Embracing Change Essay Example for Free

Embracing Change Essay If Barack Obama were reelected as the United States President, would change transpire? Located in Charlotte, North Carolina, Eva Longoria took the podium at the Democratic National Convention just before 8:20p.m on September 6, 2012. Eva Longoria was asked by the Democratic Party to speak on behalf of Barack Obama, with the primary intent to target the Latino population, especially women. On the surface, it appeared that Eva Longoria’s purpose was to speak publically in support of the Democratic Party, but the real reason Longoria was asked to speak was because of her star-quality. Many party supporters believe her popularity will attract the attention of Latinos and women voters in favor of Obama’s re-election to the United States Presidency. Through the use of pathos and ethos, Eva Longoria’s well-known status within our society helped her to effortlessly capture the audience’s attention, primarily Latino women, and directing them to the significance of education and the importance of boosting the economy in her speech, I Don’t Need a Tax Break. The audience, of whom Eva Longoria is addressing, has strong political views. They value the significance of education, as well as the value of a strong, stabilized economy. Furthermore, the audience bears specific demographics in gender, social status, class, and occupation. The primary audience that Eva Longoria targeted within her speech, Latinos and women, suffer from the burdens of high taxes, unemployment, unequal pay, as well as a shortage in capital for a quality college education. The audience is aware that these problems exist within our country; however they do not know how change can be made. They are looking for leadership and feel hopeful when promised support by a â€Å"star† sharing the same cultural background. They are quick to overlook the fact that Eva Longoria does not share their financial struggles. The audience believes life can be better, but are naà ¯ve as to how these change can be made. The captivated audience becomes misguided, which in turn affec ts their listening. They only wanted to hear Eva Longoria speak on behalf of the current President Barack Obama, about hope and a promising future. In order for the audience to have reasons for evaluating the speech, I Don’t Need a Tax Break, Longoria stuck to Obama’s goals by expressing the Democratic appeals and following Obama’s presidential plan point-by-point. The relationship between the audience and the speaker is strong because as Longoria indicated in her speech, â€Å"Just like our president and first lady, I took out loans to pay for school. I changed oil in a mechanic shop, I flipped burgers at Wendy’s, I taught aerobics, and I worked on campus to pay them back† (Katz). This quote denoted the hardships that Longoria has faced first-hand throughout the first chapters of her life. This helped her connect to the audience and appear sympathetic to the struggles they are experiencing. Furthermore, Longoria encouraged them to support the Obama campaign so widespr ead economic struggles can be conquered. The audience expects a lot from Longoria because, unlike any other average citizen, Longoria exerts star-quality, which makes her voice and opinion more valuable. On the other hand, Longoria expects the audience to understand and believe that change is possible with their vote for the re-election of President Barack Obama. The audience has the expectations that Eva Longoria will ensure that the changes she has promoted will be followed through during the presidents second term in office. If Obama is re-elected as the President of the United States, the audience should begin to witness change within our society. In order to effectively sway the public vote into Obama’s favor, it is justified through the combined use of electronic, spoken, and print media. All forms of media have both advantages and disadvantages even when used appropriately. It is important to understand the audience to be most successful. In the case of the, I don’t Need a Tax Break speech, oral communication was used to convey its message most effectively. Oral communication increases the credibility of the speaker’s overall message. It can create an emotional connection between the viewer and the speaker, as well as, allow for immediate question and response following the speech. Thus any questions that the audience may have can be clarified following the speech. Throughout Eva Longoria’s speech, she addressed the audience using clear diction making sure each and every word were understood and processed by the viewers. The last sentence of her speech she expressed the phrase, â€Å"Sà ­, se puede† (yes, you can) (Katz) appealing to her Latino Spanish-speaking audience. Eva Longoria wanted the audience to feel that voting for Obama would generate adjustments within our society. Within her speech, she used causes and effects of certain phenomena. In hopes of persuading the Latinos and women who are currently, â€Å"some of the remaining undecided and independent voters,† (Been) she stressed the importance of education. Eva Longoria grew up as the youngest of four girls, with the understanding that for her family, â€Å"education was not an option and was a cardinal priority† (Katz). Therefore, even though Eva Longoria does not have children, she would want them to have the opportunity to receive a worthwhile education. Moreover, in the YouTube video titled, Eva Longoria DNC Speech Democratic National Convention, Eva Longoria referred to America as, â€Å"a nation that rewards ambition with opportunity, where hard work can lead to success no matter where you start.† Furthermore, Eva Longoria continues her argument by explaining Barack Obama’s central purpose in the YouTube video, Eva Longoria DNC Speech Democratic National Convention, â€Å"Our president understands the concept of American opportun ity because he has lived it, and he is fighting to help others achieve it.