Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www. mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.

Godfather Death

Salman Kay Mr. Jackson English 1302 10 February 2013 Godfather Death Summary In Godfather Death by the Grimm Brothers, there is a poor man looking for a person to become the godfather for his son. The poor man comes across both God and the devil who both offer to take care of the son. Instead the man makes Death the godfather because he believes Death is equal. The poor man says â€Å"You take away the rich as well as the poor, without distinction. (Grimm, secs. 210, 211) Death then makes the son a wealthy and famous physician with the ability to heal anyone if Death chooses to let them live, but if the physician does defies Death he shall face consequences. The physician is the protagonist whose overall goal is to heal the king and his daughter to reach nobility and gain respect from the king. On the other hand the antagonist is the physician’s godfather, Death.Death does not choose to let the king live, but the physician takes a chance and heals the king. Death gives the ph ysician one more chance because the physician is his godson but warns him not to do it again. The conflict between death and the physician is Human vs. Supernatural because Death is a supernatural force who is controlling of peoples life, and the physician is struggling to overcome Death’s force.While trying to overcome Death, the physician is going through a psychological journey. He is playing with fate and seeing what is going to happen next while thinking he can outsmart Death. When an another situation arises the king’s daughter is dying and the king offers her hand in marriage to her savior while Death is ready to take her. The physician thinks he can overcome death once more but in the end Death outsmarts the physician and takes him instead.

Negative Effects Of Cell Phones - 1465 Words

Summary In today’s day and age, cellphone usage has increased tremendously. Almost everyone has had a cell phone since middle school age, or even younger. People spend an average of five hours on their phones a day from recent studies (Perez, 2017). Cell phones are a means of communicating with people more often and faster. The average cell phone user spends two hours a day using them. This shows that out of all the down time people have from school, jobs, or other activities, they are usually going to be on their cell phones. Almost everyone is addicted to having the small, metal, piece of communication device in their specially trained hands and fingers. Every time a stinging vibration surges up their bones, they immediately start†¦show more content†¦People automatically assume that it is the child who cannot take their faces out of their phones, but a lot of the times it is the parents as well. Lastly, socialization is descending with the increased utilization of cell pho nes. Kids and parents would rather be home communicating through their device rather than exerting the energy to be with friends and family face to face. Due to improvements of technology making communication easier, simple face-to-face communication seems like too much work. Adding on to this, people skills are also being affected because there are less face-to-face conversations going on. Learning how to work with others for work and school is a big part of most people’s lives. When hiring, or trying to go to a good university, most people are more likely to be influenced in a real conversation, rather than on a phone. Also, With the over utilization of cellphones, people start to lose the aspect of reading each other’s facial expressions and the tones of their voices to know if there is a problem, if they’re happy, upset, or interested in something. When people use cell phones more than talking face-to-face, their people skills start to deteriorate. Lastly, w ith the increase use of cell phones, health problems are also increasing. Cell phones have a special light called a High Energy Light or HEV light that is one of the shortest wave lengths. This light is a blue light which meansShow MoreRelatedNegative Effects of Cell Phones1731 Words   |  7 Pagestask easier. A cell phone is a type of technology that is a common thing to see in everyday life. The world and the people in it have gotten used to this technology. Cell phones are making the lives of an estimated two hundred sixty five million Americans (Natterson 103) and three billion worldwide (Natterson 103), easier. As useful as cell phones may be, there are negative effects in over using cell phones. Cell phone technology was first developed in the 1980’s, but cell phones became common inRead MoreNegative Effects Of Cell Phones1318 Words   |  6 Pagesthe conclusion that there is a strong correlation between the usage of cell phones and personal health. Studies show that cell phones emit radiofrequency energy, which is a form of electromagnetic radiation and it is proven that radiation exposure to the human body is hazardous. Technology has its ups and downs, with that being said cell phones are a good example of how