Hear My Cry Essay Example for Free

Hear My Cry Essay Stacey feels responsible for his younger brothers and sister and feels the need to protect them: Stacey glowered at T. J. a moment longer, then walked swiftly to Little Man and put his long arm around his shoulders saying softly, Come on, Man. It aint gonna happen no more, least not for a long while. I promise you that. Stacey is not only loyal to his family but also loyal to his friends. When he is faced with the decision to either be truthful to his mother or face a punishment as a result of being loyal to T. J. he chooses loyalty and therefore suffers the consequences. The society the children live in forces them to mature much more rapidly than in our society. Stacey is very mature and he is well aware of the differences between right and wrong: Despite any effort to persuade Stacey otherwise, when Mama came home he confessed that he had been fighting T. J. at the Wallace store and that Mr Morrison had stopped it. He stood awkwardly before her, disclosing only those things he could honourably mention. T. J. is Staceys best friend. He is very self-centred and is loyal to no one except himself. He seems to have no conscience and is very sly: At first T. J.wouldnt do it, but then he seen Miz Logan startin toward em and he slipped Stacey the notes Jeremy is an exception to the rule. He is a white boy but he disobeys his parents and continues to socialise with the black children. This even surprises the Logan children: It was only then that I realized that Jeremy never rode the bus, no matter how bad the weather. To help us visualise the setting of the novel Mildred D. Taylor uses occasional light, evocative description. She uses just enough for us to understand the image she is trying to portray without using too much which could cause us to loose interest. These short paragraphs of description are very effective, as she does not tell us directly what the scene is like but through similes and metaphors: Before us the narrow, sun-splotched road wound like a lazy red serpent dividing the high forest bank of quiet, old trees on the left from the cotton field, forested by giant green and purple stalks, on the right. The Difference between the Great Faith school for black students and the Jefferson Davis school for white students is acute. The Great Faith Elementary and Secondary School was a dismal end to an hours journey. Consisting of four weather beaten wooden houses on stilts of brick, 320 students, 7 teachers, a principal, a caretaker, and the caretakers cow, which kept the wide crab grass lawn sufficiently clipped in Spring and Summer. Jefferson Davis County School, a long white wooden building looming in the distance. Behind the building was a wide sports field around which were scattered rows of tiered gray-looking benches. The Jefferson Davis School for White Students gives an image of wealth and prosperity in comparison to the Great Faith school for Black students. The Logan Household is warm and inviting. The features shown in the house show that the Logan family were very skilful people. They seem to be a lot wealthier than other black people at this time: The furniture, a mixture of Logan-crafted walnut and oak, included a walnut bed whose ornate headboard rose halfway up the wall to meet the high ceiling The theme of this novel is racism and discrimination towards the black people at this time. There are many occasions in the first four chapters alone which express this racism. The most white people feel they are superior to black people in every way. They feel that if a black person steps out of line by doing the slightest thing they have the right to punish or even murder them. They seem to have no hesitation about taking the life of a black person as they feel black people are there to be taken advantage of Something as simple as saying something offensive to a white man: Mr Barnette says, you callin me a liar, boy? And Mr Tatum says, Yessuh, I guess I is! Could end up with a black man being severely punished by a gang of white night men: Tarred and feathered him! T. J. announced hastily. Poured the blackest tar they could find all over him,and plastered him with chicken feathers. The children cannot understand why the white and blacks are separated; however they are forced to understand as a matter of life and death. They are robbed of their childhood innocence long before they should be due to the dangers they would face if they stepped out of line. The author is also trying to put across the message that because of the discrimination towards the black people they live in extreme poverty. The Logans are better off than most black families as they own land, however they need money so badly that the father is forced to work away from home on the railroads for money. The schools are given books for the first time however, they are not the long awaited books they were hoping for, but torn worthless books which were no use to them. In concluding, Mildred D. Taylor has successfully portrayed the hardships the black population of the southern states of America, had to endure in the early 1930s. In the first four introductory chapters, she set the scene using descriptive tactics. She introduced us to most of the main characters and told us a bit about their physical appearance and their personality. And she most importantly explained to us the difficulties the Logan family and generally, all black families faced, due to their race and how unfair society was towards them. We learn how white people took the law onto themselves, carrying out vindictive murders at the drop of the hat. Even in the first four chapters, Mildred D. Taylor has evoked sympathy for the black people. By Emma-Jane Reilly 11E Mr Devlin! Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mildred Taylor section.

