on-going need to address problem behaviour (Calvin, 2010), according to Cowley(2001) one of the most essential characteristics of a good teacher is the ability to manage good behaviour, so that effective learnin g takes place . This vital aspiration can be generated of learning, if we can get children to focus, to have self-discipline, to behave themselves. In this essay I will discuss low level disruptions (LLD) as classified by Capel (2009) . What are the most effective strategies for combatting low level disruption? The YouGov investigations indicate that pupils are theoretically behind up to an hour of education every day in English schools because of this kind of distraction in classrooms. This is comparable to 38 days of learning lost each year. An enormous number of pupils, therefore, are being denied a major amount of valuable learning time. Typical features of this type of behaviour comprise pupils: talking pointlessly or conversing; calling out without authorization; being sluggish to start work or track rules; presenting an absence of esteem for each other and staff; not bringing the correct apparatus; using mobile devices improperly (Ofsted, 2014). According to Bennett (2011) this is anything that slows down the flow of your lesson without actually blowing it out of the water. School X has a very strict behaviour policy and it is maintained throughout the school, and it was proved during observation of high sets classes that pupils were engaged and there were very minor behaviour problems. However, low level disruption was observed in year 9 bottom set class, which was mostly disrupted by three students and followed by other students. This bottom set class is doing Higher GCSE curriculum, which is very challenging for them and with this LLD in the class on constant basis, will not help them to learn and progress. Therefore, I decided to do my research on this class as it is very important to diffuse this LLD for better learning and teaching[M1]. The strategies I have decided to apply in this class are reminding routines and providing starters as soon as they enter the class, moving around the class and providing worksheets during lesson. Research questions and sub questions: What are the most effective strategies for combatting low level disruption? How can reminding the class routines and starters best be used to engage pupils? How worksheets can help to engage pupils? How moving around the classroom can help pupils to remain on task? Focus: The main focus of this essay will be observing low level disruptive behaviour occurring in classrooms and how this has effect on learning also on the teacher. In addition the importance of this observation is to discover the successful strategies that defuse LLD in classrooms and applying to my own teaching and observe how effective those strategies are during my lesson which can be shared to make future decisions based on data collected during this research. A case study will be formed to examine the approaches I can practise to reduce the level of LLD. This case study will involve around using different strategies to diffuse LLD and see which method is most effective diffusing low level disruption. It is clearly shown that teachers use different ways of handling unacceptable behaviours therefore doing a case study at the ways they handle this to sustain good effective lesson will be done. Also, there will be different types of LLD behaviour which will be considered as well. Information will be gathered by creating questionnaires and focus groups with the students. Observation will be based on year 9 set 4 who I will be teaching, to gather a combination of LLD behaviours that occurs. This will take place using each technique in each lesson so that defined data can be collected and then compared. Observations will be taken by same teacher to avoid biased data. This will be collected using a tally chart which will then be transferred to give pictorial demonstration as graphs and bar charts. Research Plan There are many different approaches that can be employed when collecting data. According to Walliman (2010) data is divided into two categories; qualitative and quantitative data. Qualitative data is grounded on understanding opinion of others, to describe a problem and develop into an approach. Qualitative depends on cautious description of the meaning of words, the progress of concepts and variables and plotting the relationships between these. Concepts such as Peoples judgement, feeling of comfort, emotions, ideas, beliefs etc. can only be described in words. Common data collections used are in-depth interviews, focus groups, literary texts, historical records or observations. Qualitative data rely on human interpretation and evaluation and cannot be objectively measured in a typical way. Checks on consistency and extensiveness of qualitative data can be completed by referring a range of source of data relating to same event, called as triangulation (Walliman, 2010). It is the ins ights rather than statistical perceptions of the world (Bell, 2005). Quantitative research can be measured more precisely because it comprises some form of extent, usually expressed in numbers. Mathematical procedures can be used to analyse the data (Walliman, 2010) and according to Bell (2005) can be used to study the relationship of one set of facts with another. These can be mostly simple such as amounts or percentages or further sophisticated, such as statistical trials or scientific models. Examples of this type of collection are surveys and questionnaires (Walliman,2010). My analysis will be centred on using qualitative and quantitative methodology in order to observe and accumulate data to produce effective conclusion. The investigation will be carried out through the school that I am currently in to observe and gather data for producing the outcomes. The predominant methodology in this research is a blend of case study and action research. Case study surpasses at taking us to knowledge of an intricate matter or