Expert Guide How Many Times Should You Take the SAT

Master Guide How Many Times Should You Take the SAT SAT/ACT Prep Online Guides and Tips How frequently would you be able to take the SAT? Is there a cutoff in case you're retaking it to achieveyour perfect score? For what reason would you need to continue enduring this high stakestest, in any case? There are a few convincing motivations to take the SAT more than once, yet you likewise shouldn't go absolutely over the edge. How about we go overwhen you should retake the SAT, and when it may be an ideal opportunity to proceed onward. Motivations to Take the SAT More Than Once Understudies quite often improve when they retake the SAT.When you take the SAT,you gain valuablereal test experience that causes youfigure out how to deal with your time and manage pressure. Youmight experience certain issues that stump youand gain proficiency with the ideas youmissed out on for next time. Since theycan set aside effort to contemplate and improve, heaps of understudies decide to take the SAT more than once to improve the scores they'll at last add to their school applications. A few understudies deliberately develop their SAT score area by segment. In the event that your school superscores your test resultsor takes the most elevated scores by area over all the timeyou sat for the test, at that point you could hypothetically concentrate on Math for one test date, Reading for another date, and Writing and Language for the third. While you shouldn't regard any segment as an expendable segment, since a significant error in scores could raise warnings both to your universities and the College Board, this methodology is one approach to truly sharpen your insight in one zone and conceivably accomplish close impeccable segment scores each test date in turn. On the off chance that you scoreworse than you expected to on the SAT, you may have had an accident test. There could have been a significant entry that simply didn't sound good to you, or perhaps you were worn out, wiped out, or diverted that day. If so, you should plan for the following test as quickly as time permits. So in case you're probably going to improve your SAT scores each time you step through the exam, would it be advisable for you to simply continue taking it again and again until you hit flawlessness? Would you be able to Take the SAT an Unlimited Number of Times? How frequently would you be able to take the SAT? In fact, you can accept the SAT the same number of times as you need! There are no limitations for enlisting for and stepping through the exam. There are 7 test dates consistently, so the main furthest reaches that remains in your wayis time. Numerous schools permit you to utilize Score Choice, or to single out which scores from which test dates you need to send as a component of your school application. Not all schools bolster the utilization of Score Choice, nonetheless, and they take it on great confidence that you'll send every one of your scores. Some striking schools with a send all scores strategy incorporate Yale, Stanford, Cornell, Carnegie Mellon, and the University of California. So on the off chance that you can utilize Score Choice to send just a few scores and keep the rest hidden, and you have the opportunity and cash to keep retesting, at that point actually you could accept the SAT the same number of times as you need. However, on the off chance that your schools don't utilize Score Choice and you are required to send all your grades alongside your application, how often retaking the SAT is too much? What number of SAT Tests Is Too Many? In case you're applying to schools that require all scores, similar to the ones referenced above, I would suggest not taking the SAT in excess of multiple times. On the off chance that you take the SAT this numerous or more occasions, you may be imparting the sign that you're not paying attention to the test enough to prepare each time or that you experience a great deal of difficulty improving your scores. The SAT is intended to test all understudies on a level playing field and decide their preparation for school, so it wouldn't look all thatstrong to need to take the testmore than multiple times to perform well. While genuine test experience is important, you additionally will gaina parcel from engaged and intentional test prep. Perhapsyou continue retaking the SAT and your scores are not improving as much as you'd like. Instead of asking, How often would i be able to take the SAT? you ought to reconsideryour test prep approach. It is safe to say that you are truly revealing and focusing on your shaky areas and filling in your insight holes? Is it accurate to say that you are timing yourself when you take practice tests to rehearse your pacing? It is safe to say that you know about the best methodologies for dissecting the Reading sections or composing the exposition? By sharpening your way to deal with test prep and truly investing the energy and exertion to examine, you ought to have the option to accomplish your objective scores inside a couple of organizations of the SAT. Other than what over the top retesting demonstrates about how you're preparing for the SAT, it additionally probably won't be the best thought for a couple of different reasons. Arranging your SAT testing plan is about parity. Reasons Not to Overtake the SAT In the first place, it's essential to assume responsibility for your test prep, analyze your qualities and shortcomings, and make sense of what you have to do to improve your scores. Aside from this, you're presumably likewise stepping through different examinations, similar to finals or the SAT Subject Tests, alongside the entirety of your homework, network administration, and clubs or sports that require your consideration. You wouldn't have any desire to fail now in your secondary school profession by redirecting consideration away from these different interests, as these are likewise all key pieces of your school application. In addition, except if you're superhuman or exceptionally gifted at pondering, sitting for the SATtends to include pressure and anxiety.Getting genuine test experience is useful in instructing you to control your nerves, quiet yourself down, and center, yet you additionally don't have to get yourself through this too often. Taking the SAT beyond what multiple times might turn into an exercise in futility, cash, and vitality. Once more, while you can have an accident testing experience and score a lot of lower than you should, you likewise would prefer not to regard any tests as expendable tests. It's imperative to pay attention to each test so you can get a genuine feeling of your abilities and scoring limit. You can utilize this equivalent mindsetwith practice tests - by reproducing testing conditions and timing yourself, you can expand on your testing experience and make sense of what you have to realize and practice to help your scores. Like with everything else you're associated with through school and outside of school, taking the SAT is about parity. On the off chance that you set and adhere to an examination plan and testing plan, at that point you'll have the option to locate the fair compromise between testing time and again andtesting excessively little. Belowis one normal guide that works for a great deal of secondary school understudies. SAT Study Plan and Testing Schedule Guide This course of events is compelling for a great deal of understudies and gives you an opportunity to prepare and retake the SAT a couple of times to hit your objective scores. Instead of scouring for test dates to make sense of how often would you be able to take the SAT, you can have everything arranged out ahead of time. 1.Study for the SAT the late spring before junior year. You can utilize online prep, answer SAT Questions of the Day, print official practice tests, attempt test questions, and study from books. 2. Register for and take your first genuine SAT test in the fall of junior year. Contingent upon how you do, you can later enroll for the test once more. 3. In case you're retaking the SAT, you can prepare throughout the winter of junior year and take the SAT again in the spring. You may likewise be stepping through SAT Subject Examinations toward the finish of the school year. On the off chance that you despite everything aren't scoring where you need to score, at that point you can join to take the SAT in the fall of your senior year. 4. Put a ton of exertion into test prep the late spring among junior and senior year. Make sense of what you were absent on the initial two organizations of the test, become familiar with the ideas, and apply them through training issues. You need to do all that you can to get ready, as this test in the fall will probably be your last possibility. 5. Step through the most readily accessible examination senior year, before you get excessively occupied with homework and your mid year considering is new in your psyche. This would be in October for the SAT. On the off chance that you feel this test turned out poorly, you may have the option to retake it once again, contingent upon your school cutoff times. This is additionally not a perfect opportunity to take the SAT, as you'll be caught up with wrapping up and sending off the remainder of your application. In case you don't know whether your scores will be sent to your schools in time, certainly call or email the confirmations office and inquire as to whether they'll acknowledge these scores.They may sit tight for your scoreseven on the off chance that they show up after the expressed cutoff time, yet you can't put money on this except if they've revealed to you this unequivocally. Goal-oriented understudies who feel they can accomplish a high score significantly prior in their secondary school vocation may decide to push this calendar forward a year.You could begin preparing as a ninth or tenth grader, take the SAT all through sophomore year, and be good to go with yourscores before youeven start the remainder of the application procedure. In case you're a solid, scholastically accomplishing understudy, you may as of now have the math, perusing, and composing aptitudes you have to score profoundly on the SAT before you even arrive at junior year. Much the same as with your test prep, it's imperative to consider what works best for you. As everybody has various inclinations, qualities, and shortcomings, there's nobody size fits all way to deal with reading for and taking the SAT. This testing plan works for a great deal of understudies, in any case it's dependent upon you to choose and adhere to the calendar that will permit you to play out your best. To Sum Up: How Many Times Should You Take the SAT? Around multiple times of sitting for the SAT (here and there additional, occasionally less) should almost certainly be sufficient for you to arrive at your objective scores, alongside a lot more practice tests and compelling test prep all alone. Try not to think little of the intensity of prep in helping you ace the SAT. At long last however, you shouldn't be hesitant to step through genuine exams, as they are important preparing encounters and you can quite often improve your scores or compensate for an off day. Give yourself enough test dates so you don't come up short on

Cloning Essay Research Paper Cloning 1999 Cloning free essay sample

Cloning Essay, Research Paper Cloning 1999 Cloning is the strategy of making a familial extra of a man. Since the February 1997 declaration of the introduction of Dolly, a sheep cloned by Ian Wilmut, cloning research has expanded extraordinarily. Cloning universes presently has become an a lot more prominent chance in society than it was mature ages prior. Researcher are on the fringe of a tremendous revelation with human cloning, and society will ask it # 8217 ; s self if this ought to be permitted or non. Numerous proclamations can be made for and against human cloning. Promoters of human cloning may reason that it is simply a sensible and unavoidable progress in logical control designing. It is, in any case, risky for human points. At the present cut, the greater part of the general masses is against cloning. Inside a couple of mature ages cut, the clinical conceivable outcomes of human cloning might be alluring satisfactory to modify the masses opinion. Reasearchers on human cloning would influence monstrous risks for the underlying ringers, in light of the fact that any examinations in human cloning would at long last hold to be tried on universes. We will compose a custom paper test on Cloning Essay Research Paper Cloning 1999 Cloning or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Human cloning is unscrupulous as a result of the risks that this example includes enormously exceed the bebefits. The procedure that created Dolly the sheep was fruitful in simply 1 of 277 endeavors. On the off chance that this was endeavored in universes, it would risk premature births in the female parent and horrendous formative employments in the child. The existent dangers of physical injury to the cloned child can non be sure without convey oning probes human presences. This itself is untrustworthy in light of the fact that no 1 comprehends what will go on and the child is in harm's way since noone realizes what is making a trip to go on, the child could be brought into the world impaired or potentially have formative diffuculties. Starting at now human cloning doesn # 8217 ; t appear to be an incredible chance due to the risk included and how the general people would react. Some clasp in the great beyond, perhaps the progresss in clinical designing will let cloning with no conceivable risk.