† In addition to education, she emphasized Obama’s desire to lower taxes for â€Å"any working American,† (Katz) create equal pay for women, and to aid small businesses. This aid would spark new job opportunities by â€Å"helping them get loans and cut their taxes eighteen times† (Katz). During her speech, Longoria continuously pointed out the disparities between Obama’s Democratic appeals and Mitt Romney’s Republican views by this statement in the video within John Boone’s article, â€Å"Obama is moving us forward with opportunity today for prosperity tomorrow. Mitt Romney wants to take us back to yesterday.† Longoria also supported Obama’s beliefs that the middle class is helping drive our economy, and bashed Romney’s â€Å"outsourced pioneers† in the YouTube video, Eva Longoria DNC Speech Democratic National Convention, of whom are doing nothing beneficial. Also, another flaw that Longoria mentioned was how Romney would rather lower his own taxes, while raising those of other American citizens. These are powerful accusations that create tension amongst the viewers who may disagree with these declarations. Clint Eastwood spoke in support of Mitt Romney. Clint Eastwood and Eva Longoria’s speeches, representing Romney at the Republican National Convention and Obama at the Democratic National Convention, are being compared and criticized because they are both speakers in the entertainment field. Clint Eastwood used a cinematic technique by talking to an â€Å"empty chair,† while Eva Longoria did not. They often try and ignore the notion regarding celebrities who partake in politics, â€Å"celebrities should just keep their mouth shut when it comes to politics† (Boone). Eva Longoria made an avid point that she is an â€Å"American first† (â€Å"Eva Longoria: There’ll be ‘no empty chairs’ in my DNC speech†) and was an active participant in politics before she became an actress. She expressed, â€Å"There are things more important than acting and movie turnout, and that’s being civically engaged† (Boone). Eva Longoria came to the Democratic National Convention with one objective – to secure the votes of the Latino population and women voters for the re-election of Barack Obama on Tuesday, November 6, 2012. Within John Boone’s article, there is a video where Eva Longoria declared, â€Å"I represent two communities; the female community and the Hispanic community.† In her speech, for instance, Eva demonstrated a sufficient usage of â€Å"cause and effect† by demonstrating that aiding small businesses will create more occupations for American citizens. In order to successfully support that statement, Eva Longoria claimed in the YouTube video, Eva Longoria DNC Speech Democratic National Convention, â€Å"this is important because small businesses create two out of every three new jobs in America.† Having the ability to vote and make a difference in the political scene is a privilege for one to have. As seen by the video in John Boone’s article Eva Longoria stated, â€Å"By casting your vote, you are deciding the future of America.† WORKS CITED Been, Charley. Eva Longoria Tells DNC I Dont Need A Tax Break . StarzLife. Starzlife, 7 Sept. 2012. Web. 26 Sept. 2012. http://www.starzlife.com/20120907/eva-longoria-tells-dnc-i-dont-need-a-tax-break/%20. Boone, John. Eva Longoria Dubs DNC Appearance the Most Important Speech Ive Ever Done in My Life E! Online. E! Entertainment Television, LLC. A Division of NBCUniversal., 6 Sept. 2012. Web. 26 Sept. 2012. http://www.eonline.com/news/343679/eva-longoria-dubs-dnc-appearance-the-most-important-speech-i-ve-ever-done-in-my-life%20. Eva Longoria DNC Speech Democratic National Convention. Dir. 5portsCenter. Perf. Eva Longoria. YouTube. YouTube, 06 Sept. 2012. Web. 26 Sept. 2012. http://www.youtube.com/watch?v=Mjvj4EJwlvk. Eva Longoria: Therell Be no Empty Chairs in My DNC Speech. TODAY on the Trail. NBCNews.com, 6 Sept. 2012. Web. 26 Sept. 2012.

Teachers role in Facilitating Learning

Teachers role in Facilitating Learning To fully understand, appreciate and reflect on this title, I will have to study three, very different, yet at the same time inherently linked facets of the education spectrum. Firstly, the role of the teacher will have to be explored and the functions and responsibilities this position entails. Are teachers just lecturing child-minders, or are they fundamental, not only to a childs learning in school, but to their social and moral development and education? Secondly, what children learn, how children learn, and how we, as educators, learn with them, are crucial aspects which cannot be ignored. And thirdly, I will refer to the aforementioned areas of teaching within the context of key stage 3 and 4 English. The precise role of the teacher varies, but educator and role-model are two essential parts. Teachers have a responsibility and a moral duty (and are legally contracted), to assist the development of a pupils learning throughout their school life, whether they are in a lesson or during any other scholastic situation. Teachers and pupils have to co-exist, live and work within the confines of a school, and the reasons why many children just cannot cope with this set-up are many. To minimize these potential problems, the teacher therefore has to cater for every pupils different needs, (race, gender, SEN etc). A teacher can do this by researching particular pupils asking previous teachers, seeing SAT scores and literacy and numeracy levels. Consulting the Senco can be beneficial if there are concerns over teaching somebody with special educational needs. Understanding and accepting pupils differences, whether they are educational, religious or cultural have to be, not tackled, but worked through with all parties present. A working relationship has to develop where the teacher can initiate and then assist learning and the pupil can respond in their own way. Knowing the pupils individually is of vital importance in knocking down walls and building bridges. The pupils knowing the teacher and the teache rs consistencies of discipline, standards and expectations, can benefit the two-way relationship. Both parties know each others likes, dislikes and boundaries etc. Children are constantly underestimated, they frequently gauge and assess the teacher, acting and reacting in different situations with different teachers, so its important to assert yourself and get that relationship right. This is a key target for me; because I worked as a teaching assistant