object and can spread understanding or add strength to what is previously known through former research. This research is also based on action research, as it is an experiment that if the desirable approach when applied shows any outcome. Action research should be reflected as a way of life in the classroom. As an insightful specialist it can be observed what occurs in the class and then classify a problem that needs to be addressed (Brown, 2015). The key features of action research comprise its combined nature, its open approach to power and teaching in the research practice, and its importance on taking action on a matter. The widespread cooperation between investigators and associates in action research must spread through each phase of investigation, from recognizing the problem to propagating the outcomes (BMJ, 2008). If the conclusions show a change in behaviour in-favour of the research question there is the possibility of offending the current practice of other teachers (Bell and Waters, 2014) Case study will provide useful insightful information about Low level disruption and why it occurs bearing in mind three probable features that may subsidise; beginning of the lesson with class routines reminded and starters; using worksheets in middle of lesson; moving around the class to help students to stay on task. Case studies are advantageous when considering directly at cause and result especially when the investigator has partial control of events that occur during a study (Cohen, Manion and Morrison, 2011). After consulting relevant literature, I will then formulate an approach or intervention, which I will carry out in my classroom. Therefore, I will use action research and work with this intervention and I will reflect and reconsider its effectiveness and impact and the cycle can start again. For a practice-based investigation I may go through several sets or complete one set only. The advantage of the action research is that it naturally develops from your teaching pract ice and that it addresses real issues within your classroom. Typical criticism of action researches would be that they are not rigorous or systematic enough. I aim to produce better learning and reduce LLD, based on initial observations by manipulating pupils experiences such as getting on with starter, using worksheets to engage them, moving around the class so that stay on task. To avoid biased results, Mr A will be observing the lesson. The data will be taken in form of tally table where different types of LLD behaviour will be monitored and noted. The different types of LLD include taking, calling out, slow at working, not bringing the right equipment, taping, throwing objects, walking across the room, using mobile devices, giggling or laughing. The data collected during different lessons using different strategies to control LLD, for example data collected when teacher is moving around the class and when teacher is not moving around the class, from this examination it will then be converted into graphical demonstration, analysed and further evaluated and compared to be able to answer the difference that how these strategies are combatting LLD. Although observations can provide you vast amount of data, but many errors can occur during observations, one of the main error can occur due to the presence of observer, students can act differently or observer can be biased, therefore despite the many advantages of the case study procedure, it has limitation mainly due to subjectivity by the researcher therefore I will need to bear in mind this when carrying out the results. Along with the case study, questionnaires will be produced for students to answer. Using this method, I will be able to gather data from their viewpoint on how well they think teacher manages the class especially when LLD behaviours are prompted. This is also to know their point of view that how they feel when these techniques are used in class to diffuse LLD. Questionnaires permits data to be congregated into numerical arrangement as the questions are more inflexible as the respondent can only select from customised set of answers you have given. This procedure is a fast way to gather data and more unbiased; its easy to analyse and they are quick for respondent to answer. However, there are some disadvantages for instance, if people are not interested in the topic they will respond skewing the sample, or they will ignore some questions. When formulating the questions, it is significant to plan them to help answer the research question in mind. Focus group will be generated for the s tudents. Focus groups also called as group discussions an effective and reliable technique for accumulating data. The focussed groups will be used to ask the students questions regarding their own perceptions of LLD, what do they think of strategies used to diffuse LLD, how often LLD occurs in their classroom also how well they think the strategies used can help to concentrate more and do well during lesson. Focus groups are advantageous as it delivers rich information that can highlight issues not previously considered as Wilson (2009) claimed. Therefore, using questionnaires and focus groups it will verify the data collected during observation[M2]. Ethical Considerations It is important to consider ethical consideration, when a research is performed and it requires involvement of people. The ethical considerations implemented are the framework formed by Cohen, Manion and Morrisons (2004). It is ensured in this research that there is enough data to draw into conclusions with evidence. There is no name and identity revealed in this research, which is very important. The purpose and procedures of research have been informed to the teachers and the students, providing them with full details that what is being looked into. Concern was made into how the research would be beneficial for school rather than being risky as all ethical characteristics have been reflected. Additionally the investigation can be favourable to teachers with