The Comprehensive Guide on How to Write An Essay Conclusion

The Comprehensive Guide on How to Write An Essay Conclusion Essay writing is a crucial part of our academic life. The students usually write various essays on different topics. Writing an essay is a time-consuming task for the students. Most of the students find that writing an essay introduction is time overwhelming. The reason is they dont know exactly, how to write an essay conclusion. Writing an essay conclusion is not about writing a summary of the entire essay. How to Write an Essay Conclusion Summary How to Write an Essay ConclusionWhat is the Conclusion of an EssayExamples of Essay ConclusionArgumentative EssaySocial media influence on youthPersuasive EssayAnalytical EssayAnalysis EssayHow to Write a ConclusionExpository EssayNarrative EssayEnglish EssayThings to consider while writing an essay conclusionIts not a repeat of your Introduction.Its not just a summary of your body paragraphs.Its not a place to add new content or make new arguments.Bottom Line Writing an essay introduction is more complicated than we think. You should understand that the conclusion is not just a simple summary of the evidence you have provided in contrast to the central part. It is your last words, as well as the essential information for your readers. Therefore it should be surprising and compelling. Consider making it short and solid with all the necessary accents. The main idea of any academic writing must remain the same throughout the content of the work. After your trial, you need to take your sorting and analysis skills at the highest level. On the other hand, if you are trying to gather plenty of things within your essay body, you need to summarize them at the conclusion of your essay in the most effective way and with meaningful words. You should give your reader the final comment on the full topic or a problem youve been discussing. Now lets look at some exciting examples of test completion and its structure. What is the Conclusion of an Essay The structure of the conclusion of your essay should be less complicated and more potent with eye-catching sentences, explicit language, and thoughts. It can be divided into several parts. The central (and most important) part you should do and then double-check is to reformulate the statements of your thesis : Restate the statement of your thesis ;Always prioritize the first paragraph of your essay body to get the idea from it;Try to get a significant idea from the second paragraph of the essay. Always give huge importance to the third paragraph of your essay and then take the idea from it of your essay body; Create the Conclusion of the primary thoughts of your essay. Try to answer the most valuable questions to the readers of your paper. Note that the number of sentences at the conclusion of a trial depends on the number of paragraphs in the part of your body. You should also learn where and how to start a conclusion for an essay. It should go after the paragraphs of the body of your essay. Never write the same sentence for the Introduction and Conclusion for your essay; both of these pairs of sentences should be different. Never make your essay complex for your readers; it should start with the general tone and then end with something specific that can create an impact on your readers mind. Examples of Essay Conclusion Lets have a look at the examples on how to write a conclusion for an essay from scratch. Writing the conclusions of a narrative essay may differ drastically from the Conclusion of an analysis essay. Some people prefer to read conclusions even before reading the full article. Its because they want to know the brief history of their academic writing. Here are some. Argumentative Essay Lets start with the argumentative essay conclusion example. Social media influence on youth Social media helps people connect through time and space, share thoughts and impressions, congratulate each other on several occasions when needed. It sparked a process of mass globalization and affected people around the world. And now is the time to limit Facebooks negative influence and take responsibility for future generations. Persuasive Essay For the persuasive ConclusionConclusion of the test, you should use the same method and structure as for other types of tests. Restate the thesis; Restate your two main reasons; Write a strong call to action. I am not supposed to repeat the entire thesis presented in the Introduction. Just indicate your position once again, and that would be enough. You dont have to prove youre right, just say it in your persuasive role. Analytical Essay Lets describe an example of an analytical essay conclusion on the topic of Coco Chanel has an influential effect on women and modern society. In her own way, Coco was the liberator of womens rights and style. She has decided to free women not only from tight medieval corsets but also from the limits of society. The mental barriers were not immediately crushed, but Coco kicked off. While women around the world waited to see the sign to begin the revolution, they had the perfect outfit to begin their struggle. Analysis Essay The Conclusion in the analysis test would be the same as in the analysis. You should also reformulate the thesis and bring your main idea to the stage. As World War II was at its highest, humanity was slowly coming to an end. The main reason were still here is that human nature is more about fighting for life than destroying it. How to Write a Conclusion Expository Essay While writing the conclusion of the expository essay, you should also focus on your main idea and your thesis statement. You should take your Introduction and use it to make a perfect ending for the whole essay. While one group of Americans thinks Columbus Day should be celebrated as the victory of human courage and the great opening of America, others think it is also a perfect day to remember millions of Native Americans who were killed and whose civilization was destroyed. But one thing is obvious and safe. Columbus played an essential role in modern American history and world history in every respect. Narrative Essay Speaking of narrative essays, keep in mind that youre telling a story. There are no facts and nothing for the state. You only need to count on a certain period of time and the actions that happened with your characters. English Essay The example of concluding an English essay may seem the most difficult of all. But you must understand that, in most cases, the Conclusion you need to make is already written by the author and lies on the surface. Things to consider while writing an essay conclusion Its not a repeat of your Introduction. Each college instructor has found an essay in which a student has copied and pasted, almost word for word, his Introduction at the end of his essay. Youre just eating words by repeating the same information again. And if a conclusion were simply a repetition of the Introduction, it wouldnt make sense to finish the trial with it. You could end up with your final argument of the body paragraph. Or, if you really want your reader to read the Introduction again and remind yourself of their central arguments, you can simply say something like See the introduction! Its not just a summary of your body paragraphs. Another common trap in which students fall is to see the Conclusion of the essay simply as a summary. They conclude an essay by providing a concise summary of each of the arguments they have made. This type of summary can form an essential part of your ConclusionConclusion, especially in longer trials in which you have made a number of complex arguments. But, as with the repetition of its Introduction, consuming a valuable word count to repeat the things you have already said is redundant and does not fulfill any persuasive function. Its not a place to add new content or make new arguments. Yes, the ConclusionConclusion of your essay should not simply be a summary, a summary, or a repetition of what you already wrote in your essay. But it is a place where he reflects on the arguments he has made rather than starting to present something new. And this is where the whole thing of how to conclude an essay starts to get a little complicated. If a conclusion is not simply a summary of old information or a place for new information, what exactly is it? Bottom Line Now you have seen all the tips of how to write an essay introduction. The more you focused on writing your essay, the more specific essay conclusion you can write. If you follow all these tips mentioned above, then you can able to write a more specific essay conclusion. It will also help you to enhance your grades in essay writing. If youre looking for the best essay writing help from the experts. Then we are here to provide you the best essay writing services at nominal charges.

Noble Mission Of Foster Care System - Free Essay Example

Sample details Pages: 4 Words: 1285 Downloads: 2 Date added: 2019/10/30 Category Society Essay Level High school Tags: Foster Care Essay Did you like this example?   Children thrive best when they live in safe, stable, and nurturing households. A child who is exposed to love will grow up to be happier and more engaged in life. The foster care system allows a child to be a child again, ending suffrage and trauma. However, many children in the United States lack this type of home environment, due to neglect and abuse. For children whose families are not safe shelter,   a caring society will find alternative foster care placements. Opening a foster home door to child opens up opportunities and a chance at a better life. Foster care refers to the system that provides protection for minor children who are unable to live with their biological parents. A child enters the system when they are abused, neglected, raped, incarceration and abandonment. A child who suffers from one of these causes will gain a unique set of emotional, social and academic challenges for them. They often experience grief, guilt, anger, sadness, loneliness, anxiety, low self-esteem, mental and physical health issues. (Craft) Don’t waste time! Our writers will create an original "Noble Mission Of Foster Care System" essay for you Create order Currently there are over 500,000 children in foster care in the United States. These children age from three months to eighteen years old. The goal of the foster care system is to provide abused and neglected children with an environment of safety, permanency, and nurturance. The foster care system provides valuable children with specific needs and trains and develops children for their future. This includes, placements in foster family homes, homes of relatives, group homes, emergency shelters, residential facilities, child care institutions, and pre-adoptive homes. A child enters the foster care system with the help of the Child Welfare. Child welfare systems typically receive and investigate reports of possible child abuse and neglect; provide services to families that need assistance in the protection and care of their children; arrange for children to live with kin or with foster families when they are not safe at home. (Child Welfare Information Gateway)   Through foster care, families become a support system to children who are waiting to be reunited with their birth parents. Foster parents give abused and neglected children a better environment. Foster parents allow these children to be children again. A foster parent gives children the opportunities they desperately deserve, such as providing them with an education is putting that child on the right track for success. For many foster children it is easy to enroll in school, the hard part is maintaining focused and obtaining the information. Mainly because they either never been to a school or they havent been in school for such a long time. It is important that this child learns at his or her pace and is able to communicate. It may be a difficult process, but with love and support from foster parents, it is not impossible. Education is what makes up ones future, no matter where or who you come from. A positive PK-12 education experience has the potential to be a powerful counterweight to the abuse, neglect, separation, impermanence and other barriers these vulnerable students experience.   The U.S. Department of Education, in partnership with the U.S. Department of Health and Human Services, the U.S. Department of Housing and Urban Development, the U.S. Department of Transportation, and the U.S. Department of Labor, as well as foster youth and practitioners, developed this Foster Care Transition Toolkit to inspire and support current and former foster youth pursuing college and career opportunities. The toolkit includes tips and resources intended to help foster youth access and navigate social, emotional, educational and skills barriers as they transition into adulthood. (U.S. Department of Education) A good education enhances a foster childs well-being, help them make more successful transitions to adulthood, and increase their chances for personal fulfillment and economic s elf-sufficiency. With over 500,000 school aged foster children, those who enter the school system will be treated upon their needs and development.  Ã‚   Overtime,  Ã‚  Ã‚   foster children enrolled in school will learn the basics of their everyday life. No matter how many children age out the system, there will always be resources and support for those who want it. In 2016, more than 17,000 people aged out of the system. Depending on the state in which they live, young adults in foster care age out of the system at either 18 or 21. Essentially, aging out is the process that occurs when youth must leave the foster care system because they were never adopted and are too old to stay in care. This has become the main reason why many are against placing children in the system. By age 26, only three to four percent of youth who aged out of foster care earn a college degree. One in five of these youth will become homeless after turning 18. Only half will obtain employment by 24. Over 70 percent of female foster youth will become pregnant by 21, and one in four former foster youth will experience PTSD. (18 and On You Own)   However, displacement and instability creates emotional, academic, and financial challenges for these adults so they will eventually have access to the resources they need.   When a foster child who grew up with trauma, mental i llnesses, and a roller coaster of emotions, leaves the system it will be the biggest challenge they will ever face. The rate of homelessness for foster care youth is excessively high and many dont have the resources to strive for a higher education. It is estimated that 65% of foster youth will emancipate into homelessness, less than 3% will go to college and 51% will be unemployed (Children Uniting Nations).   However, before they reach this point, funding from the Fostering Connections Act of 2008 and the Education Training Vouchers gives youth the option to seek out post-secondary school and independent living skills training to prepare for adulthood. Independent living postulates that youth who age out of the foster care system must possess certain skills or competencies in order to function autonomously once they are no longer in the care of the state (Antle et al. 2009, 309). When youth emancipate from the foster care system, they are expected to have social skills and independent living skills, experiences in both education and job training and have money saved (Lenz-Rashid, 2011). Youth in the foster care system will need to obtain life skills before they exit the system with the help of their social worker and their social support system. With the current Fostering Connections Act of 2008, social workers are expected to link youth with services available to them before they are discharged. This includes assisting with post-secondary schooling, extending medical insurance to age twenty-one, school stability and transportation costs provided, preparing the youth for their future. A social worker is someone who is always there to help you through your problems. Social workers help abused and displaced children find solutions to resolve mental, behavioral, and emotional issues. Although every social worker plays a different role, they all have one job, to find a suitable home and family for a child who has been taken away from his or her biological parents. Through this process, a social worker will run background checks and perform interviews with both the child and the foster parent(s). The purpose of conducting these background checks and interviews is to make sure a foster child will actually improve from their previous home life and benefit from it. A social worker is like a second parent to these foster children, they are someone who they can trust and depend on. The foster care system allows a child to be a child again. Giving neglected and abused children a home, showing them what love looks like, and giving them the education that they deserve. Opening a foster home door to child opens up opportunities and a chance at a better life.