Advantages And Disadvantages Of Genetically Modified Organisms Biology Essay

Advantages And Disadvantages Of Genetically Modified Organisms Biology Essay The benefits and risks of any particular genetically modified crop depend on the interactions of its ecological functions and natural history with the agro-ecosystem and ecosystems within which it is embedded. These evolutionary and ecological factors must be considered when assessing genetically modified crops. We argue that the assessment of genetically modified crops should be broadened to include alternative agricultural practices, ecosystem management and agricultural policy. Such an assessment ecological services that support it. The benefits of genetically modified crops should be compared to those of other means of agricultural intensification such as organic farming, integrated pest management and agricultural policy reform. A gradual and cautions approach to the use of genetically modified crops that relies on a truly comprehensive risk assessment could allow people to reap substantial benefits from genetically modified crops while mitigating their serious risks. INTRODUCTION Genetically modified organisms ( GMOs ) is an organism whose genetic material has been altered using genetic engineering techniques. These techniques generally known as recombinant DNA technology, use DNA molecules from different sources which are combined into one molecule to create a new set of genes. This DNA is then transferred into an organism, giving it modified or novel genes. Genetically Modified Organisms can be produced by gene cloning methods in which a non-native gene is introduced and expressed in a new organism. Generally the new protein has also been somewhat modified or engineered for proper expression in the new host. In particular, differences between microorganisms and eukaryotic cell must be overcome, such as the presence or absence of introns, occurance of DNA methylation and certain post-translational modifications to the protein itself for proper transport within or between cells. The advent of PCR and gene sequencing methods have opened up the door to all sorts of manipulative techniques for changing the structure of protein through genetic alterations. The introduction of bacterial genes into cash crops, to enhance their growth, nutritional value or resistance to pests, is becoming rather common place in plant technology. One example that has made frequent headlines is the introduction of bacterial genes for natural pesticides into plants in order to eliminate the need for chemical pesticide use. The drawback to this technology is public concern over the consequences of ingesting these natural pesticides. Problems such as these might be alleviated by site-specific expression of the gene or control of expression throughout the lifecycle. For example, it might cause less concern if expression of a pesticide gene in the leaves of young plants could be used to prevent foliage from being destroyed early on without expression in the fruit later in the lifespan. Advantages of Genetically Modified Organisms The world population has topped 6 billion people and is predicted to double in the next 50 years. Ensuring an adequate food supply for this booming population is going to be a major challenge in the years to come. Genetically modified foods promise to meet this need in a number of ways: Pest resistance Crop losses from insect pests can be staggering, resulting in devastating financial loss for farmers and starvation in developing countries. Farmer typically use many tons of chemical pesticides annually. Consumers do not wish to eat food that has been treated with pesticides because of potential health hazards and run-off of agricultural wastes from excessive use of pesticides and fertilizers can poison the water supply and cause harm to the environment. Growing genetically modified foods such as B.t. corn can help eliminate the application of chemical pesticides and reduce the cost of bringing a crop to market. Herbicide tolerance For some crops, it is not cost-effective to remove weeds by physical means such as tilling so farmers will often spray large quantities of different herbicides (weedkiller) to destroy weeds, a time-consuming and expensive process, that requires care so that the herbicide doesnà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t harm the crop plant or the environment. Crop plants genetically-engineered to be resistant to one very powerful herbicide could help prevent environment damage by reducing the amount of herbicides needed. For example, Monsanto has created a strain of soybeans genetically modified to be not affected by their herbicide product Roundup. A farmer grows these soybean which then only require one application of weed-killer instead of multiple applications, reducing production cost and limiting the dangers of agricultural waste run-off. Disease resistance There are many viruses, fungi and bacteria that cause plant diseases. Plant biologists are working