respect to how to handle LLD in classrooms. Any debatable concerns that may arise will be measured with great thoughtfulness as the research will be unbiased as possible. Every teacher handles LLD using their own strategies, hen ce it is expected some will vary to control and disregard this. Everything will be kept anonymous to avoid insecurity from teachers on their ability of handling LLD. The way this research has been designed and will conduct, very careful though has been taken into account, to keep it as objective as possible[M3]. Outcomes: Figure (1) shows the bar chart of two different lessons of same class started differently, blue bar shows the data collected when class routines were not reminded to class before entering the class and no starter on board, grey bars shows the data collected when students were reminded of class routines and starter was already on board. The systematic observation results are quite evident, and show the relation between the beginnings of two lessons. When no routines were reminded and no starter was on board they were less prepared, they didnt take out books and equipments straight away as they entered the class, they lost concentration and were not ready to learn, therefore low level disruption was triggered straight away as there was no structure in place as compared to the results when students were reminded of clear routines as soon as they entered the class and starter was already on board for them to get started with work. Figure (2) shows the graphical representation of questionnaire results from students during the lesson when no routines were reminded to them while entering the class and no starter was on the board. 21.6% students agreed and strongly agreed that they learned a lot in the lesson, they felt challenged in the lesson, and they worked well in the lesson, however 32% disagreed and strongly disagreed with the above statements. 30% students agreed that they felt distracted during lesson and only 25% students disagreed. 20% of students manage to finish work. Figure (3) shows the graphical representation of the results of questionnaire completed by students. The bar chart shows that 35% of students agreed and strongly agreed that they learned a lot in that lesson, felt challenged and worked well in the lesson and 18% students disagreed with the statements. 12.5% students agreed and 37.5% disagreed that they got distracted in the lesson. Hence if the two results of figure 2 and 3 are analysed and compared, it can be seen clearly how effective reminding routines and displaying starter at the beginning of the class, if the starter is already on the board for students it challenges students energy. Lastly during focussed groups, students answered about how they feel when routines were reminded, their answers matched to the data collected through observations and questionnaires, they felt reminded that they are in the class and they should be ready to do work, similarly they thought when the starter is not on the board they dont feel challenged and focussed as they dont know exactly what to do. Figure (4) shows the mathematical representation of two sets of data collected in two different lessons of same class, blue bars shows the data collected when there was no movement in the class and teacher stood by the board while students were given a task. The systematic data is very clear and shows the difference that how LLD changes when teacher is moving around the class, which show how teachers presence is influential. If teachers remain still at the front of class students can easily get distracted and it can be seen from the bar chart that many students were talking and were off-task. When teachers move around and talk to students about their task, it helps them to remain on task and focussed. Figure (5) shows the graphical representation of the results of questionnaire from students during the lesson when teacher was not moving around the class and was standing at front of the class. 21% of students felt they learned a lot, they felt challenged and they worked well during the lesson. 30% of students felt distracted and 20% disagreed that they felt distracted during lesson. Only 15% of students finished all work and 40% disagreed that they managed to finish their work. Figure (6) shows the graphical representation of questionnaire results during the lesson when teacher was moving around the class to check students work and to help them. 31% students agreed and strongly agreed that they learned a lot, they felt challenged and worked well during this lesson. 20% students felt distracted and 30% disagreed that they felt distracted. 28% students finished all their work and 22% students disagreed that they managed to finish their work during this lesson. The outcomes between two situations can be compared and analysed, there is a difference of 10% of students better learning and less distraction when teacher was moving around the classroom and these results relate to observations taken in figure 4. It shows very clearly that when teacher moves around the classroom, students remain focussed and stay on task and ask questions, teachers spot common mistakes made by students and it helps teachers as well to assess them during this time. Hence it can be evaluated by focus group answers, when teacher is standing at front of the classroom, students dont work and get a chance to talk to their peers, whereas when teacher is moving in the class, they feel focussed and try to get engaged, and added that sometimes they feel shy to ask questions and if the teacher is moving around, its easier for them to ask questions. Figure (7) shows the mathematical representation of the data collected from two lessons of same class, blue bars shows the data when there were no worksheets used between the lesson and grey bars shows the data when worksheets are used in the lesson. It is evident that the LLD is much lower when worksheets are used in the class, especially for low set classes as they get distracted by looking at the board for a longer time, also it causes less anxiety for struggling students, and they feel successful repeating over and over again. When there are no worksheets, sometimes students find it boring and nothing different been done in the class[M4]. Figure (8) shows the results of the questionnaire requested by students to answer after lesson when No worksheets were provided during lesson. The data collected shows that 21.6% students strongly agreed and agreed that they learned a lot, felt challenged, and worked well this lesson; however 28.3% students disagreed and strongly disagreed about these statements. 