Deception in Hamlet Essay example - 938 Words

Hamlet the story of the Prince of Denmark set in the 17th century who is torn from the loss of his father and vengeance of his father’s killer, Claudius, his uncle. From Hamlet’s need for vengeance lead to the creation of a new identity under a false pretense of his own insanity in order to reveal Claudius’s guilt for the act of murdering his brother in order to claim his right to the Danish Throne. While Hamlet in the pursuit for vengeance, Claudius on the other hand is set on making sure his title of King of Denmark is secure by ensuring Hamlet does not succeed in his plans by practicing the use of manipulation, spying, and dishonesty. The use of deception is created throughout the play on numerous occasions such as the staging of the†¦show more content†¦with this statement Hamlet has asked Horatio for his aide in his charade of false insanity to deceive the ones who had involvement of his father’s murder. Even through his accidental actions su ch as the murder of Polonius, he does not display any signs of paranoia or regret over the accidental killing because he does not obsess over the opinions of others, In fact Hamlet may perhaps be the only character in the entire play that has he has been able to not be overcome by his actions and stay consistent with his own character traits and flaws while maintaining an appearance of false insanity in the eyes of the public while everyone else has either feeling regret or remorse for their actions such as Claudius and Laertes or overcome to mental delusion such as Ophelia. With the staging of the Murder of Gonzago, Hamlet shows a hidden motive to try to get Claudius to confess from the guilt that coincides with the murder he committed earlier in the play. â€Å"Give him a heedful note for I mine eyes will rivet to his face, and after we will both our judgments join in censure of his seeming.† By Hamlet telling Horatio to watch Claudius’s facial expressions during the play especially, he has revealed his true motives of hisShow MoreRelatedDeception And Deception In Hamlet1681 Words   |  7 Pages Throughout Shakespeare’s plays, deception is used to grant the characters the ability to attain social status and success. Deception comes from the root word â€Å"deceive,† which can be defined as, â€Å"to mislead by a false appearance or statement,† or â€Å"to mislead or falsely persuade others† (â€Å"Deceive†). When attempting to deceive another person, the characters must be able to understand the consequences one may face when manipulating another through deceit. Two plays that strongly showcase Shakespeare’sRead MoreDeception in Hamlet1546 Words   |  7 PagesDECEPTION IN HAMLET One must always be weary of the truth because it is quite often manipulated to serve the needs of any person who requires that the truth be on their side. Quite often, the only way to discern the truth from the fiction is by way of a deceptive act, because an act of deception always exposes both its self and the truth to be two quite different things. Nowhere is this more true than in William Shakespeares, Hamlet. One of the major themes in the play is in fact, deception.Read MoreTheme Of Deception In Hamlet1338 Words   |  6 PagesDeception is defined as the act of deceiving someone. Deception occurs when there is a need to conceal the truth and also expose the truth. The play Hamlet written by Shakespeare is built around the central theme of deceit. Deceit is used to cover past mistakes that might have once impacted the characters greatly or to conceal an important secret. Every character indulges in some form of deceit whether it be big or small. The most evident characters, how ever, used deceit to expose and kill one anotherRead MoreTheme Of Deception In Hamlet923 Words   |  4 PagesDeception, lies, and treachery. All of these things are characteristic of a 16th century monarchy, struggling to keep its head above water amidst a sea of ambitious nobles and land hungry war mongers. In Shakespeare’s Hamlet, deceit, lies, and intrigue are all employed against various characters in order for each character to gain an upper hand over the others and always lead to the acceleration of their inevitable death. Characters such as Hamlet, Polonius, and Claudius all use various tactics toRead MoreHamlet Essay: Deception2184 Words   |  9 PagesShakespeare’s Hamlet: Bomb Makers who gets Blown Sky High by their own Weapons Lies and deception are some of the many actions that have disastrous consequences. For the most part, they destroy trust and leave the people closest to us feeling vulnerable. In Hamlet, one of Shakespeares many plays, the theme of lies and deception is very significant. This play shows that every character that lies and practices the act of deception is ultimately punished for doing so by their treacherous deaths. Hamlet hasRead MoreHamlet - The Master of Deception Essay1770 Words   |  8 PagesDeception is defined as a misleading falsehood. One is usually deceitful when there is a need to conceal the truth, or create a scheme to reveal the truth. This statement can be applied to the play Hamlet, where Shakespeare creates a society that is built upon deceit. Each character in the play experiences or enacts on some form of deceit in order to expose the truth or obscure the truth. There are no characters in the play that feel the need to be straightforward and seek the truth. As a r esultRead MoreEssay On Cunning And Deception In Hamlet1714 Words   |  7 PagesThis research paper’s theme is the characters’ cunning and deception, which leads to the thesis statement: â€Å"The Shakespeare play Hamlet, is a story about cunning and deception.† The reason why I came out with the idea is because throughout the class discussions and personal readings, several instances were perceived how the characters are being untruthful. They play their roles cunningly and deceptively to stay in their own games for personal gain. The root of conflict in the play and the seriesRead MoreEssay on The Role of Deception in Hamlet1226 Words   |  5 PagesThe Role of Deception in Hamlet  Ã‚      In the play Hamlet, deception is a major factor in the cause of the deaths of all those who die in the play, including Hamlet himself. The following paragraphs will outline the deception involved in the deaths of various characters including: Polonius, Gertrude, Laertes, Ophelia, Rosencrantz and Guildenstern, and Old Hamlet; as well as the downfall of the antagonist and protagonist: Claudius and Hamlet themselves. Dishonesty is a major factor in theRead More The Ghosts Deception in Shakespeares Hamlet Essay1620 Words   |  7 PagesThe Ghost’s Deception in Hamlet The Ghost in Hamlet cleared out the event that Hamlet was uncertain of. The spirit clarified the death of King Hamlet, and caused Hamlet to perform his evil deeds. The Ghost’s request to avenge him caused the death of Hamlet’s family, friends, and eventually himself; therefore, the spirit can be viewed as evil because it failed the four tests that was set by Lewes Lavater and the Church. Lewes Lavater describes how the church determines if a ghost is evil orRead MoreDeception and Cruelty in Shakespeares Play, Hamlet531 Words   |  2 PagesDeception and cruelty towards the main character is a reoccurring theme in a Shakespearean play. In William Shakespeare’s play Hamlet, Claudius’ cruelty and deceptive, diabolical nature is the leading cause of the carnage at the play’s end. He compares his deceptive nature to how a harlot uses makeup to look more beautiful and his attempt to deceive Rosencrantz and Guildenstern about Hamlet’s voyage lead to the unfortunate demise of many characters. Claudius also tries to deport Hamlet to England

Memory Management Requirements Free Essays

When talking about memory management, it is important to first understand what it is. When operating in a uniprogramming system, the main memory, commonly referred to as random access memory (RAM), is divided into two different parts. The first part is assigned to the operating system (OS), while the second part is assigned to the program currently being executed. We will write a custom essay sample on Memory Management Requirements or any similar topic only for you Order Now When operating in a multiprogramming system, the OS portion must further be subdivided to accommodate multiple processes being executed simultaneously. This subdivision is done dynamically be the OS and that is what is referred to as memory management. Memory management is intended to fulfill a set list of requirements. These requirements are: relocation, protection, sharing, logical organization, and physical organization. This paper will cover each requirement individually. Relocation When a program executes, it is not always the only process accessing the main memory. There are generally many different processes that need access. And so, these processes get swapped around to keep active processes in the main memory in order to maximize the processor usage. When a process gets swapped out for another process, and will need to return, it is not realistic to expect that it will return to its original location in the main memory. This is where relocation plays a vital role. As processes get swapped out, and then back in, relocation moves them around to ensure that there is enough room for everyone to play. Protection Protection refers to maintaining the integrity of a process. A process cannot access a function of another process without specific permission before hand. As swapping and relocation occur, the likelihood of corrupting a process with another one increases. Protection refers to the protocols that keep that from happening. Sharing Sometimes multiple processes may need to access the same portion of main memory. In instances where processes are executing the same program, it is advantageous to allow them to access the same copy of the program, rather than them each having their own. Sharing has a delicate balance that it shares with protection. That is why control over sharing capabilities is very important. Local Organization Both main memory and secondary memory are organized as linear. This creates a conflict, because most programs are organized into modules. Local organization helps the OS and computer effectively deal with programs and data that are organized into modules. This provides a number of benefits. Modules can then be written and compiled independently, protection can be provided in the form of read/execute only modules, and it allows for easy sharing among modules. Physical Organization Physical organization is the core concept in memory management. To understand physical organization, you must first understand the two layers of memory in a system. Main memory refers to memory that is intended for quick processing, and is volatile, meaning that is loses all data when power is not applied. The second of these layers is referred to as secondary memory, which is slower, but is intended for long term storage. Because the programmer of a user program cannot possible know how much memory is available at the time of execution, and that there may be insufficient memory, the responsibility of managing physical organization belongs to the system. How to cite Memory Management Requirements, Papers Memory Management Requirements Free Essays Memory Management Requirements POS 355 Memory Management Requirements The following paper will discuss the memory requirements in a computer system. Proper amount of memory must be available to minimize the amount of processor idle time while input output devices are preparing to respond. According to Stallings (2012) the requirements of memory management must satisfy the relocation, protection sharing, logical organization, and physical organization. We will write a custom essay sample on Memory Management Requirements or any similar topic only for you Order Now In order to accommodate multiple processor events, addresses in the main memory are swapped out and relocated to different address in the main memory. This type of event is called relocating. According to Stallings (2012), the operating system requires knowledge of â€Å"the location of process control information and of the execution stack, as well as the entry point to begin execution of the program for this process (Relocation, p. 307). Memory protection requirements are to be satisfied by the hardware rather than the operating system. The software is unable to anticipate all of the references made by the programs. Read and write restrictions are made to control this area. Sharing occurs when many different process need to access same areas of the main memory at the same time. Memory management allows this to be done without compromising the integrity of any of the data. Logical organization of the main memory is done in a linear fashion making it less confusing when programs must access it. Since programs are usually created in modules, they must be organized for execution in order for the system to benefit from their creation. If organized properly, the programs can be executed simultaneously and everybody can be happy. Main memory and secondary memory are the areas involved in the physical organization of this area. The processor must be located in one specific area in order to access the registers of the system as opposed to the data discs. This set up will ensure the smooth flow of data in the system. In conclusion, all components of a system are set up in a way to ensure the smooth efficient flow of data, limiting the amount of idle time as well as to ensure the minimal of corrupt data. Memory management requirements are put in place to ensure that all system requirements are met and idle time is eliminated. References Stallings, W. (2012). Operating systems: Internals and design principles (7th ed. ). Boston, MA: Prentice Hall. How to cite Memory Management Requirements, Essay examples