at The Woodroffe, I had to create a formality between myself and a few of the pupils, whereas before it was beneficial to have a more relaxed approach to get the job done. In English, the teacher has several key tasks which help children to get the most out of the subject: giving the pupils confidence to try when reading and when writing and to give them the relevant skills. Encouraging them to share opinions and interact with their peers through discussion speaking and listening. Introduce literature and language variation. Help them to understand the authors craft reading for meaning. They should be given access to our literary heritage and texts from different cultures and traditions. Recognise where a pupil may benefit from drama and ICT related lessons and then differentiate accordingly. Teachers should consolidate this information with media topics and theories to expand knowledge and understanding. The ability to fuse these areas is a teachers aim. The teacher constantly has to push the boundaries, challenge the pupils to get them out of their comfort-zone. There is an element of risk involved for the teacher in attempting a balanced but chall enging lesson. There is also risk for many pupils in different ways: Some of us are risk tolerant and some of us are risk averse with all points equally represented. If you are in a learning situation and anxiety tips into stress, then what happens next is predictable. There are four categories of survival response available to you. A teacher or anyone is involved in formally educating others will be familiar with them. They are fight, flight, freeze and flock. You show resistance or fight the source of stress, you flee from it, you freeze in the face of it or you hang out with others like you or flock from it. If you have an accumulation of stressors that leave you feeling out of control, then the four Fs are what is left for you.  [1]   The teacher regularly reviews the boundaries to reduce the usage of these defence mechanisms. These four Fs are prevalent in English where in ascertaining whether the students have understood, the teacher will direct questions to random pupils, which in their eyes might be thought of as picking on. Speaking and listening tasks can offer problems to some students who may be good in other areas and some pupils respond by using one of these defence mechanisms because they lack the basic skills needed. What the teacher can do to alleviate this problem is to fore-warn the class that questions will be asked, nominate a table, group or pairs for an answer and say what type of questions you are going to ask, building up from easy questions to harder questions. A quieter student could be asked before the lesson if they felt okay with answering a question/performing a poem etc. A certain degree of sensitivity and common sense is needed when considering this question. Because English is such a varied subject that encompasses many different teaching and learning styles, it can be difficult to teach and consider the different and necessary approaches. Key stage 3 can be problematic at The Woodroffe as the classes are of mixed ability with a vast range of skills and needs. Key stage 4 are put into sets which, although can help with differentiation, means the need to further challenge pupils becomes more apparent. Pupils know every trick in the book, every survival technique that will help them to stay alive in the jungle that is their classroom. The teacher has to remain one step ahead of them, using their motivational techniques along with a good lesson, to keep the class participating. Knowing each pupil and their needs is of vital importance to the teacher. The balance of praise and criticism in teaching is an ongoing debate and an issue of common sense. Educational psychologists, writers, theorists, parents and teachers have all added their ideas to the following questions: Is it three ticks to one cross? Do you give out fewer ticks as the pupils get older? Do you mark in green or red pen? These are just some of the basic questions that are trying to be answered. At my school there is an Assessment For Learning initiative set up where a group of teachers have volunteered to try many of these schemes. They meet up quarterly to share results. From attending one of these meetings and by witnessing them in class, I am now aiming to use one or two of the ideas in my lessons. For instance, the question of how to mark effectively: Within this context it is very difficult to state what type of marking is needed and where. One possible rule offered is that you dont highlight every spelling mistake, especially for the lower ability groups. This issue splits teachers. As previously mentioned, I feel that this is an issue of common sense depending on the context of the situation. There is also the question of summative vs. formative marking, but does there have to be verses, they can co-exist together. Sometimes a comment is more beneficial to the student than a grade. Some students may prefer to see a mark or grade so that they can easily see improvement. There is ongoing research into this area. Choosing which type of marking to use is a matter for each individual teacher and their individual students. Again, it is your knowledge of the pupils as individuals, building on your expectations for them, what they are achieving and what they should be achieving and getting the pupil to recognise these expectations. Just as two pupils are never the same, the marking, comments and grades reflect this. Teachers have to regulate and differentiate and only by knowing the pupils, (SEN, background, social problems etc) will this occur. I have realised that some pupils benefit from formative marking and that some crave a grade or number so that they see if they are progressing. It appears to me that higher ability students like to see the grades. I was asked recently by a higher ability year 12 student to give a grade for a piece of homework where I had just put a constructive comment. Putting crosses in red, underlining incorrect spelling and putting see me! at the end of the work, are all methods which we are familiar with, but how many teachers actually appreciate and celebrate