sometimes advancements can be good and bad. Yes, cell phones have a lot of fun things to do, from playing your latest and favoriteRead MoreThe Negative Effects Of Cell Phones717 Words   |  3 Pages In todays technological era we rely heavily on technology, from our phones all the way to our Smart Tvs. However, peoples need to bring their smartphones with them everywhere they go has started to become a problem regarding the way we connect with others. W e need better cell phone etiquette because without it the way people intermingle could completely change in a negative way. A lack of a stricter cell phone etiquette has led people to stop interacting with each other, live their lives throughRead MoreNegative Effects Of Cell Phones1005 Words   |  5 Pagesthat were involved by the cause of having a cell phone. Mobile device has a great impact in the human race, by advancing in technology and causing harm in lives. Cell phone etiquette is not disrespecting a person by discarding the conversation and getting on the phone. Today’ s modern world people all around the planet have a cellular device, but do people really know how to use a cell phone? Why do teachers get so frustrated when a student is on their phone while there lecturing? People all aroundRead MoreNegative Effects Of Cell Phones707 Words   |  3 PagesAlmost everyone in the world owns a cell phone. In previous years, mobile devices did not exist. Surprisingly, p eople would have to use their house phone that everyone in their family shared or they would have to wait until they could the person and talk to them face to face. But, our technology just keeps getting better. Cell phones allow people to communicate quicker and easier that they have become apart of people’s everyday lives. Sadly, there are many negative affects of always having our mobileRead MoreNegative Effects Of Cell Phones1192 Words   |  5 PagesIn this day and age, more than half of the worlds population owns and uses cell phones. It is a well-known fact that cell phones emit low doses of radiation each time one is used, however, people tend to brush it off and not think about the long-term effects it may have. Its only small doses, what harm can come from it? That is a question us cell phone users may ask ourselves, yet never really look into or research. Maybe its because we choose not to know the actual truth and just focus on theRead MoreNegative Effects Of Cel l Phones1100 Words   |  5 Pagescreated the thing that runs the lives of many ---- a cell phone. For those living under a rock, cell phones are portable telephones that requires cellular network (ATT, Verizon and Tmobile) to make and receive phone calls. For the first time ever, a generation of kids are going through their adolescence with smartphones. As stated by Pew Research Center, â€Å"75% of 12-17 year-olds now own cell phones, up from 45% in 2004† (Lenhart 1). As cell phones advanced over the years, the increase of adolescenceRead MoreNegative Effects of Cell Phone of Society1609 Words   |  7 PagesSteve Sheridan Professor Simakowicz 1st Draft Paper 13 April 2010 â€Å"Do Cell Phones Help or Hinder Society?† Times have changed tremendously in the last twenty five years in regards to how the world communicates with each other. The birth of new technology such as cell phones with internet capability, laptop computers, and even the recently released I-Pad has made communication with anyone outside of talking distance immediately accessible. Even though to many people this seems like a movement in theRead MoreNegative Effects Of Texting And Cell Phones894 Words   |  4 PagesTexting and cell phones have, of all age groups, likely affected kids the most. In one way, it has made young kids more socially awkward. These kids are being raised having more communication on social media portals and by texting much more often than face to face interaction. This problem will only get worse as we progress into the future. Children that are raised being able to front their problems and meet new people by using a phone will greatly lack the ability to deal with problems face to faceRead MoreNegative Ef fects Of Technology On Cell Phones807 Words   |  4 PagesWith the growth of new technology, society is becoming too dependent on cell phones. Although communication and information may be important over a screen, it may take away from interaction in society. Overuse can cause negative side effects when it is not available as well as take away the overall experience of life itself. Cellular technology has contributed to negative and positive factors. It is best to view each side and understand how to best use it for a healthy lifestyle. To begin with,

Making the First Call to Your College Roommate