Memory Management Requirements Free Essays

When talking about memory management, it is important to first understand what it is. When operating in a uniprogramming system, the main memory, commonly referred to as random access memory (RAM), is divided into two different parts. The first part is assigned to the operating system (OS), while the second part is assigned to the program currently being executed. We will write a custom essay sample on Memory Management Requirements or any similar topic only for you Order Now When operating in a multiprogramming system, the OS portion must further be subdivided to accommodate multiple processes being executed simultaneously. This subdivision is done dynamically be the OS and that is what is referred to as memory management. Memory management is intended to fulfill a set list of requirements. These requirements are: relocation, protection, sharing, logical organization, and physical organization. This paper will cover each requirement individually. Relocation When a program executes, it is not always the only process accessing the main memory. There are generally many different processes that need access. And so, these processes get swapped around to keep active processes in the main memory in order to maximize the processor usage. When a process gets swapped out for another process, and will need to return, it is not realistic to expect that it will return to its original location in the main memory. This is where relocation plays a vital role. As processes get swapped out, and then back in, relocation moves them around to ensure that there is enough room for everyone to play. Protection Protection refers to maintaining the integrity of a process. A process cannot access a function of another process without specific permission before hand. As swapping and relocation occur, the likelihood of corrupting a process with another one increases. Protection refers to the protocols that keep that from happening. Sharing Sometimes multiple processes may need to access the same portion of main memory. In instances where processes are executing the same program, it is advantageous to allow them to access the same copy of the program, rather than them each having their own. Sharing has a delicate balance that it shares with protection. That is why control over sharing capabilities is very important. Local Organization Both main memory and secondary memory are organized as linear. This creates a conflict, because most programs are organized into modules. Local organization helps the OS and computer effectively deal with programs and data that are organized into modules. This provides a number of benefits. Modules can then be written and compiled independently, protection can be provided in the form of read/execute only modules, and it allows for easy sharing among modules. Physical Organization Physical organization is the core concept in memory management. To understand physical organization, you must first understand the two layers of memory in a system. Main memory refers to memory that is intended for quick processing, and is volatile, meaning that is loses all data when power is not applied. The second of these layers is referred to as secondary memory, which is slower, but is intended for long term storage. Because the programmer of a user program cannot possible know how much memory is available at the time of execution, and that there may be insufficient memory, the responsibility of managing physical organization belongs to the system. How to cite Memory Management Requirements, Papers Memory Management Requirements Free Essays Memory Management Requirements POS 355 Memory Management Requirements The following paper will discuss the memory requirements in a computer system. Proper amount of memory must be available to minimize the amount of processor idle time while input output devices are preparing to respond. According to Stallings (2012) the requirements of memory management must satisfy the relocation, protection sharing, logical organization, and physical organization. We will write a custom essay sample on Memory Management Requirements or any similar topic only for you Order Now In order to accommodate multiple processor events, addresses in the main memory are swapped out and relocated to different address in the main memory. This type of event is called relocating. According to Stallings (2012), the operating system requires knowledge of â€Å"the location of process control information and of the execution stack, as well as the entry point to begin execution of the program for this process (Relocation, p. 307). Memory protection requirements are to be satisfied by the hardware rather than the operating system. The software is unable to anticipate all of the references made by the programs. Read and write restrictions are made to control this area. Sharing occurs when many different process need to access same areas of the main memory at the same time. Memory management allows this to be done without compromising the integrity of any of the data. Logical organization of the main memory is done in a linear fashion making it less confusing when programs must access it. Since programs are usually created in modules, they must be organized for execution in order for the system to benefit from their creation. If organized properly, the programs can be executed simultaneously and everybody can be happy. Main memory and secondary memory are the areas involved in the physical organization of this area. The processor must be located in one specific area in order to access the registers of the system as opposed to the data discs. This set up will ensure the smooth flow of data in the system. In conclusion, all components of a system are set up in a way to ensure the smooth efficient flow of data, limiting the amount of idle time as well as to ensure the minimal of corrupt data. Memory management requirements are put in place to ensure that all system requirements are met and idle time is eliminated. References Stallings, W. (2012). Operating systems: Internals and design principles (7th ed. ). Boston, MA: Prentice Hall. How to cite Memory Management Requirements, Essay examples

Different Types of Gothic Horror free essay sample

SnatchersIn â€Å"The Judge’s House† written by Bram Stoker, the story takes place at an evil judge’s house that has hanged people, and a student named Malcomson is just staying there for a few days despite being warned not to. Strange occurrences begin with rats disturbing Malcomson while he is staying there but particularly a rat with red eyes sticks out to him. The rat with the red eyes would be in a hole behind a painting of the judge that is hung in the house, and sit in the same position as the judge in the painting. Little did Malcomson know those would be his last days alive since evil never fully dies. The judge comes back to life through the painting to hang Malcomson just like the others before him. Throughout â€Å"The Judge’s House† the four elements of Gothic Horror that occur are repetition, the double, menacing other, and transformation. All these elements contribute to my own interpretation of the story that evil never truly dies. The first element is repetition when the rats, and the rope keep repeating actions. In the beginning he finds out later by looking at the room closely there are rats in the walls: â€Å"Here and there as he went round he saw some crack or hole blocked for a moment by the face of a rat with bright eyes glittering in the light† of his lamp. What impresses him most, however, is the â€Å"great alarm bell on the roof†(Stoker 1) Even the narrator says, â€Å"This evening the scampering of the rats began earlier; indeed it had been going on before his arrival, and only ceased whilst his presence by its freshness disturbed them†¦Tonight the rats disturbed him more†(Stoker 2). One specific rat with red eyes repeats disturbing the Malcomson, and goes up the rope. That evening, the rats’ commotion and noise is greater than it had been the other night. Just like the other night, the rats later become suddenly silent and the red enormous rat disturbs Malcomson by staring at him again, â€Å"with baleful eyes,† from the â€Å"old high-backed carved oak chair beside the fireplace†(Stoker 2). The student throws one of his math textbooks since he was studying at the time the rodent disturbs him, but it doesn’t go away. The next night the sound of the rats again ends, Malcolmson looks up to see the huge rat again, throws several books at it, and finally makes it go away. After the rodent has left, Malcolmson sees, through a hole in one of the paintings on the wall. Examining which books he threw at the rat to identify which textbook makes the rat leave, he sees that it was none of his math textbooks, but a holy book: â€Å"Now for the book that fetched him! † Malcolmson took it up and looked at it. As he did he started, and a sudden pallor overspread his face. He looked around uneasily and shivered slightly, as he murmured to himself: â€Å"The Bible my mother gave me! What an odd coincidence† (Stoker 4). After Malcolmson visits a local physician he starts thinking about who must have been hung based on the judge’s orders again for another night a repetition of the rat with the red eyes bothering him , â€Å"glaring at him steadily. † It swiftly retreats, stirring the other rats in hiding to commotion. sees the enormous rat â€Å"in the Judge’s arm-chair, with the rope hanging behind,† staring at the student â€Å"with the Judge’s baleful eyes, now intensified and with a fiendish glare†(Stoker 5). The rat is constantly repeating the same actions each night to Malcomson. The rat stays there such as bothering him, and sitting in the same position as the judge in the painting giving the same evil look. The rat with the beady red eyes being the judge represents the second element of the double and the third element of the menacing other. The rat is the double of the judge as Malcolmson shows in the end when the transformation occurs, the rat has been a double all along. The rat, and the judge are the menacing other just looking to see what evil things to do to Malcomson. The double, and the menacing other are connected since you couldn’t have one without the other the rat, and the judge need to be a double in order to be an menacing other. From the beginning the rat being a double of the judge shows by it being the most enormous rat, all the other rats are afraid, he has the same eyes of the judge, and sits in the same position on the chair. The rat is linked to the judge, for the stare of the rat Malcolmson imagines the gaze of the judge after seeing the painting of him. The rat being a double makes it be a menacing other by constantly repeating the same behavior to bother Malcomson every night, such as sitting in the same position and watching him. Lastly the element of transformation is shown at the end when the judge appears from the painting. As Malcomson sees that the painting is a portrait of the hanging judge, whose â€Å"face was strong and merciless, evil, crafty, and vindictive, with a sensual mouth, a hooked nose of ruddy colour, and shaped like the beak of a bird of prey†(Stoker 6). The rest of the face was a cadaverous colour,† and â€Å"the eyes were of peculiar brilliance and with a terribly malignant expression. † The eyes disturb Malcolm, for, in them, he sees â€Å"the very counterpart to the eyes of the great rat†(Stoker 6). They eyes of the great rat finally connect the pieces that the rat is the judge showing the last phase of the transformation leading to Malcolmson death. As the narrator says, â€Å" From the painting, the judge now occupies the rooms â€Å"great high-backed carved oak chair† and wears his judicial robes and â€Å"a black cap,† which he dons at the stroke of midnight. Rising from his chair, the judge retrieves the severed rope, fashioning one of its ends into a noose†(Stoker 6). In the final scene the hanging of Malcomson occurs by the judge all he wants is the death of anyone in his house, and he is happy about it since when he returns to the picture he is smiling. The narrator says, There at the end of the rope of the great alarm bell hung the body of the student, and on the face of the Judge in the picture was a malignant smile (Stoker 7). Evil never dies is the interpretation that the story means personally to myself. The judge is an evil figure, and even though he has died, he still contains power to kill. As we can see from the constant repetition of the red eyed rat actions even from the beginning the judge is up to something since he disturbs the student, and just already has evil features in the rat form. The double being the rat being another form of the judge shows he continues to live, and won’t ever die since all his evil even goes into his rat form. The transformation fully shows that evilness will find a way to come back to life to continue their ways. As seen in the ending of the story the judge takes Malcomson’s life by hanging him as he has done too many others. The judge is so full of evil that he will never die, and he will continue to kill anyone that enters his house. â€Å"The Judge’s House† shows the three element of gothic horror starting with repetition, the double, menacing other, and transformation. The repetition being with the rats running out every night to disturb the narrator. The double being how the rat, and the judge are the same Lastly the transformation of the judge coming out of the painting, and killing the narrator with the rope by hanging him. All these elements contribute to my own personal interpretation that evil never fully dies. The judge is truly evil, and uses the painting as his way to contribute his evil ways, and to keep hanging as many people as he wants that enter his house. Elements of Horrors: â€Å"Dracula’s Guest† In the story â€Å"Dracula’s Guest† written by Bram Stoker there are three elements of gothic horror are seen throughout the entire story. The story is about basically a guest of Dracula’s that get lost in the woods after trying to be adventurous. The first element that is seen in the story is the use of extravagant language when un named narrator is speaking to other people. They also were using a foreign language during the story. The foreign text used is, Johann answered with an emphatic, Ja, mein Herr,†¦ He crossed himself, as he answered laconically: Walpurgis nacht (Stoker 1). The second element is the remote location since the narrator gets lost in the dark, cold night. The narrator doesn’t even know where he is at after the carriage leaves him. The narrator says, â€Å"As I looked there came a cold shiver in the air, and the snow began to fall. I thought of the miles and miles of bleak country I had passed, and then hurried on to seek shelter of the wood in front. Darker and darker grew the sky, and faster and heavier fell the snow, till the earth before and around me was a glistening white carpet† (Stoker 5). The narrator has to continue walking to find some place for shelter which was a tomb but a hailstorm hits that makes him go unconscious in the remote location. The third element is the uncanny because of the werewolf protecting the narrator and keeping him warm. As the story says, â€Å"Look at his throat! See comrades, the wolf has been lying on him and keeping his blood warm. The officer looked at my throat and replied, He is all right, and the skin is not pierced. What does it all mean? We should never have found him but for the yelping of the wolf. (Stoker 4). â€Å"Dracula’s Guest† shows all three elements from extravagant language, remote location, to the uncanny. The extravagant language being used throughout the story, and the remote location since we don’t know exactly where the narrator is at. The uncanny being the presence of a were wolf protecting the narrator. Elements of Horrors: â€Å"Canon Alberie’s Scrapbook† In M. R. James story â€Å" Canon Alberic’s Scrapbook† three elements of gothic horror are seen throughout the story. The story starts with Dennistoun being in a church, and there he meets one of the religious people of the church, and goes back to his home. There he meets the daughter, and sees a book by Canon Alberie he decides to buy it from them but they seem to be happy for the book to be gone. Before he leaves the house the daughter offers him a cross, and after that strange things happens when he removes the cross. The first element that is shown is the acuteness of senses when Dennistoun encounters the demon from the book. He describes the demon as â€Å"He flew out of his chair with deadly, inconceivable terror clutching at his heart. There was black and tattered drapery about it; the coarse hair covered it as in the drawing. The lower jaw was thin what can I call it? shallow, like a beasts; teeth showed behind the black lips; there was no nose; the eyes, of a fiery yellow, against which the pupils showed black and intense, and the exulting hate and thirst to destroy life† (James 5). The second element is the uncanny such as the book actually being possessed in a sense. The brings the demon to life, and harms whoever has the book in there possession. It makes sense why the man, and the daughter is more than willing to sell the book. The last element is the menacing other which is the demon from the book since it seems like it wants to cause harm, and possibly kill Dennistoun. After he removes the cross Dennistoun feels strange then he sees the demon in the picture there as it lunges for him. The demon is the menacing other as it tries to cause the death or great harm to Dennistoun. â€Å"Canon Alberic’s Scrapbook† greatly shows these three elements of gothic horror. First being the acuteness of senses, the uncanny, and the menacing other. The acuteness of senses being how Dennistoun sees the demon, and feels. The uncanny being that the book is possessed, and wants to do harm. Lastly the menacing other is being the demon itself for trying to cause harm to Dennistoun. Elements of Horrors: â€Å"The Body snatcher† In the story â€Å"The Body snatcher† written by Robert Louis Stevenson throughout the story three elements of gothic horror is seen. The story is a re telling of two grave robbers MacFarlane and Fettes that would get bodies for a doctor both of them were medical students. Fettes is re telling the story t a group of friends but still seems traumatized by the events that occurred earlier in his life. The first element that shows in the story is the acuteness of sense when Stevenson is describing the body snatchers doing the work of getting the bodies. Also describing how Fettes feels intimidated by MacFarlane since he is basically threatened that if he says anything he might be the next body he uses. Another element of gothic horror is the uncanny which is seen at the end when the body turns out to be the wrong person. Fettes describes the finding of the wrong body as lamp fell, broke, and was extinguished; and the horse, terrified by this unusual commotion, bounded and went off toward Edinburgh at a gallop, bearing along with it, sole occupant of the gig, the body of the dead and long-dissected Gray†( Stevenson 4). The body of the woman is no where to be found but somehow the body of the person MacFarlane most likely killed in the beginning has suddenly appeared. The last element is the remote location the body snatchers never disclose exactly were they are going for the bodies. All the reader knows is that they collect the bodies at night at a grave sight. The body snatchers are very secretive about their work that everything is done that the story gives a mysterious edge about not knowing where they are. In the body snatcher the three elements of gothic horror is seen throughout the story such as acuteness of senses, the uncanny and remote location. The acuteness of senses, and the uncanny being when the body turns out to be the wrong person. The last being the constant remote locations that the body snatchers are in.