to create plants with genetically-engineered resistance to these diseases. Cold tolerance Unexpected frost can destroy sensitive seedlings. An antifreeze gene from cold water fish has been introduced into plants such as tobacco and potato. With this antifreeze gene, these plants are able to to tolerate cold temperatures that normally would kill unmodified seedlings. Drought tolerance/salinity tolerance As the world population grows and more land is utilized for housing instead of food production, farmers will need to grow crops in location previously unsuited for plant cultivation. Creating plants that can withstand long period of drought or high salt content in soil and groundwater will help people to grow crops in formerly inhospitable places. Nutrition Malnutrition is common in third world countries where impoverished people rely on a single crop such as rice for the main staple of their diet. However, rice does not contain adequate amounts of all necessary nutrients to prevent malnutrition. If rice could be genetically engineered to contain additional vitamins and minerals, nutrient deficiencies could be alleviated. For example, blindness due to Vitamin A deficiency is a common problem in third world countries. Pharmaceuticals Medicines and vaccines often are costly to produce and sometimes require special storage conditions not readily available in third world countries. Researchers are working to develop edible vaccines in tomatoes and potatoes. These vaccines will be much easier to ship, store and administer than traditional injectable vaccines. Phytoremediation Not all genetically modified plants are grown as crops. Soil and groundwater pollution continues to be a problem in all parts of the world. Plants such as poplar tress have been genetically engineered to clean up heavy metal pollution from contaminated soil. Disadvantages of Genetically Modified Organisms The pros and cons for using genetically modified organisms ( GMOs ) are vast and varied but there is little argument over the uncertain consequences of this relatively new science. The pace at which GMOs have found their way into the food supply is what frightens many opponents, as long-term risk assessments wonà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t be available for many years. Long-term health effects The science of genetically modifying organisms is in its infancy, coming online in earnest in the mid-1990s. Pressure from agricultural interests and the scientific community eager to prove the viability of the process has led to what some would call an irresponsible rush to market of these products. More than 60 percent of the products in most U.S. grocery stores are derived from sort of genetically altered plant or animal, notes Nina Fedoroff, a molecular biologist at Penn State University in the spring 2007 issue of Science Journal. There simply hasn;à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t been enough time to study the long-term health effects on humans from eating genetically altered foods. Gene spilling Many of the arguments against bio-engineered food stuffs focus on the law of unintended consequences. It is unclear what effect, if any, genetic pollution from inadequately sequestered populations of genetically modified crops would have on the surrounding wild varieties. Releasing pollen from genetically altered plants into the wild via wind and insects could have dramatic effects on the surrounding ecosystem but there is no long-term research yet available to gauge the impact. Reduced biodiversity Biodiversity even within a species or genus, keeps plant and animal population viable. If a particular virus for example, affected corn in Northern Iowa but the slightly different variety of corn grown on an adjacent farm was immune, only the portion of the crop susceptible to the virus would be lost. As genetically engineered crop consume more and more acreage, the number and variety of wild species is reduced. Such as alignment threatens the entire supply as pests and diseases repelled by just one or a few genetically altered varieties develop resistance to those defenses. In a doomsday scenario, a lone pathogen could wipe out an entire harvest nationwide and spawn years of underproduction as the agriculture industry struggles to recover and combat the threat. Cross-pollination The potentially negative environmental impacts of GMOs are numerous, and many are as yet unknown and could be irreversible. These include the loss of flora and fauna biodiversity, unintended harm to other organisms and reduced effectiveness of pesticides. According to the Food and Agricultural Organization of the United Nations, one of the biggest concerns is the creation of super weeds: the unintentional transfer of herbicide resistance genes from desired crops to weeds. Some of these concerns, however, are the same concerns that could occur with breeding. Genetic consequences The artificial insertion of genes into organisms could destabilize that organism, encouraging genetic