You just received your roommates name and contact information. Youre a little nervous, a little excited. Your mind is buzzing . . . where to start first? Facebook? Google? Your friends? Just how much cyber stalking is appropriate when it comes to someone youll be living with? If you really want to get to know your new roomie youll have to go a little more old school and pick up the phone. How You Most Likely Were Matched You have been paired with your roommate for a wide range of reasons: some may be left to chance, others may be strategic. Smaller schools have more time and resources to pair roommates personally based on questionnaires and other information. Larger schools may use software to match you. You may have been purposefully placed with your roommate to expose both of you to new backgrounds, experiences, and personalities; you may have been paired with your roommate with lesser goals in mind. Either way, you now have the name of the person with whom you will (most likely!) live for the next nine months. Congrats! Before You Call There are a few things you should keep in mind before contacting your roommate for the first time. First and foremost, remember that both of you are likely nervous and excited about similar things: leaving home, starting college, having a roommate, figuring out your meal plans and where to buy books. This is a great place to start to connect. Second, before contacting your roommate, try to think about what you know your living style to be like. Keep in mind that this may be different than what you want your style to be like. Do you like a clean and organized room? Yes. Are you good at keeping it that way? No. Make sure you know how you actually are so that you can set realistic expectations for both of you. Try to be honest about your own patterns and what you know you need to feel balanced. College life is stressful, so if you know you need to go out dancing until 3:00 a.m. to relieve that stress, come up with a plan for how to handle returning home really late without waking your sleeping roommate. During the Call Try to remember that you dont need to work everything out during your first phone call or email. (Email is great, but you most definitely should try to connect via phone, if possible, before meeting on move-in day!) You can decide who brings the mini-fridge, the TV, etc., later. For the first phone call, do your best just to get to know the other person. Talk about his or her high school experience, goals for college, major, why you both picked the college you did, and/or what you are doing between now and when you start in the fall. While many roommates end up being great friends, dont put that expectation on yourself or your new roommate. But you should set a pattern of being friendly. Even if you end up living totally different lives once youre at school, its still important to be on friendly and respectful terms with your roommate. Lastly, and most importantly, expect to be surprised. This may sound scary at first but remember: you have focused on going to college for a long time. You want to be challenged with new ideas, interesting texts, and mind-blowing conversations. One of the most important lessons to learn about college is that this kind of true learning doesnt just happen in the classroom! It happens in the conversations that continue after class as you walk to the cafeteria. Your roommate may currently be living in a different country than you. Your roommate may seem to be totally different than the people you hung out with in high school. Your roommate may seem to be . . . just too different. Sure, this is scary, but its also a little exciting. This is your first college experience in many ways. You may not be on campus yet, but you are meeting someone who hopefully will be somewhere in the mass of students throwing their graduation caps with you in several years. You and your first-year roommate may not be best friends, but you undoubtedly will be a part of each others college experience. As long as youre honest and respectful with each other, things should be fine. So snoop on the internet as much as you like, spend a little time figuring out what your living style is, take a deep breath, relax, and have fun on your first phone call with your new roomie!

A Doll s House Dramatic Irony - 1122 Words

A Doll’s House → Dramatic Irony In A Doll’s House by Henrik Ibsen, dramatic irony is displayed by providing the audience with eventful information to create a focus on the emotions of the characters. This spotlight allows for us to explore and note symbols and subtle gestures which contribute to the greater themes of appearance versus reality and sacrificial roles of women. The effective use of dramatic irony is encapsulated by the belittling of women’s roles in society during the Victorian era through his expression of his recurring doll image. The doll image can be seen vividly through an unanticipated disdain Nora builds for her unjust lifestyle, making evident that there is a gap between the doll appearance of Nora and her life and†¦show more content†¦The effect of dramatic irony here builds through Nora’s physical actions and reactions to these comments; ‘Withdraws hand’, ‘Pale with terror’. These subtle actions are observed and analyzed by the audience subconsciously. If Torvald had learned about Nora’s dishonesty, Nora would have stayed on terms of guilt rather than leave with her head held high and in the act of independence. Dramatic irony is also developed through Dr. Rank’s last goodbye to the Helmer family. In this play, Dr. Rank appears to be the only one who believes that Nora goes beyond her woman role; he treats her even above her husband, which is absurd in the Victorian Era. In this scene, Dr. Rank speaks with Nora in â€Å"code†, allowing for them to communicate clearly to one another, but saving Torvald from the tragic news. Nora and Dr. Rank speak to one another, using the masquerade as means of speaking of Dr. Rank’s fast approaching death. While speaking to Torvald and Nora, Dr. Rank replies with â€Å"At the next masquerade I’m going to be invisible [...] then no one on earth can see [me].