How Has Classical Music Changed the World free essay sample

The rest of the world changed but classical music has remained the same. Classical music hasnt kept up with the world, so the world has been leaving It behind. Classical music concentrates too much on repertoire from the past. Classical music remains classic and doesnt appeal to this generation, but there are some benefits. Listening to classical music can develop brain power, aid in learning, create relaxation, and reduces stress. Although Classical Music hasnt significantly changed or Impacted the world; there are some benefits to listening to classical music.No matter what type of music you listen to now on any radio stations, whether it is pop, hip-hop, rock rap, or r;b, chances of that music staying the same and being around for the next couple hundred years are very slim. Music of today is always evolving and changing; but at the same time, you will still be hearing the timeless classic sounds of an orchestra or a single instrument playing classical music. We will write a custom essay sample on How Has Classical Music Changed the World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Classical music stays the same never evolving to change with the world. There are deep disconnects between classical music and the society we live in.Classical USIA lives In a conservative space; whereas music of today Is contemporary with a beat. Classical music has continued to retreat from our culture. Classical music really does sit in a world all on its own, far away from our current culture. Todays culture is more laid back and informal, whereas classical music is way too conservative, stuffy and uptight. With the emergence of country, rock, rb, Jazz and hip-hop music, contemporary music of today, outside the classical world, has a beat.Classical music doesnt have a beat because so much of it was written long ago, before the beat of rock, country, r;b, hip-hop and Jazz had evolved. Classical music doesnt carry the sound of contemporary life compared to all the other genres of music In the world today. We now find In the arts serious modern dance, set to music with a beat. Broadway musicals might have a beat. Concerts held in auditoriums and arenas have music with a beat. Music in the movies has a beat. We see music with a beat referred to in novels and poetry, and in serious plays.Classical music doesnt reflect the current of everyday life because the music laded at classical performances comes from the past. Classical music lives in a world of its own, not the contemporary world the classical audience lives, but not the world anyone outside classical music lives in, either. It seems like classical music can function as a museum, exhibiting works from the past. But museums of today now stress contemporary work, and much of It touches on everyday life, for example, contemporary art exhibits and photographs.Plays, poetry, novels, and pop culture 1 OFF Nay classical music moved away from our culture and other arts didnt. Is it because lassie music creates a deeper, more personal, and more deeply emotional bond? Or because classical music so much of it having no words to fix any meaning can be considered ineffable, touching deep feelings that cant be explained? Or is it because classical music the most expensive of the performing arts became preserve for the rich, something held out as proof of their cultural superiority?Anteater the cause, classical music became, somehow, an almost sacred rite set apart from everyday life. Research has shown that listening to classical music makes you smarter. Listening to classical music stimulates the creative pathways in the human brain. Classical music has been found to reduce tension and enhance brai n power and specific types of intelligence such as verbal ability and spatial-temporal reasoning. Because of this, Classical music has been found to be extremely beneficial for pregnant women. Studies have shown that babies listening to classical music in the womb could benefit the baby by raising their intelligence and mental development. Not only is classical music a calming method for both mother and child, the music can help to repaper an unborn infants ears and brain for the outside world. Mothers can play the classical music for their baby by placing earphones around her belly. This theory of letting babies listen to the classical music by classical music genius Mozart in the mob became known as the The Mozart Theory. During the sass, several research papers and popular books wrote about The Mozart Theory, which came to be called the Mozart Effect: an observed temporary, small elevation of scores on certain tests as a result of listening to Mozart music. The Mozart effect has been the object of much research in recent years, after it was found that listening to Mozart music may increase specific types of intelligence. The approach has been popularized in a book by Do n Campbell, and is based on an experiment suggesting that listening to Mozart temporarily boosted students brain development and Intelligence. The Mozart Theory indicate that listening to Mozart music makes you smarter, or that early childhood exposure, as early as in the womb, has a beneficial effect on mental development and induce a short-term improvement on the performance of certain kinds of mental tasks known as spatial reasoning. This theory, the Mozart Effect, became so popular that in 1998, Cell Miller, the governor of Georgia proposed writing the Mozart effect into law. He asked for $105,000 per year to produce and distribute a classical music CD to every parent of a newborn child born in Georgia.But it turned out a vote was unnecessary because Sony produced the albums for free, and they were included in gift packets at all Georgia hospitals upon discharge. Research has also found that classical music can help promote concentration and focus when studying for an exam. Listening to classical music can elf people filter out distractions as well encouraging them to focus and study. Play classical music in the backgro und as you study. This will increase the amount of Information that your brain absorbs. Studies have shown that classical music has learning benefits when played while studying or sleeping.Studies showed the effects of different background music while you study; research demonstrates that En you listened to classical music while studying, you will improve academic IQ. Almost everyone has heard that if you are exposed to classical music in the mob youre more likely to be a genius. The Mozart effect has been the subject of much research in recent years, after it was found that listening to Mozart music may increase specific types of intelligence. Classical music creates channels of neurons in the brain that stimulate creativity.Studies show that music trains the brain for higher forms of thinking. The soft gentle sounds of classical music can lull you into a highly relaxed state; calm your mind and body. Classical music can take your mind away from the daily grind of life we are forced to endure. In a way, listening to classical music is a form f meditation because it keeps our mind away from other things, stress and frustrations as we focus on the sounds. Many doctors recommend it for stress relief and to even be played in the operating room during surgeries.Hospital studies have shown that where classical music is played, patients need fewer drugs after surgeries. The music calms and relaxes them, allowing their bodies to heal at a faster rate. It can lower blood pressure and increases the oxygen consumption by the heart. Studies have shown the positive effects and benefits of classical music as it relates to health and wellness. Everything from hospital studies to birthing technique studies have resulted in classical musics positive effect on not only our psyches, but on our overall health, as well.When the mind and body are calm, our blood flows better and distribute oxygen to our brain and body more evenly. Listening to classical music affects concentration and helps us to focus more clearly. Classical music can also reduce stress and blood pressure. It is compiled of high- frequency sounds and it is said by some studies that these sounds re-energize the cortex of the brain and it stimulates health. It has been proven that classical music has the ability to calm moods and generate positive thoughts. Its advised that you listen at times of the day when you are feeling agitated or slightly under the weather. Doing so will reverse any negative mood leaving you in a more relaxing and stress free state. In conclusion, the question was asked, how has classical music changed the Nor? Classical Music has not changed or impacted the world compared to other genres of music. Country, Jazz, Rock, RB, and hip-hop music have evolved with the changing of time and culture. Classical music continues to stay the same timeless classics music.