mutations that could be detrimental either to the environment, to humans or both. Insertion of the desired gene into a crops genome could activate or deactivate other genes, causing unintentional consequences as well. For example, genes that orchestrate the precise development of tomatoes could be de-activated, leaving tomatoes rotting on the vine before maturation. Long-lived organisms, such as trees, would be most at risk with consequences unknown for perhaps years. Its entirely possible they would no longer bear fruit, or they would have weak trunks. Characteristics of bark we may rely upon for paper products may disappear. The possibilities are essentially endless. Furthermore, changes in gene expression of genes that already exist in the organism may have negative consequences by interacting with the product of the inserted gene. For example, the gene coding for the red color of berries could interact with the inserted disease resistance gene creating an entirely new protein that perhaps would cause cancer after the berries were eaten by humans. As of 2010, many of the consequences are purely speculative and true issues would not be known for perhaps years. Animals GMOs pose a potential risk to insects, particularly those involved in pollination of GMO crops, as well as birds, insects, organisms in soils, and water. The impact of GMO pollen in bees gut or ingestion by bacteria is not known. One fear is that the insects may develop resistance to the pesticides after ingesting GMO pollen, creating swarms of pesticide-resistant bugs. Intellectual property The risk of GMOs to the world economy may be significant. It is entirely possible that world food production would be dominated by a few companies, increasing the dependence of developing countries on industrialized nations. Foreign exploitation of natural resources, labeling issues and scientific advances skewed to interests of richer countries are just a few of the concerns. Although eventually more efficient and economical, initial research and development costs involved in bringing GMO products to market are substantial. To offset these costs, companies patent their products. Infringement issues are a major issue. Human health Human health is also at stake. GMO plants may create new allergens or unintentionally confer antibiotic resistance in humans. As part of the technique, genes that confer antibiotic resistance are inserted into GMOs as markers but they could confer resistance to these antibiotics when consumed by humans. However, the gene introduced into the potatoes was already known to be toxic to mammals. Researchers simply chose the gene to test the technique and it was never intended for human or animal consumption. As pollen spreads, pharmaceuticals derived from plants and fed to animals are then consumed by humans, also with unknown consequences. Food supply at risk Genetically modified seeds are a patented product, and in order to purchase the seeds customers must sign an agreement for use with the seed manufacturer. As the reliance on GM seeds expands world wide, concerns about food supply and safety continue to escalate. Genetically engineered seeds are identical in structure, and if a problem affects one particular crop a major crop failure can result. Environmental destruction Most GMO seeds are genetically engineered to be herbicide tolerant, resistant to insect infestation and disease. Environmentalists worry that the characteristics of GM crops may encourage farmers to increase their use of herbicides and pesticides, which will raise human consumption of dangerous toxins. GM crops also manufacture their own pesticides, which puts further poisons into humans and soil and may cause unforeseen changes in the environment. Another concern is that toxins contained in the GMO plants may harm other organisms, such as monarch caterpillars, bees and birds. The pesticide found in genetically modified cotton and corn is implicated in the deaths of poultry, cows, horses, sheep and buffalo worldwide. Conclusion As a nutshell, although Genetically Modified Organisms have a lot of advantages but still face many ethical issues related to the growing and consumption of genetically engineered crops. They hold potential to greatly increase the nutritional value of food as well as the productivity of crops, while at the same time provide many safety as well environmental concerns. These decisions need to be looked at by all of humanity since everyone is directly affected by the choices. While each person can read these details and come to different conclusion on the value of genetically engineered foods as well as the ethical choices being made by the companies in charge of producing these foods. The ultimate choice on genetically engineered foods should be placed onto a well informed consumer not held in the dark by those in power of the government and large corporations which may not have the general publicà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s interests as their primary goal.