† in which Torvald dismisses this, reasoning that â€Å"[Dr. Rank has] been drinking heavily.† (p10101011). By leaving Torvald out of this final farewell, Torvald avoids extreme feelings of sadness, allowing for Dr. Rank’s and his final interaction to be no ble andShow MoreRelatedA Doll s House By Henrik Ibsen1288 Words   |  6 Pages Henrik Ibsen’s A Doll’s House is based in the Victorian society of the 19th century. It assesses the many struggles and hardships that women faced because of marriage â€Å"laws† that were crucial during that time period. The society was male- dominated with no equality. Nora is the protagonist in A Doll’s House and the wife of a man named Torvald. This play is about Nora’s voyage to recognizing her self- determination and independence. She transforms from a traditional, reserved woman to a new, independentRead MoreHenrik Ibsen s A Doll s House1291 Words   |  6 Pages002322- 3 Henrik Ibsen’s A Doll’s House is based in the Victorian society of the 19th century. It assesses the many struggles and hardships that women faced because of marriage â€Å"laws† that were crucial during that time period. The society was male- dominated with no equality. Nora is the protagonist in A Doll’s House and the wife of a man named Torvald. This play is about Nora’s voyage to recognizing her self- determination and independence. She transforms from a traditional, reserved woman toRead MoreA Doll s House By Henrik Ibsen1288 Words   |  6 Pages Henrik Ibsen’s A Doll’s House is based in the Victorian society of the 19th century. It assesses the many struggles and hardships that women faced because of marriage â€Å"laws† that were crucial during that time period. The society was male- dominated with no equality. Nora is the protagonist in A Doll’s House and the wife of a man named Torvald. This play is about Nora’s voyage to recognizing her self- determination and independence. She transforms from a traditional, reserved woman to a new, independentRead More Comparing A Dolls House and Oedipus Rex Essay1672 Words   |  7 PagesComparing A Dolls House and Oedipus Rex Ibsens drama A Dolls House, serves as an example of the kind of issue-based drama that distinguishes Ibsen from many of his contemporaries. The plays dialogue is not poetic, but very naturalistic, and the characters are recognizable people. Given the sense of modernity which the play possesses it seems unusual to compare it to a Greek tragedy produced more than two-thousand years previously. On closer examination however, thereRead MoreHenrik Ibsen s A Doll s House1231 Words   |  5 Pages A Doll’s House is a play by Henrik Ibsen about the liberation of the protagonist, Nora, from a toxic and oppressive relationship in the Victorian Era. Based on a real friend of Ibsen, Nora portrays a seemingly childish and bubbly persona, caged by noble sacrifices and a web of innocent lies. Manipulative and careful, she works furtively to solve all of her problems independently. This contrasts the view her husband has of her as his little doll. He suppresses her freedom of speech, thought, andRead MoreHerik Ibsen: Father of Modern Drama1459 Words   |  6 Pagespioneer theatre dramaturges that began the Modernism Movement, primarily known as the Realism Movement. Modernism/Realism was a revolutionary idea back in Ibsen s time. Many concepts of theater - including plots, dialogue, and characters – were renovated in order to make theater more useful to society’s goals back then. During 1859 to 1900 s, before the rise of Realism, theatre was mainly composed of melodramas, spectacle plays, comic operas, and vaudevilles. The stories displayed did have moralRead MoreConventions of Drama1980 Words   |  8 Pagesselected from Greek, Elizabethan, Restoration and Modern times can be analysed to show and represent the changes of drama. These plays are #8220;Oedipus the King#8221;, #8220;Macbeth#8221;, #8220;The Way of the World#8221; and #8220;A Doll#8217;s House#8221;. The early origins of drama came from the Greek. Drama in Greece,450BC was not readily available to the society. Plays were only put on twice a year during great religious celebrations. At these festivals, where the plays were performedRead MoreA Dolls House As A Tragic Hero Analysis967 Words   |  4 Pagesgreatness but who through a weakness, or tragic flaw in his character, falls into the depths of misery and often to his death† (Ingham 1). Within Oedipus Rex, Sophocles laid the foundation for what