Writer Choice Example

Writer Choice Example Writer Choice – Assignment Example Intelligence brief on Iraq Intelligence Brief on Iraq Iraq: U.S. Steps up Bombing Raids in Anbar after Shiite Militias WithdrawSummary: The latest attack by the Islamic terrorist group ISIL targeting the Iraqi police officers , soldiers and their family at Anbar provinces called for more involvement of the United States in supporting the Iraqi military and police. Management of the conflict between Sunnis and Shiite is vital for the defeat of ISILDevelopment: The American led coalition that focuses on defeating ISIL fighters in the Anbar province Shiite militiamen in the battlefront would prompt more of Sunnis to support the ISIL group. This would further complicate the fighting in the area. The extremist group is already strong enough to gain some ground so support for them need to be curtailed. The U.S ambassador Stuart E. Jones warned tribal leaders at the province that the United States would halt their support if the tribal issue was not resolved by pulling out the Shiite fighte rs. Though the ambassador’s spokesman denied the conditions, Iraqi officials believe it to be the reason why the U.S has increased its airstrikes right after the withdrawal of Shiite militiasAnalysis: The fighting in the province is complicated by the tribal rivalries. There is a need to approach the conflict in the manner the U.S did so as to stop strengthening the main enemy-ISIL. The Iraqi military as much support to defeat the Islamic extremist. The Iraqi military is already marred by corruption and mismanagement and thus the American support is necessary. The Sunnis sees the Shiite as a direct rival and so many attacks have been carried out between the two. Trying to find a common ground that does not escalate the fighting is needed. ISIL is more vulnerable without the support of the Sunnis. Nordland, R., and F. Hassan. "Log In - The New York Times." N.p., 12  Apr.  2015. Web. 13  Apr.  2015. . Writer Choice Example Writer Choice – Assignment Example Environmental Resources The environment is a key sector of Indiana economy. The sector that comprises of mining, forestry, agriculture and fishing among others employ the majority of the population. Export from the sector earns the country foreign revenue. On the same scale, tax on the commodities raises the fiscal value. Environmental related activities also enable the infrastructural development and facilitate trade (Bergh 522). However, environmental resources are scarce. The unsustainable exploitation of the resources depletes the reserves and increases human vulnerability. Illegal and uncontrolled logging has the potential to destroy the Indiana forests. The deforestation will in turn affect paper printing and other forest-related economic activities. Mostly, depletion of the forest will lead to joblessness in the associated industries. Thus, challenge of uncontrolled logging affects diverse sectors of the economy (Bergh 542). Likewise, Indiana petroleum, coal, and gas extractio n earns the nation immense income through export and internal use. The sectors also employ the majority of the population, mostly the youths. In the event, that the services diminish, Indiana economy shall experience a challenge of sustaining energy, and power demands. In addition, the country shall lose earning from the trade of the commodities. Environmental resources act as a pillar of Indiana’s economic structure. The degradation of the resources will facilitate scarcity of the same. Usually, poor quality, inaccessibility, and inadequate environmental resources such as water or land propagate conflicts. The conflicts destroy the already created economic structures and promote human suffering. In addition, no financial investment takes place in conflict areas. In conclusion, the environment is a key column of the economy. Thus, the citizens should conserve it for economic prosperity. Work CitedBergh, Jeroen. "Evolutionary Thinking In Environmental Economics." Journal Of Ev olutionary Economics 17.5 (2007): 521-549. Business Source Complete. Web. 1 Apr. 2015. Writer Choice Example Writer Choice – Essay Example Pakistan Video Reflection Within the Middle East, freedom of speech and media has been restricted over the years by the state mainly on religious grounds. The recent banning of Facebook use in Pakistan is another step by the government to restrict the pictures of Mohammed that were considered blasphemous. I have noted that religious issues are taken very seriously within the region. Currently, the court, citizens, and religious leaders are embroiled in deliberations that have deep significance to the country. I think that providing a strict stand against the blasphemous defacement of Prophet Muhammad was the right thing to do in the face of Facebook’s move to create and allow such a situation to spiral out of control (Khan 11). Furthermore, such radical policies by the government are bound to pass a clear message that religious matters are considered very serious within Pakistan. I envision a situation where the Pakistan’s stand against blasphemy shall be mirrored by ot her Muslim states experiencing similar problems. While most protestors may be right in protesting against the trivialization of their deity, going to extremes and destroying property illustrated the extent to which Muslims disapproved of Western lifestyles. Regardless of the advancement in development and civilization globally, imposing a Western culture on Pakistanis through online social media was in itself a violation of the American principle of democracy and liberty. Furthermore, by targeting Western affiliated organizations and enterprises, Pakistani citizens made it clear that Western lifestyles were not welcome within the region owing to their actions that trivialized the Muslim religion. Western countries should seek to reconsider their attitudes towards other religions and cultures apart from Christianity.Work CitedKhan, Habibullah. Facebook Banned in Pakistan. ABC News. 19 May 2010. Print. Writer Choice Example Writer Choice – Essay Example Barrier to Communication Communication is an important practice in almost every aspect of humanlife. Diverse and dynamic factors influence effective and efficient communication. In particular, language plays a central role as far as communication is concerned. Language that is sexist, racist, and homophobic in nature creates a critical barrier to communication (Sue 47).Sexist language is a discriminatory language that focuses on the sex factor within a given communication context. This language creates a barrier to communication through gender categorization and isolation. In other words, it categorizes gender into men and women, and subsequently isolates one or the other based on the chosen preference. The affected party in that communication context feels left out or unwanted. This could create individual-based tension that inhibits effective communication.Racist language is prejudicial in nature, an aspect that creates superiority complex problem. For example, language that sugges ts white dominance over people of color is prejudiced. With one race feeling superior to the other, communication becomes a challenge especially within a setting where the two races interact.Sexual orientation influences communication in diverse and dynamic ways. Homophobic language is prejudicial against homosexual persons. In the communication context, this language results in personal attitudes that hinder communication-based interactions and relations. For example, the interaction between straight and homosexual persons could limit information flow or hinder information sharing.In conclusion, language that exhibits sexist, racist, and homophobic aspects creates barrier to communication. Such language affects how people interact or relate within a given communication context. With limited interaction and relation, the extent to which communication is effective becomes hampered.Sue, Derald. Multicultural Social Work Practice. New York: John Wiley & Sons, 2005. Print.

Is Racism and anti-Semitism still a problem in the United States Essay

Is Racism and anti-Semitism still a problem in the United States - Essay Example The country has literally shed blood of innocent civilians to fight for few basic rights that are God-given. Racism and anti-Semitism are prevalent in American society due to enactment of affirmative action, ethnic profiling post September 11, and the vague existence of the KKK. Racism and anti-Semitism still exist in American society due to the fact that affirmative action legislatures were enacted to give minorities an opportunity for employment. Affirmative action, are set public policies that are specifically designed to help diminish racism and prejudice based on race, color, religion, sex, or national origin, is under attack(Morris, 2011, p. 25). After the blood shed and citizen after the civil war, Congress passed the Thirteenth Amendment to the Constitution, which abolished slavery (Morris, 2011, p.30). In addition, the Fourteenth Amendment guarantees equal protection under the law while the Fifteenth Amendment declines racial discrimination during elections. However one must wonder, even with all the legislations enacted, discrimination continues to be the focal point in society. Clearly, the 1866 Civil Rights Act guarantees every citizen "the same right to make and enforce contracts ... as is enjoyed by white citizens...† Thus, how is that African Americans and other minorities continue to struggle to find employment and are deterred from entering academic intuitions (Morris,2011, p.34)? Clearly, anti-affirmative action enables minorities to be embedded in the work and schools so society does not discriminate against them. Keeping everything in constant, the American society is designed in a way to protect White workers against job layoffs since majority of the executives in the American Society are dominated by male executives. Hence, racism becomes a â€Å"sparking fireball,† as many Americans feel as if they would be unemployed as minorities will continue to take their current posts. Evidently, the root cause of job displacement that W hite workers face with have to do with corporate decisions to downsize, and labor outsourcing internationally along with, computerization and automation. Downsizing. The small majority of minorities that do occupy an outstanding position often become key victims of hatred and discrimination. While substantial gains have been made to promote minorities, women and African America; the smaller groups continue to be harshly faced with discrimination and prejudice in the corporate world. Undoubtedly, the enactment of affirmative action legislature, companies confirms that racism and anti-Semitism are still prevalent in society. Another vital reason why racism and anti-Semitism no doubt continue to still exist in American society is due to the fact that ethnic profiling plagues society even in the modern 21st century. Prior to September 11, immigration laws were somewhat moderate as many immigrants from Asia and Middle East continue to migrate to America for jobs. As the World Trade Cente r fell, citizens of America were scared and horrified. Twenty-five days later, still reeling with shock, the government quickly took decisive action to make Osama Bin Laden, leader of Al-Qaeda to be responsible for the attacks. Bin Laden was part of an Islamic conservative group that believed in implying sharia. Thus, Muslims become the focal point of issue in society. After the September 11 attacks, many people became interested in Islam, yet the government discouraged the public from learning about different viewpoints (Friedman

Government Essay Example | Topics and Well Written Essays - 750 words - 1

Government - Essay Example In spite of the deliberate effort to keep political parties out, the United States was the first nation to have formally recognized political parties as far back as in 1800. These political parties gained executive powers through elections, and in thirty years political parties were an indispensable part of the American political system. A political party has been defined as â€Å"an autonomous group of citizens having the purpose of making nominations and contesting elections in hope of gaining control over governmental power through the capture of public offices and the organization of the government† (Hukshorn, 1984). Presently, there are two main political parties in the United States -- the Republican and Democratic parties. All elected representatives, whether they be president, congressional representative, state governor or state legislator have to members of either of these two parties. There is no denying the fact that the two-party system in the United States has emerged as a result or reflection of the desire of the electorate that is the people. In other nations of the world which have a two-party system, each party represents conflicting ideological perspectives. In the United States, however, the two parties have tended not to adhere strictly to any one ideology or policy objectives. â€Å"Generally, Republicans have tended to support limiting federal powers and protecting the authority of state and local governments, to take a conservative approach to taxation and spending, and to oppose government interference with free enterprise. In contrast, Democrats have tended to take a more expansive view of the powers of the federal government, to support raising and spending money to address social ills on a national basis, and to favour federal regulation as a tool to improve business practices† (Bibby, 2004). The problem