30% students agreed and strongly agreed that they felt distracted this lesson and 22.5% disagreed and strongly disagreed. 20% students agreed that they finished their work and 30% disagreed that they finished their work. Figure (9) shows the results of questionnaires from students when worksheets were provided to students during the lesson. The graphical representation shows clear results that students learned better when they were provided worksheets during lesson. 32.5% students strongly agreed and agreed that they learned a lot, they felt challenged and they worked well. 22.5% agreed that they felt distracted and 25% disagreed and strongly disagreed that they felt distracted. 30% of students agreed that they finished all their work and 20% students disagreed that they finished their work[M5]. The data between two different situations can be compared and it shows a clear result that only 21.6% students were concentrated during lesson when no worksheets were provided as compared to 32.5% students learned a lot during the lesson when the strategy was applied to diffuse LLD and worksheets were given to students, 22.5% students agreed that they felt distracted during that lesson as compared to 30% students who agreed that they felt distracted during lesson when there were no worksheets provided. This analysis shows that the strategy to diffuse LLD using worksheets is very effective and especially for lower ability sets who gets uninterested and disengaged by the middle of the lesson[M6]. Results of providing worksheets in the class can be triangulated by students focus group feedback, where they responded that it gets boring for them to see the board and copy questions from there, and they lose attentiveness, if worksheets are provided they feel focussed[M7]. Conclusion: The first investigation carried out to diffuse LLD was reminding routines to the class and starter on board or ready for them to hand over, to conclude it is essential to point out the reality showed during a controlled and disciplined approach, shows from all three methodologies by observations(case study), questionnaires and focus group with a group of students that the LLD was massively reduced, as reminding routines fairly worked as it reminded students that they are in a learning environment, same as setting up the starter reduced all sort of LLD, students felt that they managed to [M8]do work well when they are given a direction as soon as they enter the class and they have work from previous lessons as starter, it keeps them enthusiastic about the lesson and focussed. Similarly, second investigation carried out was The effects on learning when teacher moves around the classroom, the results drawn and analysed shows clear and positive outcome of this defined strategy that there was less LLD during the class, quantitative and qualitative both results conclude that it is an effective strategy whereas when the teacher was not moving during the lesson, students were disengaged and LLD was higher, students took advantage that teacher is not looking at their work so they can either talk or remain quiet and stay off-task. It was also proved while I was moving around and checking their books, students were trying to solve questions and focused as they knew teacher is present in the class and checking their progress[M9]. Third investigation carried out was How providing worksheets can help to reduce LLD. At first observations and questionnaires were carried out when no worksheets were provided during lesson and questions were displayed on board, it was quite evident that they got disengaged and lost concentration copying questions from board, it can be the effect of seating of this class too as this class seating is they all sit in one columned desk and they find it difficult to look at the board for 60 minutes. Clear indications from observations, questionnaires result and lastly focus groups shows that student learn better if they receive a worksheet, as they are only focussed on the worksheet and not moving their head around and get distracted[M10]. The strategies applied to diffuse LLD shows clear results in improvement of behaviour, however for each strategy only one lesson was observed due to time constraint, which can give biased results, and students were informed that a research is taking place, and their behaviour could have been altered as defined by Hawthorne effect. Other than this human errors can occur while taking data and topic of lesson can affect these factors too as this is a lower ability class and doing higher GCSE, some topics are challenging and harder for the class to remain focus on. Therefore, the results are inconclusive, as there was no repetition of observations and the conditions of the class was not same throughout[M11]. Ways Forward: This research has proved that to minimize or diffuse LLD in low ability classes: Students should be reminded routines of the class as they enter the class. Students can be anxious when they do not know what is going to happen during the day, students needs to be reminded and explained what are the expectations and what is going to happen during the lesson. Prepare starter and display on board or hand in to students as they enter the class, this is a basic one but it allows teachers to challenge students energy, setting out resources, finding papers and setting up the classroom while students wait only encourages LLD. Move around