The Power and Genius of Alexander Pushkin’s The Queen of Spades Essay

The Power and Genius of Alexander Pushkin’s The Queen of Spades In Alexander Pushkin’s â€Å"The Queen of Spades,† many aspects of the short story have made for considerable debate among scholars.   Pushkin fills an integral role in Russian literary history, and there are abundant research sources to use in analyzing and interpreting his texts.   Pushkin is often referred to as the Father of Modern Russian Literature, but until just recently much of the criticism on Pushkin focused on Pushkin himself as the author, the innovative simplicity in his prose, or the political relationship between Pushkin and the Russian aristocracy.   Pushkin’s personal life was often the subject of public debate among his readers and the Russian aristocracy, forcing him into a some what reclusive state.  Ã‚   His prose was innovative, but, in the early research, very few bothered to interpret why the style was so effective.   What about the words made Pushkin different?   It did not seem to matter as long as the aristocracy was satisf ied. Finally, much of the early information available on Pushkin had nothing to do with his writing.   During Pushkin’s time, the domination of the Russian nobility over publications was so great, the ultimate beauty and depth to Pushkin’s writing was over looked in order to expose censorship and political manipulation.  Ã‚   These early attempts at criticism and investigation fall short of exposing the true power and genius in Pushkin’s writing. Another problem with much of the available literature on Pushkin and his texts is   inconsistency in interpretations.  Ã‚   Scholars do not research sufficiently and are often vague in communicating their ideas to the reader.   The purpose of the given work is often confusing enough to the aud... ...nleaf. Studies in Romanticism v 36 n 2 (Summer 1997): 292-299. Pushkin, Alexander.   â€Å"The Queen of Spades.† Alexander Pushkin: Complete Prose Fiction. Trans. Paul Debreczeny. Stanford: Stanford University Press, 1983. 211- 233. Rosenshield, Gary. â€Å"Choosing the Right Card: Madness, Gambling, and the Imagination in Pushkin’s ‘The Queen of Spades.’† PMLA v 109 n 5 (October 1994): 995-1008. Rosenshield, Gary.   â€Å"Freud, Lacan, and Romantic Psychoanalysis: Three Psychoanalytic Approaches to Madness in Pushkin’s ‘The Queen of Spades.’† Slavic and East    European Journal v 40 n 1 (Spring 1996): 1-26. Shrayer, Maxim. Rev. of Pushkin’s â€Å"The Queen of Spades,† by Neil Cornwell. The Modern Language Review   v 90 n 4 (October 1995): 1051-1053. Terras, Victor. Rev. of Pushkin’s â€Å"The Queen of Spades,† by Neil Cornwell. The Russian    Review v 54 n 3 (July 1995): 453-454.

Existentialism :: essays research papers

Existentialism In our individual routines, each and every one of us strive to be the best that we are capable of being. How peculiar this is; we aim for similar goals, yet the methods we enact are unique. Just as no two people have the same fingerprint, no two have identical theories on how to live life. While some follow religious outlines to aspire to a level of moral excellence, others pursue different approaches. Toward the end of the Nineteenth-Century and on through the mid-Twentieth, a movement followed "existentialism," a philosophical theory of life, in order to achieve such a level. Even though the idea of existentialism is complex, certain themes are common amongst philosophers and authors: moral individualism, freedom of choice, responsibility, alienation. Fundamental to understanding existentialism is the conception of moral individualism. Existentialism rejects traditional ethical endeavors. Philosophers since the time of Aristotle, circa Third-Century B.C.E. (before the common era), have held that everyone should aim for a common peak of ethical achievement. Aristotle argued for the existence of a divine being, described as the "Prime Mover," who is responsible for the unity and purposefulness of nature. In order for humanity to attain such a climax, everyone must imitate The Almighty's perfect profile. Aristotle's basic philosophy deduces that humanity strives for an identical peak of moral excellence, as judged by a higher being (Aristotle). Existentialism declares that the individual must choose his way; there is no predetermination. Since the universe is meaningless and absurd, people must set their own ethical standards. The universe does not predetermine moral rules. Each person strives toward a unique moral perfection. The Nineteenth- Century Danish philosopher Soren Kierkegaard, who was the