pupils work? At every level pupils like to see their work appreciated by the teacher and the class. They like to know that they understood the question or showed a great deal of effort. They like to be rewarded appropriately and consistently. For some pupils just to finish a piece of work is a cause for celebration. This celebration should be differentiated by the teacher in accordance with individual expectations. Linked with praise and criticism is target-setting. A current theme in schools is for the student and teacher to work together to set the pupils targets for the term/year etc. The theory behind this idea is to involve the pupil as much as possible so they can create manageable targets. Also, they are more likely to resist completely if a teacher were to set their targets and force-feed them to the student. In English, setting targets, no matter how small and achieving them is the basis for progression in learning. Targets could include spelling certain words, taking part more in class discussions, not calling out or handwriting. Again, this target setting is heavily differentiated and that is why I feel it is a good idea to involve the student, they know probably better than the teacher where they need to improve. I have worked with students and other teachers setting literacy targets and behavioural targets in other schools and at The Woodroffe. We adjusted the targets by looking at levels and listening to comments from other teachers, not just in English. This idea attempts to motivate students by shifting the responsibility, from the teacher to the pupil, involving them more in their learning. This is just one facet of an interactive movement within education today; self-marking and self-evaluation are important tools in the classroom for all key stages. Just recently I asked a year 10 group to mark their own work as if they were a teacher. The comments and grades that I were shown were very interesting, the amount of constructive reflection was very surprising. This allows the students to see their work from a teachers perspective what they will be marked on and how the teacher allocates marks for spelling and handwriting, for example. The idea is to create reflective pupils. Pupil responsibility is the current catchphrase, although some students understand the reasoning behind the idea more than others. In my year 9 lessons, preparing for their SATS, I ma ke very explicit what they will be marked on for each type of question. They are given the mark scheme to mark their own mock papers. This seems to help them a great deal and they are beginning to realise that teachers dont just give a random grade with could do better on the bottom. A teacher has to consider the use of the different learning styles: visual, auditory and kinaesthetic. Visual learners like to see what they learn, auditory learners like to hear what they learn and kinaesthetic learners like to be physically involved in what they learn. They should be used together and this cross-over is of vital importance in an inclusive learning environment. In English, skills are needed that incorporate different styles of teaching (reading, writing, watching, speaking, listening, performing). When planning, teachers have to accommodate all the methods to make sure they appeal to all the different types of learners in their class. Across both key stages I have aimed to deliver a varied programme within the lesson; when I am explaining something I try to express it clearly and concisely, have what I am saying on the board, sometimes with a picture and by giving out helpful handouts. By demonstrating something as I am explaining it, especially in drama and speakin g and listening, helps to address all the different types of learners. Also, I prefer to set work involving a mixture doing tasks, reading tasks, written tasks, whilst incorporating drama and ICT. Flexibility within a lesson structure is a key theme. Recognising where to be flexible is a trait of a good teacher: (Is this too easy for them shall I move on to something more challenging? Did they get all that shall I go over it again?) Because of the wide range of topics in English, a well-structured lesson should be planned, although digression in a lesson, especially when instigated by a pupils question, can be beneficial to develop. It is beneficial if a teacher is enthusiastic and is able to enthuse students. This enthusiasm should be considered a valuable resource, just like the teachers subject knowledge. The knowledge of, understanding and using resources are essential for enhancing the learning experience. Resources can be varied and obviously differ between subjects, classrooms and teachers. Resources can include such things as: Teacher knowledge Student knowledge Teaching Assistants I.C.T. computers, O.H.P.s, digital cameras, video cameras etc Research Homework A brilliant and effective lesson is very hard to achieve. A well-structured lesson is a must as long as there is flexibility allowed, as previously mentioned. Presentation and delivery are also important aspects to consider whilst not forgetting the power of the teacher to inspire: Use rich language and lots of repetition. Encourage learning behaviours noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play. (Smith, p.46) Other things that are found in a good lesson vary from subject to subject, factors that I consider crucial in English are: 1) Good planning and preparation. A well planned and prepared lesson is more likely to be a good one. Each learning objective and task to meet that objective is carefully considered to be beneficial to the students. This is an ongoing target, which I feel I have met to a basic level. 2) Knowing the pupils well. By knowing the pupils well you can cater for all their weaknesses and abilities, set achievable targets, expectations and boundaries. Again, I know the majority of my students and some of their weaknesses and strengths but I realise more background research on the pupils is needed. 