the classroom while students are given a task, teachers presence is extremely important and powerful. Moving around the class helps students to stay on task and not to get distracted. Talking to them about their task giving them deadlines can help to reduce LLD. Provide worksheets for the lesson, as it helps especially lower ability groups to stay focussed, as students lose concentration easily copying questions from board and lesson becomes boring for them, as moving around their head encourages to see around and talk to their peers rather than concentrating on the task. As discussed in conclusion, to draw more reliable and successful understanding of this research, further investigations have to be supported in the following way. Each strategy used to minimise LLD, would have to be repeated, so that more accurate and wide data can be drawn, so that the degree of accuracy is higher. Students will not act or be conscious about the research and will be more comfortable in the research environment. This study should take place on a wider range and research should be carried out with different year groups and different abilities. Recording a lesson is another way to make data more reliable, as there will be no biased results or human errors involved. The following research can help other teachers and the school, in order to maintain better learning of pupils and minimising LLD[M12]. References: Bullock, L., Rielly, T., Donahue, C. (1983), School violence and what teachers can do about it. Contemporary Education,55(1), 40-43. Colvin, G. (2010) Defusing Disruptive Behaviour in the Classroom, California: SAGE Cowley, S. 2001, Getting the buggers to behave, Continuum, London. Capel, Leask and Turner. (2001). Learning and Teaching in the Secondary School. A companion to School Experience. London. RoutledgeFalmer. Ofsted(2014) Below the radar: low-level disruption in the countrys classrooms ,[Online], Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379249/Below_20the_20radar_20-_20low-level_20disruption_20in_20the_20country_E2_80_99s_20classrooms.pdf [september,2014] Bennett, T. (2011) Behaviour Low Level Disruption, [online], Available: http://www.tes.co.uk/article.aspx?storyCode=6087267 [19/12/2013] Walliman, Nicholas. The Basics : Research Methods: The Basics : The Basics (1). Florence, US: Routledge, 2010. ProQuest ebrary. Web. 12 November 2016. Brown, Nicole. (2015)Action research or Case study.[Online],Available: http://www.nicole-brown.co.uk/action-research-or-case-study/ BMJ 2008;337:a567 Bell, J. and Waters, S. (2014). Doing Your Research Project. 6th ed. England: McGraw Hill Education Cohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education. 7th ed. London: Routledge. Lawrence, T(2013). 10 ways to deal with Low Level distruption,[online], Available: https://www.theguardian.com/teacher-network/teacher-blog/2013/may/21/classroom-disruption-top-tips [M1]Good to see that you have used sources and you build a good context. This is sufficient but EBI you have focused on some detail here on particular strategies. (i.e. given that starters is a strategy you look at could you have used the lecture where start the lesson before the lesson was considered?) [M2]Good, this part is sourced well, you understand some important methodology concepts and have built a reasonably clear plan. <

H.M. Scott Smiths, the Historical Houses of Prince Edward Island :: essays papers

H.M. Scott Smith's, the Historical Houses of Prince Edward Island H.M. Scott Smith's, the Historical Houses of Prince Edward Island, is a candid look into the more architecturally and historically significant buildings located on Prince Edward Island. Focusing particularly on those constructed in the 19th and early 20th centuries, Historical Houses of Prince Edward Island, features structures from the early days of the Micmac wigwams to the elegance of the Victorian presence. His purpose is to trace the evolution of the Islands housing in their form, decor, and construction over the course of time. In addition, Smith writes of the different principal international impacts, which have shaped the architectural stature of Prince Edward Island. Hoping to set a starting point in Prince Edward Islands' architectural studies, Smith states 1"I also wish to stress that I conceived this project and these books as a beginning, in the hope that architectural historians, geographers, academics or any interested individuals might be inspired to further research and document the various aspects touched on only briefly in this book." Smith, an active conservationist, clearly shows that he believes in the importance of building history and preservation, not only in Prince Edward island, but all over the world in hoping that others will pick up where he has left off opening another door in architectural studies. Smith provides the reader with an easy to follow guide, which is set in Smith, H.W. Scott. Historical Houses of Prince Edward Island. Erin: Boston Mills Press, 1990. P.10 chronological order and provides, photographs and/or sketches with each brief, yet descriptive, explanation of the chosen dwellings. Expressive yet not overpowering, we are taken through the evolution of the selected structures by means of the change in style and heritage from that of the architectural monuments origin. In the journey of seeking architectural history, the author touches on, but hesitates to go in-depth with the true mode of building based on regional forms and materials. The lack of information covering the social and community history, building placement, along with the unique building styles (with stone and brick) formed by the adapting peoples of the Island leaves a lot out of this book. Instead, Smith focuses intensely on the inhabitants of the homes throughout time, and the strong foreign influence from Scotland, England, Ireland, and New England. The glossary, which Smith provides, was very effective as it made his work easy to understand while increasing the readers knowledge of architectural terms.