Effects of ESOL Teaching on Social Integration

Effects of ESOL Teaching on Social Integration The effects of ESOL teaching on learners in relation to social integration, identity and social cohesion Introduction This paper will investigate the affect that current ESOL teaching practice can have in terms of impacting on a variety of diverse groups of learners. It is important to consider that ESOL provision is taught across a number of disciplines and exists in various capacities within colleges, community settings, in the workplace and even prison and detention centres. The types of learners undertaking ESL courses represent a rich mix of backgrounds and come with a number of incentives to learn English. For the benefit of focusing on an area that is potentially vast in its research, this dissertation will concentrate predominantly on the UK systems and the teaching of diverse communities that represent different ethnicity, cultural background and citizenship. Breaking the Language Barriers published by the DfES in 2000 documents the findings of a report into ESOL provision in the UK and identifies a number of issues that needed addressing. The report categorizes ESOL students into four types of learner: Settled communities Refugees and asylum seekers Migrant workers Partners and spouses of students. (DfES, 2000) From these categories they determined that a great many ESOL students particularly refugees and asylum seekers experienced a range of problems including; financial, legal, social, physical and mental issues and clarified that they were marginalized, often excluded and living in poverty, subject to frequent discrimination and racism. (Sourced from: http://www.niace.org.uk/Projects/esol-enquiry/documents/ESOL-Committee-Issues.doc, Date accessed, 21/11/08 What the report also highlighted was the variable levels of teaching ability, which has been attributed to the shortage of adequately trained teachers, the lack of use of the learners’ first language as a learning resource and the lack of support for students with special learning needs. (Sourced from: http://www.niace.org.uk/Projects/esol-enquiry/documents/ESOL-Committee-Issues.doc, Date accessed, 21/11/08 The way in which the link between social cohesion and teaching can be made is perhaps best summarised by the work of Dagenais et al in Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices. There paper examines the debate surrounding government policy on promoting social cohesion. It exemplifies programmes in Canada where local and national schools and teachers work with professional agencies to develop policy directives that are geared around building social cohesion practices within a bilingual and multicultural framework. Dagenais et al took this developmental work a stage further by undertaking teacher-researcher collaboration to determine how teachers utilize both their own cultural backgrounds as well as their student’s backgrounds in order to achieve an inclusive classroom setting. Teachers were seen to adopt learning techniques which were innovative in their ability to incite inclusion. Consequently the research project conclu ded that teachers have the ability to help inform policymakers, researchers and other learning practitioners about the link between ‘identity, language and education implicated in social cohesion projects’ (Dagenais et al, 2008) The link between social cohesion and teaching is not a modern concept. Historically it has played a significant role from the mid nineteenth century to the present day. Jewish settlers arrived in Victorian London and were assisted by voluntary organisations and a small series of published self-help texts. The next wave of refugees came about from those fleeing persecution in the Spanish Civil War and to escape Nazi Europe. It was during this time between the 1930’s and the 1950’s that the Berlitz guide and the linguaphone emerged. Over the next couple of decades following the post-war immigration to the UK the government began to respond as to local education authorities and the birth of the official ESOL teacher came about during the 1960’s. (Sourced from: http://www.niace.org.uk/publications/C/CriticalHistory.asp, Date accessed, 22/11/08) Ten years later and the Russell Report was published. The Russell Report of 1973 was to ‘prove a milestone in adult le arning in the UK’. With Russell emphasising the special needs of adults and the necessity to provide for them by developing a variety of courses at different levels. (Sourced from: http://www.niace.org.uk/Publications/R/Russell.asp, Date accessed, 22/11/08). This was an important decade again in terms of refugees entering the UK from Latin America, Uganda, Cambodia and Vietnam. The 1980’s witnessed the abolition of the Industrial Language Training and adult and community education was experiencing one of its most vulnerable periods. But at the same time other community languages were being recognized. During the 1990’s there was a significant move towards recognizing ESOL which was positioned within the newly established Adult Basic Skills Strategy Unit within the central government education department. (Sourced from: http://www.niace.org.uk/publications/C/CriticalHistory.asp, Date accessed, 22/11/08) Today this exists as The Skills for Life Strategy Unit which is based in the Department for Innovation, Universitiesand Skills and has been operational under its new identity sinceNovember 2000. The Unit works in tangent with other partner organisations including the Prison Service, Qualifications and Curriculum Authority and the Learning and Skills Development Agency in addition to voluntary and civil service. Its main objective is to take forward the Government’s Skills for Life agenda. In short it encourages continual improvement with literacy, languageand numeracy skills both at a national and local level. The Skills for Life Strategy Unit is categorized thus: Access and Inclusion ESOL Policy Learner Achievement Learner Engagement and Communications Level 2 and Level 2 PSAs Migration Strategy Quality and Teacher Education Workplace Engagement and Public Sector (Sourced from: http://www.dcsf.gov.uk/readwriteplus/who_we_are, Date accessed, 22/11/08) It is from the perspective of the twentieth century that this paper will scrutinize the historical relationship between ESOL provision and the wider community including its modern day responsibility to contribute to the framework of social cohesion and inclusivity. Chapter one will concentrate on the existing evidence to suggest that there is a definite need to enhance current learning experiences for those people in society who may be at risk of exclusion or requiring greater understanding of their social, political and cultural background where the teaching of the English language is concerned. Recent research and investigative projects working with minority groups and diverse learners will be explored for consideration in the broader argument to suggest legitimizing these theories. Chapter two will then examine what is currently being achieved in relation to forward thinking and strategic change taking into consideration the moves by government and learning bodies to begin the process of applying new curriculum and teaching developments that respond to the needs of a wider community of learners. Chapter One: Identifying problems and issues amongst learners and tutors The purpose of this chapter will be to outline an indication of the types of problems that exist for a variety of people in terms of how they are taught ESOL, to identify the characteristics and needs of the learners by way of case studies and examples. Consequently the teaching methods, ESOL curriculum and identified issues in these areas will be analysed. The perceptions of English Language teaching vary greatly between different societies in accordance with their demographic, political situation and the sanctioned education systems of the country. For example in the United States second language tuition is considered the medium through which non-English speaking children are fast-tracked into English in the shortest amount of time, with little scope for quality of provision. (Julios, 2008) To give another example, Pacific communities born into New Zealand life are currently facing a crisis with ESL provision in that while English is important to them economically and socially they are being denied their ancestral culture by losing their language and until further research has been carried out in this field it is feared the long-term issues of the teaching of English to Pacific ESL learners will remain problematic. (Sourced from: http://www.clesol.org.nz/2008/CLESOL08SaturdayAbstracts.pdf, Date accessed, 21/11/08) It is not just basic fundamental issues relating to culture or quality of teaching practice, other complications arise when learners have other specific learning needs which can further limit their academic success on an ESL course. For example individuals may experience low levels of literacy, no formal educational background or unfamiliarity with the standardized Roman-script. Recent studies in the UK reveal that within a cross- section of ESOL classes. ‘59 per cent of learners have had 11 or more years of Education, with 23 per cent having more than 15 years in education. Males were more likely than females to have no qualifications 37 per cent compared with 32 per cent of females’. (DfES, 2005) Some of these individuals may be survivors of torture and trauma as well as being older in years and require more time and attention in the classroom. The educational researcher McPherson determined that ‘classes formed on the basis of a range of characteristics which indicate a slow pace of learning, will often result in such a disparate group that their different language and literacy needs will not be effectively met.’ (Hinkel, 2005) Refugees, asylum seekers and migrant workers as well as established settled communities want to learn English. Amongst these individuals there exists a huge diversity as well as some obvious common themes like those already touched upon. All of which bring with them a set of needs and different expectations as to what students require from a course of ESL teaching. Their backgrounds and life histories are often complicated. A number of ESOL Pathfinder projects were commissioned in 2002 across ten locations in England with the intention of contributing to the Government’s Public Services Agreement Target to ‘improve the literacy, language and numeracy levels of 2.25 million adults between the launch of Skills for Life in 2001 and 2010’ (DfES, 2005) The ESOL initiatives were evaluated later that same year and stressed the diversity of learning characteristics within this sector, with interesting figures emerging about the slightly increased numbers of women than men undertaking the courses. This suggests that there may be a number of challenges for women trying to support their children at home. Gender in itself is another significant point of interest in this study as many women can be believed to have lived in England for a number of years and have never learnt the language or only speak elements of it, these women are often most recognized in Pakistani and Bangladeshi communities where they have very different cultural responsibilities and therefore less opportunities to attend beneficial ESL courses. (Heath and Cheung 2006) In particular women who are asylum seekers or refugees can experience tremendous isolation and feel restricted with access to health services, not being able to speak the language as well as being potenti ally more vulnerable to abuse or violence from a cultural perspective. The ESOL evaluation revealed that almost half of all learners were less than thirty years of age emanating from a broad sphere of ethnic origin. This ethnic breakdown included White and other students totaling 16 per cent, African, 15 per cent, Pakistani, 13 per cent and Other Asian 13 per cent. The Learner Survey revealed over fifty-four different first languages spoken by learners. Half were married or living with a partner and one in six were living away from their partner who resided outside of the UK. (DfES, 2005) The 2008 NIACE report ESOL: the context and issues also corroborates this evidence and adds that students of English are learning for a variety of purposes which include securing or progressing into long-term employment, supporting their children, being able to access services, being able to integrate more into their surrounding community and aspiring to embrace the British culture and British political systems. (Sourced from: http://www.niace.org.uk/lifelonglearninginquiry/docs/Jane-Ward-migration-evidence.pdf, date accessed, 21/11/08 Most recent studies reflect the need to improve on the way in which ESOL is delivered and encouraged for the benefit of the inclusion of a variety of needs and abilities. It is clear however that this issue has been apparent for a number of years which makes the prospect of re-developing curriculum provision and teaching methods in this complex area of teaching particularly difficult. ESOL has inherently adopted a style which serves a purpose, designed for the masses often to be delivered and completed within a limited timeframe. In 1989 a study of 13 Adult Education ESOL centres across the UK were investigated focusing on bilingual migrant learners. This early analysis captured the attitudes and motivations of these learners and emphasized their desire to maintain their mother tongue and heritage whilst being taught the language and customs of their new host country. (Lal Khanna, et al, 1998) One of the most interesting and informative research projects to date in this area is reflected in the Adult Learners’ Lives (All) working with people who are learning within adult literacy, numeracy and ESOL groups to understand and appreciate their concept of the learning experience in relation to their wider lives; covering the regions of Blackburn, Lancaster and Liverpool. As part of this initiative a recent commissioned piece of research was carried out amongst ESOL students who were enrolled on an evening class at Blackburn College. The findings of this report share some of the most important data in existence relating to primary first hand interviews with students. The outcomes reveal both positive and negative opinions relating to ESOL provision, which essentially can be interpreted in both a positive and negative light. The participants believed that more than anything their work experience had provided them with the best opportunity to encourage their learning of the English language an was much less restricted that the classroom. For many this was their only chance to utilize the language outside of the classroom. The learners were critical about the amount of provision available and found it affected their learning capabilities. One participant in particular, Mahmood found that working all day and then studying English in the evening prevented him from finding a vocational course in a different practical subject that could increase his chances of gaining better employment. In terms of issues relating to their background and culture, many familiar examples of diversity were apparent across the group as were their complex needs and considerations. Frederick carried the scars of war in his country and suffered considerably both physically and psychologically. Despite this his motivation levels were extremely high. Iqbal came to England in order to be with his new wife. The transition from his old life and professional career had left him very dissatisfied. Proving earlier references to gender and cultural relationship issues Ammara was studying at degree level and had been instructed by her husband to discontinue with it. This had repercussions on here work life which she had to compromise with and learn English accordingly. Below are some of the edited extracts detailing the participant’s interviews taken from this report. Frederick’s story: ‘Frederick came to England for the reasons above and more. He arrived in England with nothing. He didn’t have permission to work, couldn’t speak the language and had no friends or networks. His first step of integration in to the country was his attendance on an ESOL course at Blackburn College. Despite his desperate situation he was anxious to start again and enrolled almost immediately upon his arrival in Blackburn. Although he was aware of the importance of learning English he found the classes very difficult at first: â€Å"It was my first time, the first time it was so difficult.