3) Differentiation/learning styles. This is to benefit each student with their own needs and learning styles tailoring the lesson so that it is accessible to thirty or more students. This is a key aim of mine and although I feel I understand what is needed, I need to spend a great deal of time on this area. 4) Check understanding continually (also from assessment). I check at regular intervals by asking questions, checking books and work in lesson. This is important because it is vital to realise if you are going too fast or too slow. Students that dont understand will switch off. Also, knowing when you are going too fast is crucial and leads on to: 5) Consolidation building on prior knowledge/looking to future lessons. This can be added to the start of a lesson to refresh memories and to let the students know the content of the lesson. I feel I do consolidate consistently but it is an ongoing, rolling target of mine. 6) Appropriate working relationship with students. As previously mentioned, to benefit the student and the teacher, getting the correct balance has to be achieved. This is an area where I realised I needed to focus myself. I think I am gradually achieving that balance. A critical aspect of the facilitation of learning is the actual environment where the learning takes place, usually the classroom. Children are learning all the time, whether they know about it or not: There is a great deal of learning that goes on outside of conscious attention. The brain processes information that is neither attended to nor noticed and this process is pervasive and ongoing. Children can, in some situations, be learning without the involvement of the teacher! (Smith, p.161) There are other ways to make the classroom an enriched learning place and accessible to all. Behaviour is a major factor, if you have bad behaviour constantly and from different students, you may well question your choice of lesson for them. A lesson that is too easy for students is just as bad as a lesson that is too hard for them. Better behaviour means better learning. Classrooms become better places in which to study and more enjoyable to work in.  [2]   It is also beneficial to students and teachers alike, to be consistent when setting and enforcing rules and boundaries. By talking to staff and from my own experiences, I have realised this is an important aspect. Clarification, explanation and the displaying of rules and guidelines are essential as pupils learn best in ordered environments where boundaries are clear.(DfES 2003) It is easy to overlook the actual classroom space. This is an integral part to the students lessons. Is it light and airy? Is it overcrowded or badly set out? Are the wall displays overbearing, too busy? Or, are the displays subtly aiding learning by just being visible? Students are proud to see their own work on the walls and this sense of well-being can only help create a positive atmosphere. It is good for the students to know where everything is in a classroom. Are the dictionaries and other resources easily accessible? Are the tables and chairs set out in rows or in groups? Which way would suit the task you are about to set? I have always thought that this is an area that could easily be overlooked by teachers and although I aim to consider this factor, I find it difficult when I use twelve different rooms, some of them art and science rooms which are not conducive for teaching English. Differentiation is a major consideration in the classroom. Recognising, understanding and catering for every childs individual needs are essential; knowing the pupils, planning for them appropriately and setting achievable learning outcomes. Getting the balance between challenging content and achievement can be difficult, even for experienced teachers. That is why it is so important to know your pupils well, as previously discussed. What special educational needs do they have? What can you do to help them progress in their learning? In English, recognising reading and writing problems, are they dyslexic? Also, speaking and listening problems, autism and understanding these problems is necessary. How can you make your lessons more accessible for them? You can try to understand their problems and talk to the Senco about how to facilitate learning better. Have they any background or social problems? Teachers have to differentiate for the gifted and talented in their classes, with extens ion tasks combined with rewards, whilst not forgetting all the pupils in between. It is also a key aim for teachers to be reflective, recognising the good aspects of their teaching and developing them in order to facilitate progression in pupils learning. It is also necessary for them to realise where their teaching techniques and methods can be improved to achieve their full potential as an educator, which in turn, will improve the student. Although I have only limited experience, one example is fresh in my mind: Whilst beginning to take a year 11 GCSE prep. group, I realised that because of their lack of motivation, they werent really benefiting from my lessons. I discussed the issue with my mentor and approached from a different angle, changing my lesson plans, tasks and delivery to get their attention and to offer the skills they needed to learn. I think that the role of the teacher is an indefinable idea. As times change, so do the responsibilities and duties for a teacher. One thing remains constant however, the main drive of teacher as educator. Although teachers wear many different hats, their actual teaching hat is never taken off, that is the one thing that takes precedence. As previously mentioned, teachers have to be flexible nowadays, and it is this pliability that has helped to make teaching such a demanding but rewarding career. Teaching has evolved and the roles are many and varied across the entire spectrum. There is a shift in telling the children what they need to know, to telling the children how to find out what they need to know, giving them the responsibility for their learning and development. In English, there is a drive towards prioritising what the child needs to progress on, students are marked and evaluated as individuals not as a whole class. Getting the balance between consolidation and moving the class on is a constant consideration and through teaching, teachers are learning how to adapt and improve so they can benefit the students to their full potential.