is now considered the ideal tragic hero. Within A Doll’s House, Ibsen creates a modern hero in Nora Helmer; a woman who was oppressed for going against social rules for saving her husband. Nora follows the Aristotelian journey of a tragic hero, from hamartia through her tragic fall into catharsis. She is consideredRead More Conventions Of Drama Essay1926 Words   |  8 Pagesselected from Greek, Elizabethan, Restoration and Modern times can be analysed to show and represe nt the changes of drama. These plays are amp;#8220;Oedipus the King;, amp;#8220;Macbeth;, amp;#8220;The Way of the World; and amp;#8220;A Dollamp;#8217;s House;. The early origins of drama came from the Greek. Drama in Greece,450BC was not readily available to the society. Plays were only put on twice a year during great religious celebrations. At these festivals, where the plays were performedRead MoreTo Kill a Mockingbird1617 Words   |  7 Pagesâ€Å"Boo† Radley by his domineering father: Inside the house lived a malevolent phantom. People said he existed, but Jem and I had never seen him. People said he went out at night when the moon was down, and peeped in windows. When people s azaleas froze in a cold snap, it was because he had breathed on them. Any stealthy small crimes committed in Maycomb were his work. Once the town was terrorized by a series of morbid nocturnal events: people s chickens and household pets were found mutilated; although

Icarus Valentin Iremonger Commentary Essay Example For Students

Icarus Valentin Iremonger Commentary Essay The 15th commandment in chapter 5 of Deuteronomy states Honour thy father and thy mother, as the lord thy God commanded thee; that thy days may be long, and that it may go well with thee, upon the land which the lord thy God giveth thee1. This is an ordinary mandate that is repeated over and over by the elders who concern our lives. The poem Icarus by Valentin Iremonger is a modern adaptation of the story of Icarus and Daedalus written in the form of a poem to give a modern metaphorical reference to this commandment. Written in the 20th century, the poet exhibits an increasing interest in deepening a psychological portrait in an attempt to capture the essence of human experience more authentically. The irony of the poem is captured through the experiences of Icarus, where he disobeys his fathers cautions in order to experience the joy of flying. The poem contains one of the typical stumbling blocks outlined in lives, i.e. the characteristics of a high flyer who avoids possible consequences before acting hastily. This contemporary poem presents a form that became predominant in the twentieth century- free verse. The poem presents irregular lines of unequal lengths; and obsolete ideas about meter that are done away with altogether. With the lack of rhyme and rhythm the poet using this free verse creates his own form contributing to the fictitious story containing an ironic message. In this way, form used in this poem becomes as original and imaginative a part of the poetic process as imagery. The longer phrases are broken down with commas to demonstrate pauses, as the reader feels the poet contemplating his irony. This is evident from the opening lines of the poem until the conclusive phrases towards the end. As, even today, the airman, feeling the plane sweat  Suddenly, seeing the horizon tilt up gravely, the wings  shiver,  The first three lines impart this usage of detached words to present the didactic work that intends to preach and persuade a particular moral. This moral suggests the nature of all humans who act hastily upon an idea, never to consider the possible consequences and the cautionary advices given from knowledgeable elders. The irregular punctuation is placed in order to consign emphasis that the reader ought to reflect upon. The high degree of the enjambment effect is used in the poem where phrases run on to the following lines, such as in:  Back, over the tones of the sea-waves and the  slipstream, heard  The gravel-voiced, stuttering trumpets of his heart. An organic form of poetry is used to develop a structure that contributes to reflect upon the metaphoric connotation and the form.  A third person omniscient voice is used to narrate the story. The egotistical tonality can be identified to explicate an invocation in the narrators voice. The poets diction in a pastiche manner employs a general light-hearted imitation of the story of Icarus and Daedalus where the poem is treated in a respectful tone yet imitates that style of the story to convey a moral of caution. The voice is further emphasized through the usage of visual, aural and tactile imagery where visual images are referred to the physical description of Icarus flying so close to the sun in the lines  Head butting down, skidding along the light-shafts  Back, over the tones of the sea-waves and the slipstream, heard Such lines display images where the poet uses the setting to demonstrate the bathos of the situation. Aural imagery is presented enabling the reader to hear what is being described. In the poem we find the phrase:  The gravel-voiced, stuttering trumpets of his heart.  