first writer to call himself e)existential, reacted against tradition by insisting that the highest good for the individual is to find his uniqueness. His journal reads, 'I must find a truth that is true for me ... the idea for which I can live or die" (Existentialism). Existentialists believe that morality depends on the individual, rather than a supreme being. Next to moral individualism, the inevitability of choice is the most prominent existentialist theory. Existentialism assert that people do not have a fixed nature, as other animals and plants do. Our choices determine who we are. The Twentieth-Century French philosopher Jean Paul Sartre proclaimed that the most Important choice is the choice of ourselves. Each character makes choices that create his nature. Existence suggests freedom where mankind is open to a future that is determined by choice and action. Choice is inescapable and central to human existence; the refusal to choose is a choice. Even when a

Vacant Chapter 12 Waiting

I knock, but there's no answer. I let myself in and I'm immediately relieved to see Emily's things still around the house, including her bedding on the couch. Remorse creeps back into my chest as I think about the numerous times I've tried to convince Emily to take my room – my bed – but she never has. I kneel down on the floor in front of the sofa to worship the scent lingering in the sheets. She always smells like baby powder, the cheap off brand they sell at the Dollar Tree, but regardless of the price, it smells like heaven to me. I close my eyes and enjoy her essence while also promising myself to buy her name-brand lotion. No more generic. The shouting startles me awake. â€Å"I don't care! Get the mother-fucking money. I don't pay you to lose my shit!† Then I hear the unmistakable sound of a fist meeting flesh. My blood runs cold as I wonder if it's Emily next door. The thought hits me like the fist from next door: What has she done to get money for herself? I've had many neighbors while I've lived here. It's to be expected, as the downtrodden are a transient population. That unit was empty when†¦.when I left, so I hadn't thought about a new tenant. I also hadn't figured on undesirables moving in. I'd never worried about my safety, but now I have to think of Emily's safety and protection. This is no place for her. I hear a feminine scream amid the sounds of skin being struck and I know it's not my girl. I know what her scream sounds like after a spider infestation and that's not it. It's not Emily. â€Å"Get up, Punta!† I hear more ramblings and shouts in Spanish; the female cries in response. All I can think is, Thank God it's not Emily. But it is someone – someone's daughter, sister, or friend. I do the only thing I can. I call the police and let them handle it. While I've read heroic tales of men saving the day, it's not safe or practical in this case. It's very likely that the monster next door has a weapon, and I'm no good to protect Emily if I'm dead. The cops come and go quickly. The woman refuses to press charges, but the man is escorted off the property with a warning not to return. He'll be back, though. They always are. My thoughts drift to moving to a better neighborhood, but then I realize I may not have a job because I'm a complete coward who left for a week without calling his boss; it'll be a miracle if I'm not fired. How will I take care of Emily without a job? I'm an idiot. God, how did I fuck this up so badly? I dial Margie's number and her cheerful greeting relaxes me a bit. â€Å"Hey, Marge, it's Ethan.† â€Å"Well hey, Sugarplum. How was your vacation?† She knows I wasn't on vacation, and I try to discern if there is sarcasm in her voice, but I can't seem to detect any. â€Å"Margie, I wasn't on vacation.† â€Å"Sure you were, kid. It's on the schedule; I approved it myself. There's paperwork and everything. The owners are glad you finally took some time off. You had more than three weeks coming to you. It makes them nervous that you've never taken a day off in five years.† I'm confused and my silence must confirm this to my manager. â€Å"So, are you coming in tomorrow? I'm down a cashier and could use ya.† Cashier? I'm a â€Å"back of the house† guy. The â€Å"make sure there's always chips on the display† guy; low man on the grocery store food chain. â€Å"Uhhhh†¦Ã¢â‚¬  is my incoherent reply. â€Å"It's time you take on more responsibility, kiddo. You have that pretty girl to take care of.† She knows. She knows about Emily. How does she know? â€Å"I'll see you tomorrow, Ethan.† I'm left holding the phone wondering what the hell is going on.