Diaspora and Syal’s Anita and Me Essay -- Diaspora Syal Anita Me Essay

Diaspora and Syal’s Anita and Me Diaspora, a term used to describe the dispersion of a people from their original homeland, has become an increasingly pertinent topic of discussion in contemporary society. Nalini Natarajan in the essay â€Å"Reading Diaspora† argues that â€Å"the phenomenon of diasporic populations is by no means new, but its scale in the twentieth century is dramatic† (xiii). Natarajan also argues that the nature of contemporary diasporic experiences, due to the global reach of technology and media is significantly more complex and ambivalent than earlier diasporic experiences. Literary works have become a major source of knowledge about Diaspora and Mishra Sudesh, the author of the essay â€Å"From Sugar to Masala: Writing by the Indian Diaspora† calls for a clear distinction between the old (sugar) and new (masala) diasporic movements. Sudesh argues that the old diasporic movement is marked by the semi-voluntary flight of Indians to non-metropolitan plantation colonies such as Fiji and Trinidad while the new diasporic movement is the post-modern dispersal of all Indian classes to thriving metropolitan centers such as the United Kingdom, Canada and the United States. Sudesh claims that writers of the old diaspora tend to concentrate on the cracks within the experience while new diasporic writers tend to focus on â€Å"the liminal or threshold zone of intercutting subjectivities that define the experience of migrancy† (287). Sudesh places Meera Syal, the author of the novel Anita and Me, amongst the many writers of the new or masala Diasporas. Syal’s Anita and Me is a coming of age novel about a young girl, Meena, trying to cope with the inner and outer conflicts of a child of a minority culture facing both the temptati... ...h she may one day visit her parent’s homeland, India is not her home and neither is Britain. It is the space between these two countries, lifestyles, and cultures that has finally become her home. Works Cited Brah, Avtar. â€Å"Diaspora, Border and Transnational Identities.† Feminist Post-Colonial Theory. Ed. Reina Lewis and Sara Mills. New York: Routledge, 2003. Fludernik, Monica. Hybridity and Post-Colonialism. Germany: Stauffenburg and Veriag, 1998. Natarajan, Nalini. â€Å"Reading Diaspora.† Writers of the Indian Diaspora. Ed. Emmanual S. Nelson. Connecticut: Greenwich Press, 1993. Sudesh, Mishra. â€Å"From Sugar to Masala: Writing by the Indian Diaspora.† A History of Indian Literature in English. Ed. Arvind Krishna Melhotra. New York: Columbia University Press, 2003. Syal, Meera. Anita and Me. New York: The New Press, 1996.

Students Should be Required to Wear Uniforms to School Essay -- Public

Students Should be Required to Wear Uniforms to School   Ã‚  Ã‚  Ã‚  Ã‚  Do you always ask yourself why do students wear those horrible uniforms? Well, 99% of the students do, some find that unnecessary, some find them obsolete, and others just hate those unexciting colors. Nonetheless, they are wrong when they think that uniforms are not necessary, since they are. Because the teachers need to see students as equal, plus, clothes always distract other people, and as proved on a survey, 78% of the students prefer clothes that are inappropriate for school and for some people these clothes might be impolite.   Ã‚  Ã‚  Ã‚  Ã‚  When you meet somebody, what is the first thing that you look at? As humans, we always take a first impression about people, and all the times criticize them depending of the clothe that they wear, their appearance, and their manifestation in front of people, and we do not do it because we are mean or terrible, everybody does, it is unavoidable. That is one of the uniform’s function, maintain students as equal for the teachers, and that way evading that teachers judge them, uniforms are an obligation, it is not their choice. Teachers need to grade students, and this way they will do it about the students’ manners, not by their clothes. And students need to have the same level and conditions on the class, because they need to be equal to a teacher this way we can evade unfairness.   Ã‚  Ã‚  Ã‚  Ã‚  Aren’t colors and nice textures ...

Examining Perspective in Literature Essay example -- A&P Perspective U

Examining Perspective in Literature When writing literature, authors will adapt points of view to mold the perceptions of their readers. Three points of view that authors use to draw readers into their works of fiction are the limited perspective, the first-person perspective, and the objective perspective. Three stories will be examined and critiqued for their use of these narrative techniques. Of the three perspectives that will be examined, the first-person perspective is the most useful for sharing the authors’ vision. Authors employing the first person point of view give readers the broadest exposure to the feeling(s), opinion(s), and position(s) that writers attempt to communicate via their narration. The story, â€Å"A&P† by John Updike related the short story of a teenage employee at the beginning of a period of social upheaval and recharacterization of gender roles. The setting for the story was a sleepy inland coastal town during 1962. Sammy, the teenaged protagonist and narrator, provided a clear lens for the perspective that the author presented. The viewpoint of this narrator related to his adolescent need for romantic nobility and his incipient role defiance. The faux noble protagonist attempted to defend three bikini-clad adolescent girls whom defied the implicit taboo regarding exposure of flesh outside of the prescribed boundaries that was understood to be in effect. The narration accounted by the first-person narrator was well-developed and gave descript...