Sennet among the crumbling court-yards of his brain  the mistake  Here, the use of the word gravel-voiced indicates a grating, vexed voice that alarms him frequently of his mistake. .u255940415460c5e664fef17d91d91585 , .u255940415460c5e664fef17d91d91585 .postImageUrl , .u255940415460c5e664fef17d91d91585 .centered-text-area { min-height: 80px; position: relative; } .u255940415460c5e664fef17d91d91585 , .u255940415460c5e664fef17d91d91585:hover , .u255940415460c5e664fef17d91d91585:visited , .u255940415460c5e664fef17d91d91585:active { border:0!important; } .u255940415460c5e664fef17d91d91585 .clearfix:after { content: ""; display: table; clear: both; } .u255940415460c5e664fef17d91d91585 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u255940415460c5e664fef17d91d91585:active , .u255940415460c5e664fef17d91d91585:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u255940415460c5e664fef17d91d91585 .centered-text-area { width: 100%; position: relative ; } .u255940415460c5e664fef17d91d91585 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u255940415460c5e664fef17d91d91585 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u255940415460c5e664fef17d91d91585 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u255940415460c5e664fef17d91d91585:hover .ctaButton { background-color: #34495E!important; } .u255940415460c5e664fef17d91d91585 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u255940415460c5e664fef17d91d91585 .u255940415460c5e664fef17d91d91585-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u255940415460c5e664fef17d91d91585:after { content: ""; display: block; clear: both; } READ: Fact or fiction EssayThis aural imagery is expressed further through the stuttering trumpets that personifies his quickened heart rate through a serenade of trumpets that linger to express its aural sentiment. Then follows the sennet that crumbles court-yards of his brain. Sennets usually suggest a courtly atmosphere where the elite members are welcomed by flock of loud trumpet players. Here this same connotation is used to a harsh extent where such aural expression crumbles court-yards of his brain. The fear of death is already destroying his senses. The poet presents his view on what constitutes true fiction, that is story telling. Although the poem proceeds with a pastiche irony and humor, there is a serious desire here to correct misguided human nature through alarming motifs and teachings. In this context of the poems intention, the use of the words high-flier, star-chaser, big -time-going, chancer, is particularly loaded. It is used for ironic effect to indicate the lives of rich play boys who live under reckless extravagance. The poets usage of colloquial language also makes the intentions of the theme evident. Phrases such as  As, even today, the airman, feeling the plane sweat  Expose the comparison of the planes sweat to humans anxiety towards death. This being further emphasized through the phrase  Suddenly, seeing the horizon tilt up gravely, the wings  shiver,  defining a literal grave compared to that of Icarus which is the sea. This comparison is made to supplement the writing with a sense of humor through pastiche tonality as explained earlier. The dramatic and colloquial uses of languages in phrases such as  And, while the flat sea, approaching, buckled into Oh!   avenues  engraves a dramatic awe of the aural imagery of sennets. Whereas avenues being compared to the flat sea in the poem. Such comparison can be made to bring out the humor in simple language to demonstrate a negative connotation to the over-achievers who avoid taking precautionary alarms before reaching for their own graves. The tale of Icarus and Daedalus tells the story of the over-achiever Icarus expressed in this poem. The poem however, emphasizes on a crucial part of the story where Daedalus warns his son of the dangers of flying too low or too high.  Remember, said Daedalus, never to fly very low or very high,  for the fogs about the earth would weigh you down,  but the blaze of the sun will surely melt your feathers apart if you go too near.such were the words of precaution that Icarus avoids. For Icarus, these cautions went in at one ear and out by the other.  Who could remember to be careful when he was to fly for the first time?  Are birds careful? Not they!  And not an idea remained in the boys head but the one joy of escape.Hence, the poem presents the boys one joy of escape through a pastiche tone where he mocks the tale in negative tones in order to portray an important message. A message that we know as one of the commandments in the Christian faith. In Ephesians 6: 1-3 it talks about the importance of children obeying their parents as it may go well with you and that you may enjoy long life on earth.4 Such powerful messages do contain simple messages that are to be taught as a moral for living. The simple, figurative theory may not seem particularly appealing as a theme for such kinds of poetry, yet the ironic stance adopted by the poet in his presentation makes the piece amusing, interesting and easy to relate to.