† In spite of his worries he continued the classes and vastly improved his English during his first year here. Also significant was the beneficial effect ESOL classes had on his social life. He made many new friends, who helped ease the loneliness of living in a new country, and gave him an extra chance to practice his English.’ Ammara’s story: ‘Ammara sees a close relationship between education and work. She clearly perceives education and training as a stepping-stone into work. She has shown that she is quite adept at completing courses and using the obtained qualifications to find work. Her biggest problem is language related. She had quite a good decent overall level of English when she arrived in England particularly with regards to reading and writing. Due to the high level of education she obtained in Pakistan she was able to complete the courses she took here easily because she had a good level of literacy skills in English. The language issues she is facing these days arise from her limited oral grasp of English and this appears to be most noticeable to her in her working life. With regards to work and language, Ammara feels she can manage but feels she regularly encounters difficulties. She has numerous concerns about language. She feels very unconfident about her use of grammar and structure when she is speaking. She believes that despite having a good knowledge of English, her speaking ‘imperfections’ lead to a barrier to her professional development. She also thinks that what she describes as a limited vocabulary is a barrier to communication and explanation. This has various implications for Ammara in the workplace. Because she lacks confidence she believes that her language prevents her from using her initiative at work, and so she ‘keeps quiet’. â€Å"sometimes I know somebody is wrong and even if the person is senior, I can explain but I just kept quiet because I feel like everyone is picking on me.† She also thinks that people’s perceptions of her professionally will change just because of her language proble ms.’ Mahmood’s story: ‘While he was waiting for the Home Office to grant him permission to work, Mahmood was unemployed for six months. He used this time to start English classes and familiarise himself with his new country and surroundings. Upon receiving his ‘leave to remain’ and permission to work from the Home Office he got a job at a sewing factory in Blackburn, where he still works. His role is to sew medical paraphernalia such as bandages and neck braces. He says that initially he found this job quite easy, as he was able to use the skills and experience gained from his sewing job in Afghanistan. He does however worry about his future. He says there is little chance of promotion in this job and therefore he is keen to look for different work. He has started to think about a change. When asked about his future ambitions with regards to work, Mahmood says he would like to do a building job. He thinks that this will be difficult for him to achieve because he doesn’t feel he has enough experience. He doesn’t feel that the experience he gained from his sealing job in Afghanistan will be of use to him here, as he believes that methods of building vary from the two countries. Mahmood is aware that he will have to do a course to help him achieve his aims, but has little knowledge about the courses available to him and thinks that it will be difficult to do a part time course, work full time and continue with his English classes. Mahmood believes that his job in England has had a positive impact on his language. He gets indirect language support from his work peers: â€Å"and if I’ve got any problem with any word, pronunciation they will help me.† He is able to use informal English at work in a mostly friendly atmosphere. He is also positive about the support he has gained from his boss with regards to his language. He says that right from the start of his employment his boss encouraged him to attend English classes. If overtime clashes with his twice weekly evening English class then his boss is always flexible, he will say, â€Å"OK you don’t have to work you go to college.† Mahmood is extremely aware of his language needs and is very motivated to improve. He told me that he uses friends at work to practice language covered in class, and his level of motivation can be seen in his 100% attendance in English class and the huge improvements he has made over the last two years. (Sirling, 2005) Accessed from: http://www.literacy.lancs.ac.uk/workpapers/wp08-esol-blackburn.pdf What is visibly obvious here are the feelings, aspirations and characteristics of a group of learners who may well require much of the special attention to teaching that this paper is attempting to argue. Although an already fairly advanced English language speaker, Ammara could like so many others at that level benefit from tutoring in just a few specific areas of English acquisition and at a time of the day when she does not have to juggle her family and several other jobs. And we see with Frederick that despite finding it hard to study and adjust to the cultural and social restraints of a new country he has actually achieved a sense of community and belonging by way of attending ESOL classes. It is clear that it must not be assumed that all migrant peoples, asylum seekers and diverse ethnicities should be labeled marginalized and socially excluded as there are many who do not experience this type of isolation. Nonetheless it is dependant on the type of teacher, classroom environment and delivery techniques which need to be made consistent in their quality and accessibility. Returning to Jane Ward’s ESOL into Context paper, she is very specific about the issues relating to the shortage of specialist ESOL teachers which impacts on the overall quality of provision across the UK with long waiting lists and minimized teaching time occurring in a number of venues offering ESOL tuition in urban areas. Rurally too where many migrant workers are being placed on entry to the country there is an inadequacy where teaching experience and expertise to deal with theses communities exists. Ward also stresses that in rural areas ‘learners accessing vocational programmes too often encounter subject tutors who have little awareness or training in language learning.’ (Sourced from: http://www.niace.org.uk/lifelonglearninginquiry/docs/Jane-Ward-migration-evidence.pdf, date accessed, 21/11/08 Chapter Two: Solutions and future provision Just as the former chapter dealt with the identification of the problems and consequences of inadequacies with ESOL teaching in respect of achieving a holistic and inclusive approach, this chapter will seek to establish potential solutions and recommendations for taking forward initiatives for future change within the current ESOL sector. This will be achieved by way of exploring current government objectives and responses to recent research which has exposed the levels of insufficient delivery within the sector. In 2003 the National Research and Development Centre for Adult Literacy published a comprehensive review of recent research projects carried out in the field of Adult ESOL. In particular that which ‘focuses on learners who need English for the UK workplace, for study in further and higher education and for living in the community. The review mainly concentrates on research that has taken place in the last 15 years and it has attempted to include all of the research that has been carried out within the UK. As most of this has been fairly small scale or not directly concerned with pedagogy, research that has been carried out in the USA, Australia, Canada and Europe is also included and its relevance to the UK context is discussed.’ (Sourced from: http://www.nrdc.org.uk/content.asp?CategoryID=424ArticleID=353, Date, accessed, 22/11/08) The recommendations that emerged from this review have been summarised below: It is recommended that a large scale study of actual practice in different settings is carried out. Alongside this larger study there should be a number of smaller ethnographic studies of good practice in ESOL classes, covering: learners with little prior experience of the written language; bilingual literacy provision; workplace courses; and language support on mainstream courses. The aim of these studies is to provide accounts that can be disseminated to other practitioners. There should be ongoing research into the relationships between teaching and learning in formal contexts. This could be based around a programme of practitioner research, with support from established researchers. This research should explore: specific classroom tasks to address issues of accuracy and fluency in the spoken language an investigation of different media of learning, including written materials and new technology learners discursive experiences and practices outside the classroom, and how classroom practices can take account of them learners expectations and learning strategies. And that primarily there is a need to track learners in terms of their learning ability and experience (both in and out of the classroom) as well as gleaning specific information relating to them as individuals, the key aims being to determine: learners who arrive in the UK with professional qualifications and experience, but low levels of English learners whose first language is an English based Creole or dialect learners with trauma. (Sourced from: http://www.nrdc.org.uk/content.asp?CategoryID=424ArticleID=353, Date, accessed, 22/11/08) This is a refreshing indication that learning practitioners are now heavily involved in a dialogue that recognises both the necessity to investigate further into the practices of ESOL and its students nationally. This also compliments the Government’s new commitment within its ‘Community Cohesion and Migration, 2007-08’ report which makes recommendations as well as recognising localised ‘Further Education Colleges, as the centres of ESOL training in the front-line for new arrivals, in particular as they are often the first official agency encountered.’ The report goes on to clarify that teaching staff working within ESOL should be providing ‘support and help to new arrivals and referral to other agencies’. The Government continues in its conviction for change by allocating funding to this area of support. (House of Commons Report, 2007) This is however not sufficient action for many academics working in the field. As Linda Morrice demonstrates in her paper Lifelong learning and the social integration of refugees in the UK: the significance of social capital. Morrice challenges the UK Government on its recent measures to account for the inclusion and integration of refugees in the face of an increasing migrant population. She refers to the learning issues of refugees and argues that current education systems and opportunities do not adequately address the issues that they face and declares rather that ‘for refugees to become integrated and useful members of society requires a shift away from the present focus on formal, individualised education provision to a greater recognition of informal and social learning opportunities’. (Morrice, 2007) Alongside this â€Å"Discourses on social cohesion widely acknowledge that public education systems provide critical contexts for constructing social cohesion among their diverse communities† (Dagenais et al, 2008 p 85). What this seems to show is that ESOL provision to date may be serving the political ends of British society by covert mechanism of social control. In her paper Action Research: Exploring Learner Diversity Pam McPherson carried out a class-room project in an Australian adult migrant English language class. It succeeded in profiling as well as discovering the learning needs of disparate learners. She trialed a number of teaching exercises and different learning techniques from course design, resources and even the room layout. In terms of responding to students with limited formal education and low levels of literacy, she suggested the following actions should be taken and integrated into ESOL courses: Assessment and referral schemes that can identify special needs at entry into the programme Bilingual assistance for course information, goal clarification, language and learning. Low intensity courses A teaching methodology that has explicit goals, the development of language learning strategies and spoken and written language for community access Teachers trained to identify special needs and develop appropriate strategies to meet them. Recognition within the certificates in spoken and written English in order to achieve language goals related to settlement needs and the need for further education and training. (Hinkel,2005) McPherson also recognises a specific type of approach for asylum seekers and those who have experienced trauma and the tortures of War. That their physical, Social and psychological needs require specialist attention. Assuming that many of these individuals are likely to feel overwhelmed, out of control as well as possessing memory loss and poor concentration it is likely that they will have difficulty with the amount of control and concentration that is associated with language learning. (Hinkle, 2005) Perhaps a solution might be to make ESOL classes more flexible and the level of participation and communication compliant with the needs of the students. Many of McPherson’s findings inspired the government in Australia to make significant changes to their systems of resettlement and language instruction. What then have the g