Comparative Character Analysis of Classical Vs. Modern Tragic Protagoni

Comparative Character Analysis of Classical Vs. Modern Tragic Protagonists. A hero/ heroine is described as the principal male/ female character in a literary or dramatic work or the central figure in an event, period, or movement. The classic tragic hero was defined by Aristotle in the fourth century as, â€Å"someone who is highly renowned and prosperous† (LATWP, 639), suggesting that there is a â€Å"natural right ordering and proportion of traits within the human being that if violated, produces calamity† (LATWP, 639). The book goes on to define classical tragedy as one that â€Å"involves the inevitable destruction of a noble person by means of character flaw, usually a disproportionate measure of a specific human attribute such as pride, jealousy or indecision† (LATWP, 639). On the other hand, another type of tragic hero exists, the modern tragic hero. This type of hero is a product of a clash between the individual and the social environment. Arthur Miller, the famous playwright said, â€Å"each person has a chosen image of self and position, tragedy results when the characters environment denies the fulfillment of this self concept.† (LATWP, 640). This is a contrast from Aristotle’s classic tragic hero because the hero is no longer born into nobility but gains stature in the action of pitting self against cosmos, and the tragedy becomes, â€Å"the disaster inherent in being torn away from our chosen image of what and who we are in this world.† (LATWP, 640). In the tragic play named after it...

Bilingual Education Essay -- Teaching Education

Bilingual Education Our school systems play host to dozens of languages in addition to the standard fare of English. Starting in the late 1960s, partially as a swing off the Civil Rights Movement, school systems were required by law to provide bilingual education anytime twenty or more children spoke the same foreign language, and were found to be limited in their English proficiency. At first, the need for such programs was small, but over time it has been steadily increasing until now where the need has reached what many consider to be massive. In recent years, the population of the United States has exploded with many non-English speaking students, making the need for bilingual education more urgent. Although this amount is growing yearly, it is inadequate to provide the much needed instruction for this special subset of children. Bilingual education is a must if children are to succeed in the academic environment and in becoming productive adults. Numerous researchers have reported a correlation between a student’s world experience and their level of reading comprehension. Often times stories and reading material are written from a largely white perspective and this results in less overall comprehension and poor reading scores especially for the Limited English Proficient student. Bilingual programs allow such children the opportunity to become acquainted with the concepts first in their own language and then in the predominant language of this country, English. Linguists have found that the strongest way to learn a language is to have a strong base in one's native language. A child who has learned to write and read in the native language will build strong language skills. Statistics show that that the average language-minority child who is not given bilingual education is more likely to be held back one or more years in their elementary school education, and there is a direct correlation between the dropout rate, and non-receipt of bilingual education. As with practically any academic pursuit, a student’s success or failure in reading comprehension is highly dependent it seems on their cultural background. On the language in which classroom materials are both written and spoken in, the student’s proficiency in both their first and second languages, and on the cultural content of the classroom materials. Likewise, a student’s ... ... the ability to choose, just as everyone else has. To conclude, language goes hand-in-hand with culture, and a student’s success in learning a new language is directly dependent on their willingness to take on new cultural behaviors. A student who is well grounded in his or her own native language is much more likely to succeed in a largely English-speaking academic environment. Bilingual education programs give the student the opportunity, and the desire to become acquainted with a new culture and a new language. This makes them much more likely to succeed academically once they are out of school, and have taken their places as adults in society. Bibliography: Works Cited Anzaldua,Gloria. â€Å"How To Tame A Wild Tongue.† The Norton Reader.Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 537-542 Rodriguez,Richard. â€Å"Aria.† The Norton Reader. Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 531-536 Tannen,Deborah. â€Å"Conversational Styles.† The Norton Reader.Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 545-550