Outline two perspectives on learning Essay

Classical Conditioning is when behaviour is learned through a stimulus response bond (S_R) This is done by using unconditioned stimuli as well as conditioned stimuli. Simply put this method of behaviourist learning is able to create behaviour that doesn’t normally exist (e.g. salivating at the sound of a bell) this is done through association. For example if a person was to ring a bell right before they fed the dog, the dog would salivate due to the presence of the food. If done enough times, the dog would salivate at the sound of the bell alone, even if no food was present (Pavlov’s experiment) Operant Conditioning is used to shape behaviour that already exists in the learner. This is done through reinforcement whether it be positive (rewarding) negative (taking away a negative trait) or punishment Skinner found that people are more likely to learn a behaviour if they are rewarded after doing it (e.g. praise, gifts etc.)  SLT refers to Bandura’s research, as he believed that people can learn through vicarious learning watching other people doing or not doing as they do. This is done by Modelling, which can mean to make an example of a peer in school, thus showing others how to, or not to act. Humanistic Carl Rogers believed that people learn best when they are given/shown Unconditional positive regard, empathy and genuiness. This looks at learners as human beings with sensitivities and self esteem as opposed to machines which can be programmed (behaviourist) Maslow was another humanistic believers he created the hierarchy of needs, suggesting that the learners needed their basic needs to be satisfied (food safety belingingess) before they can learn and have the desire to explore the â€Å"meta needs† (learning etc.)    Due to the fact that the three perspectives are so different in design, it can be very difficult to say how one method is nomothetically better than another. Each perspective has its own strong and weak points.  The behaviourist perspective is a very affective method of learning as performance levels tend to be at the highest when the techniques of classical, Operant and SLT are applied. However this suggests that people learn only what they show, valuing nothing but the behaviour of the learner. For example the use of Classical Conditioning can create associations which can benefit the learner (e.g. standing up when a governor enters the room) as it can avoid embarrassment however, it can also be considered unethical to use such techniques as learners ten can become unable to control their own actions as the SR bond created put their behaviour in the control of the subconscious therefore using classical conditioning techniques would not be best when trying to teach something of a creative nature (e.g. art, music etc.) as personal control is very important in these subjects Another ethical issue with the use of behaviourist tactics in learning is that the reinforcement can hurt the learner’s self esteem. This can be seen in Operant Conditioning techniques like punishment in that although the behaviour may be shaped to an â€Å"acceptable standard†, the learners would become less motivated to produce work. This can also play a role in bad association between the student and the subject being taught in that they don’t like how the behaviourists teacher treats them, they would learn to dislike the subject as opposed to simply the teacher. The Humanistic view, due to the fact that they value the development of the person more than the acquisition of trivial knowledge, can often very poor exam results within schools. An example of this would be the Summerhill school (Neil) which applied a completely humanistic approach to the workings of the school (e.g. no reinforcement of class attendance, no rules etc.) the results of this experiment showed that with the humanistic perspective, exam results were poor, however follow up studies showed that psychological problems and better stability within alumni Another possible criticism of the humanistic views of Maslow is that there are people who can learn in school very well yet not have all of their basic needs satisfied (e.g. negligent parenting) however it can be said that the higher meta needs would be easier to pursue if the basic needs were provided for the learner. This goes against Maslow’s theory in that the hierarchy of needs can have exceptions based on individual differences (which can be analysed in the Myers Briggs Personality Indicator) Cognitive psychologists believe that all information can be presented in a way that’s best taken on by the learner. However this goes against the theories of Piaget and Ausubel who thought that information was exclusively better if present in certain ways, (bit by bit versus all encompassing respectively) The cognitive approach doesn’t consider the learners as anything but information processors, which can also hurt students self esteem as they are not necessarily regarded as human beings who are valued (Rogers) When it comes down to it each perspective is very helpful to the improvement of learning within children however if used exclusively can cause their own contrasting problems. The best way in my eyes is to create a hybrid of the systems, for example, in regards to dealing with disruptive behaviour a behaviourist system of punishment be most effective, but then followed up with a humanistic debrief, (explaining why being punished) this would allow the student to learn the behaviour as well as maintain or reinforce self esteem.