United Kingdom – Cultural Leadership Style

A wise Professor named Geert Hofstede established one of the best studies that put into account a countries culture and how values in the workplace can affect them. Today I will look at a particular country that is quite similar to the United States. The country I have chosen is the United Kingdom. The United Kingdom encompasses England, Wales, and Scotland (which combined make up Great Britain) and Northern Ireland. Before looking at how United Kingdom numbers there first needs to be a description of what is in fact being numbered. Hofstede created five cultural dimensions. In each dimension whether it marked high or low can help a business determine how it should operate in that specific country. The first Hofstede dimension is the Power Distance Index. The Power Distance Index has to do with the inequality that not only is accepted but the inequality in existence between individuals of power and also to those without it. There will always be some kind of level of power in all societies and although some may be very unequal this measure simply shows the level of inequality they really are. A low Power Distance Index would mean that power and equality are shared. Society may view them as being a society where power is well dispersed among each other. In a high Power Distance Index however there is an unequal distribution of power and people simply understand their place in the society. When it comes to the United Kingdom though the Power Distance Index is relatively low and has a thirty PDI. This number is an indicator that the ranking of a person or the status in conjunction with their inequalities are low. When relating to more of the office structure this can be more illustrated when looking at the relationship between the superiors and the subordinates. The relationship is more casual like and not as structured and strict as in a high power distance would have been. The second Hofstede dimension is Individualism. Individualism refers to the community and all the ties that link people to them. If there is a high individualism score than there is a loose connection which only means that sharing of responsibilities are low and a lack of interpersonal connection nless of course it is between family and a few close friends. It also means that an individual’s rights are quite dominant. If there is a low individualism score than there is a strong group bond in which there is much respect and loyalty for all members of that group. The group itself would be much larger in comparison to a high score and would take more responsibility for each person making it more collective. In the Uni ted Kingdom they score a quite high one with eighty nine being there IDV number. Therefore there is a need of people’s freedoms and the valuation of their time. They enjoy challenges and expect some sort of reward for their accomplishments. There is also more of a respect for their privacy. In this sense the United Kingdom has a nuclear family that is the more leading form of basic social structure. When you think of this on more of a business aspect having a high score would also mean that individuals would be thinking about themselves more instead of the group. High scores would promote individual success but may affect the group which should be monitored. The third Hofstede dimension is Masculinity. Masculinity refers to the traditional roles of a male and female and how much they are valued and stuck to within a society. Having a high Masculinity score would mean that these countries have males that have high expectations to being tough and being the provider for the family as well as being assertive and strong. When pertaining to females in a high context score if they worked would be doing a profession that men did not. There would also be a distinction between men and women’s work. In a low masculinity score for a country you would see more of a balance when it came to jobs and skills. Women would be able to have success doing the exact same thing as a man. The role of both genders just becomes a bit blur where women work equal across professions with men. Men are also allowed to be sensitive. The United Kingdom had a score of about sixty two. Therefore they try to be somewhere in the middle. Men and women can work equally with each other although a bit of gender bias may still exist. This bias may not be as apparent if the score was a fifty but because it exceeds a little more than fifty it shows that it is an underlying bias maybe just below the surfaces. When relating this to a more business aspect in a high masculinity score the leader of the team should be a male if you wanted to obtain greater success however in a low masculinity score the team should be more balanced with a greater emphasis on skill instead of on gender. The fourth Hofstede dimension is Uncertainty/Avoidance Index. Uncertainty/ Avoidance Index refer to the degree that society members may feel while being in an anxious or uncertain situation. This can also relate to whether or not a person is comfortable or uncomfortable within a certain situation. In a high uncertainty/avoidance index country avoidance of ambiguous situations is a must with the creations of lots of rules and regulations. There is much order with a collective type of truth that is held. Business is also very formal with the need for structure and differences are highly avoided. If there is any level of nervousness it creates high levels of emotion mixed with high levels of expression. In a lower uncertainty/avoidance index the society will enjoy surprises and the differences between individuals are highly valued. They are actually encouraged to seek for their own truth. The United Kingdom has an Uncertainty/Avoidance index of about thirty which means in a more business aspect that they have a more informal business attitude. There is also a more concern on the long term goals and strategies instead in comparison to the more daily happenings. There is a far greater acceptance of change and this society is more prone to taking a few risks unlike a high UAI group which would avoid risk taking. Conflicts and disagreements would also be seen as a healthy relationship amongst workers even at times superiors with different views taken into account to conclude with a better outcome. The last Hofstede dimension is Long Term Orientation. Long Term Orientation refers to how society views the long term standing of traditions and values in comparison to the short term traditions and values. In a high long term orientation score the individuals in a society would refrain from losing face and have social obligations. Traditions are valued to the extreme and family is the basis of the society. Parents and men are seen in these societies to have far more authority than women and young adults. There are very strong work ethics and a high value is placed on the education that is obtained as well as any training. The United Kingdom has a long term orientation score of about twenty. Being that it is very low in comparison to Asian cultures this just means that much can be expected when discussing the creative expression that is in the United Kingdom’s culture. Traditions may not be valued here as much as they would be valued in other societies. This then ust sums that they would be more likely to help when it came to the business aspect of innovating any sought out plans. There would be an execution of those plans as well with the compromise that there will be full participation. In a low long term orientation there is also promotion of equality. Creativity and individualism is also a definition of a low long term orientation where what is strived for is self actualizati on. Although some may see the United Kingdom as being more traditional with all its associations it still promotes equality which in the end makes it different from other cultures or societies. The five dimensions that Geert Hofstede established were one being Power Distance Index (PDI), two being Individualism (IDV), three being Masculinity (MAS), four being Uncertainty Avoidance Index (UAI), and five being Long Term Orientation (LTO). Each one looked at in pertaining to the United Kingdom gives more of an insight on how the societies culture is and how a business can benefit better if in the United Kingdom. Although many cultural norms play a huge part in the procedure and interpersonal associations at work all these things may seem to just be. Each and every norm just comes natural to the society that you live in. However, when you move outside your norms and are found in a new society knowing what to do or how to run a business may be very intimidating without knowing how that society’s culture may behave. Once you step foot in a foreign place everything may seem different with completely different norms that are followed. Hofstede’s five dimensions can thus be a starting position for one to use in determining how to act when comparing what the reactions might be and how that society might think about how you just acted. It would also help in evaluating your approach and the decisions that you make in an organization or business. There may be other deviations from all the norms that may make up a society but having a guide like Geert Hofstede’s five dimensions will help to not feel completely off guard when encountering new societies. Sometimes not knowing what to expect can be very threatening and not knowing how to act or not knowing how your actions will be perceived can be scary. However, using Hofstede’s five dimensions can bring new light on any society. When looking at the United Kingdom it is quite similar to the United States so intimidations can be a little lower but taking into account every dimension will help in creating a successful business.

