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

Symbols in The Great Gatsby :: Free Essay Writer

Symbols in The Great Gatsby In the Great Gatsby, a lot of things can be looked at as symbols. The weather, Daisy’s dresses, the eyes of Dr. T. J. Eckleburg, and even the lights. By using symbols, Fitzgerald makes the story more deep, and enjoyable for some readers. Fitzgerald also uses various themes throughout his story of the Great Gatsby, like Gatsby’s â€Å"American dream.† The two most important symbols in the story are the green lights at the end of daisy’s dock, and the eyes of Dr. T. J. Eckleburg. The green lights represent Gatsby’s â€Å"American dream† and his yearning for daisy. The reader doesn’t understand this for a while though. Fitzgerald shows us later that this is what they stand for, to show how something simple can represent so much. The eyes of Dr. T.J. Eckleburg is simply a sign that lingers over the valley of ashes. The reader can interpret it as anything he/she wishes. Toward the end of the novel, however, George Wilson interprets the eyes as the eyes of God, and he must act properly under them. Gatsby’s American dream is the theme throughout the story. He lives a life of luxury, throwing huge parties, and living in a mansion. Gatsby wanted this life since he was a kid. He also wants the girl of his dreams, Daisy, in his life, only he can’t have her because she is in love with Tom. Gatsby makes Daisy a symbol of everything he wants because of her beauty, wealth, and worry-less attitude. There are also small symbols and themes in the story as well. The color of daisy’s white dress, for example, sets the mood for the scene. And on the hottest day of the year is when Tom and Gatsby have their confrontation. Overall, the symbols and themes in this story seem to come together because of Gatsby’s dream for Daisy, which is the symbol of the green lights, who is everything Gatsby wants.

Teen Suicide and Bullying

Bullying is a worldwide problem that can be linked to teen suicide. The third leading cause of death in youth is suicide, which results in nearly 4,400 deaths per year (Centers for Disease Control, 2012). At least half of these deaths are caused by bullying. Although bullying is still seen by many to be a normal part of growing up, it is a severe problem that leads to many negative effects, including suicide. Unfortunately, there is not a definitive solution to this problem.However, there are multiple ways to help teens who are contemplating suicide due to bullying: seeking immediate medical help, encouraging teens to talk, parents keeping communication open, and by parents communicating with school authorities. Bullying is a form of abuse that is displayed toward the victim which forms an unhealthy relationship. This relationship consists of the bully having continual control of the victim’s life for an extended period of time. It gives the bully a sense of empowerment that t hey continue to feed off of.This is much different from school aged aggression that typically has a one-time occurrence, such as fighting or teasing between friends. Conversely, bullying can lead to suicide. Bully related suicide can be connected to any type of bullying, whether it is physical bullying, emotional bullying, cyber bullying, sexting, or even the circulating of suggestive photos of a person. Sadly, over 14 percent of high school students have considered suicide and almost seven percent have actually attempted it. The power obtained by the bully over the victim can be devastating and can lead to many negative effects.Bullying can lead to poor mental health such as depression, anxiety, and suicidal ideation. Nearly 160,000 children stay home from school every day due to fear of torment by other students. This causes the students grades to drop and adds to the victim’s sense of failure. These effects can become so debilitating that the victim may turn to suicide as their way of ending the internal pain. Emotional pain felt by the victim can become so overwhelming that they believe the only way out is through suicide. They may feel as if no one cares or that it would be pointless to reach out to someone because it might even make things worse.Sadly, many times victims feel that they are alone and no one could possibly understand what they are going through. In the case of Amanda Todd, she was bullied and ridiculed at school and online to the point where she felt she could no longer live. Unfortunately, she experienced verbal, physical, and emotional pain at the hands of her peers including people she believed liked her. She was tortured on a daily basis and felt there was no way out. Amanda changed schools as an attempt to end the torment. Unfortunately, as in many cases, the bullying followed her.Amanda attempted suicide on a couple of occasions. She tried reaching out by posting a video on YouTube telling her story. Sadly, a week later she co mmitted suicide. Amanda Todd was a victim to one of the cruelest forms of abuse that is happening today all over the world. Could her suicide have been prevented? According to reports, many of Amanda’s peers did not notice any signs of this struggle. However, she cried out for help not only through her video posted on the internet, but well before that by her multiple attempts of suicide.It may have been possible to save her life if there were more awareness brought to her community on bullying and suicide. If people knew what signs to look for and would have noticed the red flags just from sheer knowledge, Amanda Todd may have received the help she wanted and so badly needed. Although there is no definitive solution to the problem of teen suicide from bullying, there are several ways to prevent a majority of this from happening. One extremely important way to help a teen who is suicidal is to immediately seek medical attention.Doctors and medical professionals are able to fi nd problems that others cannot see. They provide hope for teens contemplating ending their lives. Medical professionals are able to diagnose underlying conditions that are typically found in youth who are at risk for suicidal tendencies. Most mental health disorders, such as depression, can be treated. Not only can these professionals diagnose and treat illnesses but they can also provide teens and parents with resources and useful information. Another great way to prevent teen suicide is to encourage them to talk.Suppressing thoughts and feelings, typically makes things worse. Therefore, getting teens to open up and talk is a great way for them to relieve their burdened hearts. Having them verbalize their thoughts and feelings helps them and others to have a better understanding of what they are going through. Likewise, when a teen is being bullied it is important that they express how they have been hurt. It creates an awareness of the problem which can lead to finding a solution. Sometimes, when a teen is thinking about suicide, what they really want is someone to listen to them.They just want to know that they are not alone. One of the best things a parent can do is keep the lines of communication open with their children. It becomes increasingly important throughout the teen years as they experience many changes such as emotional, physical and hormonal. Communication between parent and child is crucial for the child to feel comfortable opening up to them and discussing any problem they may be having. Being involved allows this team to identify the existence of bullying and suicidal thoughts along with other problems.Connor and Rueter (2006) found that a warm and supportive relationship, especially with the father, shielded a teen from emotional distress and suicidal tendencies. Most importantly, communication and openness can be a deterrent to suicide. When a teen communicates that they are being bullied it is helpful for parents to discuss it with school authorities stop existing problems. This is another way to help prevent teen suicide due to bullying. Since a majority of bullying takes place on or near school campuses, it is the school’s responsibility along with the parents to take action in addressing situations as such.School authorities can help monitor a teen that is in distress and offer great resources to help solve the issues they may facing. By parents communicating with the teen’s school, they can share their ideas and find what works best for the community and their students to stop bullying and prevent teen suicide. Bullying is a major problem happening to teens all over the world. Although there is not a definitive solution to bullying and the connection to teen suicide, there are many preventive measures that can be taken. Seeking immediate medical help for teens who want to commit suicide can be life changing.Encouraging teens to talk will allow them to express their thoughts and feelings instead of internalizing them. Likewise, parents can help prevent teen suicide by keeping the lines of communication open. It lets teens take comfort in knowing they have someone to talk to. When bullying and thoughts of suicide become a part of a teen’s life, it is important that the parent speaks to school authorities. This enables the school and parents to team up against the problems. Anyone can play a part in saving a life by working together to prevent teen suicide from bullying.