To Walk A Mile In Her Shoes

He fears in telling them the truth he is going to disrupt their bliss and unawareness of the harsh reality. By doing this, he is pulling a mask over their eyes and turning a blind eye to the truth. This theme of keeping these women away from unpleasant things is almost hand in hand with the idea from the poem, The Barred Owl, where a child is told the owl's cry is â€Å"Who cooks for you? ‘ when in reality the prey is eaten raw. In this way of shielding reality from an innocent child, they are being robbed Of what they need to know.The truth must be told no matter how harsh as to not sugar-coat what reality is, if these women were on their own they would know how brutal notations were, and that might help them form and opinion opposing what is happening. In a common theme, I believe that's why people, women and children in particular, are not told the truth about brutal situations, so they cannot form a counter opinion and stand out as their own person. I believe this is why t he women are so sheltered in this novel, so to not see what is true, so they cannot protest the decisions and actions of a man. Role colonization seems to happen even before a child is born.We are putting boys in blue clothing and the girls in pink while in the womb. After that, parents tend to give boys trucks and play guns to make them aggressive and less sensitive and girl's dolls and play houses to promote loving and taking care of a family. Children naturally accept this and will pick their given toys even if the other option is available because they have been labeled as their gender role and they are not even aware. Later on in life this theme still happens, men are taking all the law enforcement, military, and political jobs while women outnumber the men in care related jobs like healthcare and hill care.These gender roles established offer little leeway for men to portray feminine qualities and vice versa, but as businesses expand the need for both qualities is in demand. O n the other hand, if a man is too feminine or a woman is too masculine, they become something outside of the social norm which only creates scrutiny for them. Across the board gays, lesbians, and transgender are all groups that have disrupted the normal gender roles in society by violating the allowance of femininity or masculinity.When a man comes too feminine he has violated the gender role he is suppose to fit in, an aggressive, strong, and solitary thinker, but a man that lacks these traits is considered weak and less of a man. Also, when a woman starts losing her feminine qualities she may be referred to as a â€Å"dike† or lesbian or any Of those names, simply because she no longer fits into her gender role of being soft, loving, or someone who takes care of everyone. Similarly in Things Fall Apart women are abused and powerless in a society ruled by men. Abuse seems to be a common factor within the tribe.For example, when Kimono's wife Gouge leaves the hut before cooki ng dinner, he beats her for neglecting to cook. Beating comes off as a â€Å"many' thing to do to exert power over the weak, which is how women in this society were perceived, weak assets of a man or his â€Å"property' Also, the women are absolutely powerless, Awoken becomes bored and makes up a reason to beat his second wife. These women are treated like property and stripped of their human qualities and only meant to cook, clean, and reproduce, which is very basic role and creates no sort of relationship other than an owner and tool relationship.Unfortunately, things like this still happen in today's society, where women are beaten by men, men trying to show dominance and power. In reality if women and woman-like traits were not around, this world would be a very corrupt and violent place. Being loving kind, and nurturing are all viewed as feminine traits and a man in these novels wouldn't dare show any sort Of weakness by resembling a woman. In order for all aspects of daily l ife o run in a smooth manner and for families to be happy, one must show kindness and love and even compassion and understanding.These â€Å"girl)/' traits are what keep peace and respect without having to beat it into someone, it allows for someone to feel love or respect without feeling like if they don't they will be punished. As a society dealing with other societies in other parts of the world we cannot expect to show dominance over them and be aggressive or harsh and still get what we want, we have to know how to see both sides of an opinion and know what the other person wants and not imply rule with an iron fist, because if you don't respect people you rule, how will you maintain power by just ruling out of fear?