The red headed league is money Essay Example

The red headed league is money Paper There are many great stories in the detective genre but my favourite has to be the stories of Sherlock Holmes. There isnt much I like more than kicking back after a hard days work a good book. I like to curl up on the sofa in front of the warm fire and a blanket, a glass of Frances finest wine in one hand and my own copy of The Short Stories of Sherlock Holmes in the other. Sir Arthur Conan Doyle was born on 22nd May 1859 and was of a Scottish origin. He is now known as Conan Doyle and is mostly recognized for his fictional stories about the detective Sherlock Holmes, which are generally considered a major innovation in the field of crime fiction, and for the adventures of Professor Challenger. He was a great writer and his other work includes science fiction stories, historical novels, plays and romances, poetry, and non-fiction. Sherlock Holmes is a fictional detective of the late 19th and early 20th centuries. A brilliant London-based detective, Holmes is famous for his intellectual expertise and also for his skillful use of deductive reasoning to solve difficult cases. He is arguably one of the most famous fictional detectives ever created, and also one of the most globally recognizable fictional characters. Two very well known stories are The Speckled Band and also The Red Headed League. The Speckled Band is one of the 56 short Sherlock Holmes stories written by author Sir Arthur Conan Doyle. It is the eighth of the twelve stories collected in The Adventures of Sherlock Holmes. We will write a custom essay sample on The red headed league is money specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The red headed league is money specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The red headed league is money specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The story was first published in Strand Magazine in February 1892, with illustrations by Sidney Paget. It is known to be what Doyle thought was his best Holmes story. The Red Headed League was published in 1891 and was ranked by Conan Doyle as his second in his favorite list of stories out of The adventures of Sherlock Holmes. The Speckled Band is set in the late 19th Century in a large, ancestral house at Stoke Moran on the western border of Surrey. The Red Headed League is set in 1890 around the Saxe Cobourg Square in London. There are many main locations in this area that are important to the story such as Jabez Wilsons pawn brokers shop, the City of London Bank and Sherlock Holmes residence of 52 Baker Street. Conan Doyle creates a sense of atmosphere in The Speckled Band by initially creating a warm and cozy image. He enables the characters to set the atmosphere by them describing the warm fire and offering Mrs. Stoner coffee, he then changes the atmosphere quickly by Mrs. Stoner saying It is not cold that makes me shiver This suddenly changes the atmosphere from happy and warm to cold and dark. This technique takes the reader by surprise because the sudden change in atmosphere and feelings is unexpected. This atmosphere draws the readers attention and interest right from the beginning of the story; this makes them want to read the rest of the story. Holmes and Watson are two very different people, for example Watson is portrayed more as the less intelligent side-kick instead of the useful accomplice. Watson appears weaker than Holmes because he only narrates the stories and is not as directly involved in the cases as Holmes is with them. The Speckled Band shows Holmes is also physically stronger than Watson when he says, If he had stayed he would have seen that I may not look as strong but my strength matches his own. This was in reference to the iron poker that Dr. Roylott had bent then thrown in Holmes direction. Although they appear to be very different, they also appear to be very close. In The Speckled Band Holmes introduces Watson to his client as his intimate friend and associate of whom he feels his clients can speak as freely as before himself which implies that there is a lot of trust between the two of them. Holmes techniques which he uses to solve his crimes are slightly similar in both stories however his actions in The Speckled Band are more physical than him using his knowledge of crime to solve it. For example, whilst in Miss Stoners room, he uses his intellect to work out the presence of the snake but then he also attacks it with his cane when it climbs across the bell rope, knowing that it will go back and kill Dr. Roylott by biting him. This is how he catches the villain in this story, however in the Red Headed League he uses knowledge and common sense to predict where the villain will go next. Holmes and Watson are similar to some modern day detectives such as Morse and his assistant Lewis; they both follow the same principles as Holmes and Watson for detection. For example, Morse is the more recognized and well-known of the two whereas Lewis doesnt get as much praise or acknowledgement. The clues in both stories are very discreet and sometimes go unnoticed. In The Red Headed League when Holmes talks to Jabez Wilsons assistant in the doorway of his shop, the reader is unsure why Holmes has done it but we find out that he is checking his knees for mud. Another clue is when Holmes is standing outside Jabezs pawnbroker shop and taps his cane on the floor. Again the reader is confused by his actions and it is later revealed by Watson that he was checking the ground underneath to see if it was hollow; this enabled them to discover they were tunneling. The clue in The Speckled Band is the bell rope; Miss Stoner says that it is not used therefore it makes the reader think no more of it, however that is the route in which the snake uses to kill the person in the bed. The effect of these clues is to try and make the reader see the plot of the stories and the mysteries of the crimes unravel with ease in small stages. Red herrings are constantly used throughout the story to throw the reader off the tracks of the plot and keep them guessing as to what is going to happen next. It also keeps the reader intrigued in the story so that they read until the end and it is not possible to assume what is going to happen.