Educational Psychology as a Career

Name: John Mc Nevin I. D: 11135166 Course: BSc. Psychology Module Code: PS4032 Title: Investigation in to My Possible Career as an Educational Psychologist. Word Count: 910 Educational Psychology (Part One) Educational Psychologists work with students of any age in education and they work and help with the students’ psychological and educational development. They often observe the student within the educational setting and they can then sometimes intervene and recommend ways in which the students’ learning can be enhanced.This intervention can involve the educational psychologist working with the student on a personal level or by working with parents, teachers or colleagues of the student. Report writing is one task which educational psychologist would do one a regular basis, writing reports on students as they assess them. Ed. Psychologists help students to overcome obstacles which can prevent them from learning. They also evaluate the systems of education where the st udents are learning.They also often work with teachers by alerting them to the social factors which may influence a child’s learning. Educational psychologists may also work with children with learning disabilities and special needs, helping to create better learning conditions for them. They have discussions and meetings with the parents and teachers of the student. When they work with parents and teachers of students, careful discussion and consultation is required as the psychologists’ input and advice needs to be understood and seen as relevant to those who know little about psychology.Educational psychologists usually have a number of children/students in their care and another task which they undertake is to keep up to date records on how the learner is coping or hopefully improving. They are also charged with coming up with intervention plans to help in the learners’ educational development. To become an educational psychologist a person must study for a minimum of about 6 years. Firstly a student must complete a psychology based degree which is accredited by the Psychological Society of Ireland.Post-graduate study is essential. A MA in educational psychology is the next step. UCD offers a 2 year full time course, MA in educational psychology. Educational Psychology is also highly linked with teaching so work experience as a teacher would help greatly in the pursuit of becoming an Ed. Psychologist. Work experience is essential if a person wants to do a doctorate in Ed. Psychology. This is the optimum level of education if a person wants this career. There are many skills needed to be an educational psychologist.Excellent communication and interpersonal skills are vital to interact with the children and students you will be working with. Research and development skills are required. As you would be working with children, patience and sensitivity are essential skills. Good report writing skills are needed along with the ability to sol ve problems. Most of all a person needs to be committed to helping children to overcome barriers to their educational development. In the doctoral training in Ed. Psychology, students gain practical experience working with local councils.Other examples of relevant work experience includes work as a speech and language therapist, as a learning support assistant, an educational social worker, as well as a teacher and as a graduate assistant in an Educational Psychology Service. I found a lot of this information by reading a powerpoint presentation I found on the internet by Dr. Barbara Mc Donnell, Stanmillis University College. The Psychological Society of Ireland is the professional body in charge of regulating the psychology profession in Ireland.The PSI promotes high standards of psychological education and practice and it provides its member with professional networking and promotion. By becoming a student member of the PSI you gain professional recognition and professional accred itation. Students also get a reduced rate to join and membership includes subscription to a monthly magazine which will increase a students’ knowledge of psychology and keeps the members up to date on matters in Irish Psychology. I learned of this by accessing the PSI website. Likely employers of educational psychologists include councils and schools.However in Ireland in the present climate there is little in the way of employment in schools as an Ed. Psychologist so there is then the option to set up a private practice. I was told this when I interviewed an Educational Psychologist named Yvonne Cunningham about Educational Psychology as a career. She gave me a great insight into what it would be like to be a professional educational psychologist and she gave me a lot of the information I gathered for this investigation. Part Two I’ve always enjoyed being educated in school and before choosing to do psychology in college I was seriously considering being a teacher.My mother is also a national school teacher which I believe influenced me to have an interest in education. I also believe that I have very good inter-personal skills and great patience and I thoroughly enjoy working with children. During Transition Year I spent a week on work experience in an Irish speaking National School and I loved this experience of working in education. After researching Educational Psychology as a career I still have a keen interest in it as a potential future career, however I am still undecided.By completing this assignment I have learned a lot about what it is to be an Educational Psychologist and I am a lot more interested in it now after researching it. I am keen to learn more about this area of psychology. References UCD website courses and programmes[accessed 27/02/2012]. Retrieved from http://www. ucd. ie/education/graduateprogrammes/taughtprogrammes/masterofartsineducationpsychologymaep/ Psychological Society of Ireland [accessed 27/02/2012] Retrieved f rom http://www. psychologicalsociety. ie/