Background Checks: Give People a Second Chance

On every application for employment, there is always a section that asks about whether or not a person has ever had an felony charges against them, and to explain what they were if so. Despite the fact that employers are not â€Å"supposed† to discriminate against a candidate based on something like felony charges, there is no real way to qualify whether or not such discriminatory practices were exhibited in the candidate selection process. I would think it stands to reason that most employers will take one look at that box checked â€Å"yes† and move that application to the â€Å"no† pile.And this is only one question. Nowadays, most professional and corporate employers will conduct background checks on job candidates. This can be a problem for a person who has made mistakes in their life but has changed their behaviors and is looking for honest employment, and this is why the practice of running full background checks is basically set up to continually punish t hose who have made mistakes in the past. According to Privacy Rights Clearinghouse, many â€Å"negative† records are expunged from employer background checks after 7 years under the Fair Credit Reporting Act (FCRA).This includes arrests over 7 years ago, criminal records compiled by law enforcement agencies, and bankruptcies over 10 years old. However, much of this is public record, and though a standard background check might not yield this information, there are plenty of private information brokers on the web that will track it down, and this information is often not verified by the broker (such as charges being dropped against a person who was arrested—the broker might report only the arrest). As Crane notes in â€Å"The ABCs of Pre-Employment Background Checks†: â€Å"Unfortunately, there is a lot of inaccurate information out there.Just like the mistakes that may pop up on your credit report, bad data can turn up in the course of a background check. And t his wrong information can cost you a job. † Not only is there a stunning lack of privacy in this age of electronics, there is also no guarantee that the information being reported is accurate, which causes immediate problems for the individual applying for the job. Also, despite the fact that, for example, arrests made over 7 years ago are not supposed to be reported in a background check, there is nothing stopping the employer from asking, â€Å"Have you ever been arrested?†, a question which acts as a double-edged sword for someone who had been arrested several years before. In the cases of individuals who might have something in their past that they’re not proud of, information that can cost them their fair opportunity for employment is readily available to potential employers, even if it the FCRA specifically rules against it. Because of these Internet-based information brokers, there is no guarantee that information that shouldn’t be reported isn†™t still getting into the hands of the employer, and this is information that creates an inherent bias against the candidate in the employer’s mind.Information about long-ago prior arrests, fiscal irresponsibility in the form of previous bankruptcies, and criminal records which are not part of the public domain are easily acquired in a background check, and potential employers use this information as a major strike against the candidate. There is plenty of other information that is legitimately acquired in the course of a background check that can be detrimental to the perceived character of the person applying for the job.Information such as driving records, credit reports, interviews with neighbors and former employers, medical records, court records, and drug test records (just to name a few) are all standard-practice as part of an employer background check. Checking the box that authorizes an employer to conduct a background check opens a door into a person’s pas t in ways they might not have initially considered and affecting their chances at employment in ways they might not even conceive.It is understandable that in the wake of 9/11 and as a result of a recent surge in lawsuits due to negligent hiring practices (in which an employee caused harm to others), employers are practicing greater caution in their hiring practices. But by going as full-throttle as they are with the extensive amount of information being made available to them, they are essentially weeding out candidates who are talented, qualified, and educated but who have a spot on their records which leads to automatic disqualification of consideration by potential employers.People deserve to have a second chance in life, especially when they have taken all of the steps necessary to better themselves. It is grossly unjust that a prior arrest or criminal charge, especially one that isn’t even supposed to be part of a standard background check, would follow a person for the rest of their working lives, making it impossible for them to work in a professional field (especially when the rules as set by the FCRA are moot in cases involving government positions or positions that pay $75,000 per year or more).Let’s say a person, Joe Doe, has an old petty larceny charge, which many states consider a misdemeanor, but then loses a potential job offer because of it. The system is set up to continually punish those who have made mistakes in their past. In the above example of the felony charge check box (and a â€Å"felony† can be as simple as extorting $2,000 or being caught urinating in public), there is no way to avoid checking â€Å"yes† when the proceeding background check will show all of the related information, and act as an automatic disqualification for a person’s employment.When background checks are so pervasive and INVASIVE, what other options or opportunities does a person have left? This is why the system needs to be ch anged, and tighter restrictions need to be placed on what information is made available to the public. No record older than 7 years—criminal, felony, bankruptcy, or otherwise—should be made available for anyone to see.Only in the cases of serious potential endangerment (such as the higher-level sex offenders) should records older than 7 years be made public; otherwise people are being continually punished for old mistakes that they have more than rectified by paying their dues (either with community service, probation, monetary repayment, etc. ). It isn’t just that a person shouldn’t lose an opportunity due to long-ago mistakes; the reality is that employers WILL and DO discriminate based on that.In order for people to have the second chance they deserve, the restrictions on background checks and public records need to be tightened, to protect people who are trying to rehabilitate themselves. Otherwise, there is no rehabilitation to be had because the cha nce is never really given. References Crane, Amy B. â€Å"The ABCs of Pre-Employment Background Checks. † Online. Available: www. bankrate. com Fair Credit Reporting Act. Online. Available: www. ftc. gov Privacy Rights Clearinghouse. Online. Available: www. privacyrights. org