Drama Assignment

LHE 3253 TEACHING THE LANGUAGE OF DRAMA Assignment 1 Dorothy Ting Siao Wei 153071 Dr. Habsah Bt Hussin Submission date: 19 Oct 2011 THE JEWELS OF THE SHRINE 1. One of the themes of this play is  false relationship  among family members. Quote the part(s) in the play where you can discern this theme. Throughout the play the theme false relationship among family members is seen. Firstly, it is seen in the character of Bassi. Bassi is not related to Okorie at all but is seen to be always around the house attending to Okorie. It is as if she is his wife when she is not at all. She is actually married elsewhere and have kids. This is seen in several parts where she appears. â€Å" Bassi: It is enough, Grandfather. Long talk make you tired. Come, your food is now ready. Okorie: Woman, I cannot eat. When happiness fills your heart, you cannot eat. † From here we see how Bassi would advice Okorie to stop talking and eat his meal. Her tone sounds like a wife who cares for a husband rather than a married woman of a neighbor. â€Å"Bassi (holding him and leading him to sit on the bed): You are excited. You know that whenever you are excited, you begin to forget things. Okorie: That is not my fault. It is old age. Well, but what was I saying? † Here we even see Bassi sending Okorie to bed which could be hardly seen in olden times. Bassi is a married woman with her own husband which she should be putting to bed with rather than a senile old man. But she did and she did in gently like how a wife would. Perhaps there is a sincerity of the treatment she gave but there’s no legit relationship that they have. The other place in the play where false relationship among family members is seen is when Arob and Ojuma started treating Okorie nicely just because they heard something like a great inheritance that they will get if they treat him nicely and bury him with great honour. All of these can be seen in the following excerpts of the play. â€Å"Ojima: At last, poor Grandfather is gone. I wonder if he know that we only played up just to get something from his will. Arob: Well, it didn’t matter to him. He believed us, and that is why he has left his property to us. A few months ago he would rather have thrown it all into the sea. † 2. From the language used by Okorie, Arob and Ojuma in their dialogue, what can you discern about their relationship? Give two factors contributing to the disintegration of family units and children neglecting their filial duties toward their elders. From the language used by Okorie, Arob and Ojuma in their dialogue, it seemed like their relationship is not a good one. Okorie doesn’t even call or refer to his grandsons as his grandsons but people and Arob and Ojuma didn’t speak properly or with respect all the time. In my opinion, one of the factors contributing to the disintegration of family units and children neglecting their filial duties toward their elders is, the lack of proper discipline in the family. As seen in the play, Arob and Ojuma’s father passed away earlier than their grandfather, Okorie. No one disciplined them or brought them up in the proper manner. Okorie might have even spoilt them when they were younger so there was no sense of fear and respect from both of them towards their grandfather. They cannot even see the contribution of their grandfather and appreciate him. They even took everything that is his and sold them to get whatever finances that they could get. They never had anyone to discipline them. The other factor that contributes to their misbehavior is a growing sense of selfishness that comes with the welcoming of modernity. As seen and discussed by Okorie and the stranger at the beginning of the play, it seemed like the society has been getting more and more selfish and cruel that they don’t take care of older people but mistreat them too. With the coming of new technologies, new development that first enters the city, more selfishness prevails and the people are getting crueler. They only think about their own welfare, their own happiness and they just disregard for any other people, even the older people in their own family who are flesh and blood. It seemed like all that does not matter at all anymore. Everything is about their own pleasure and comfort and no one else. MOTHER’S DAY 3. Mrs. Pearson’s difficulty in speaking her mind and communicating the truth with her family had caused her much unhappiness. Quote the part(s) in the Play where you can discern this quality in Mrs. Pearson. There are several parts in the play where Mrs. Pearson depicts her difficulty in speaking her mind and conveying the truth with her family. Firstly is when Mrs. Fitzgerald came to visit her at her house and they were talking casually when the subject of her unhappiness in her home came up. When Mrs. Fitzgerald advised her to be firm and do something about it she became apologetic saying, â€Å"That’s easier said than done. Besides, I’m so fond of them even if they are so thoughtless and selfish. They don’t mean to be†¦Ã¢â‚¬  It shows that she does love her family although they are thoughtless and selfish but she gave them too much leeway that they mistreated her by not thinking about her but only themselves. She finds it hard to speak her mind also because she doesn’t like confrontations and she is mighty afraid to make others feel unpleasant. She doesn’t know how to tell them how she felt. She only drops hints to them. This is seen later when she said, â€Å"I – keep dropping a hint†¦Ã¢â‚¬  and â€Å"†¦ But I do hate any unpleasantness. And it’s so hard to know where to start. I keep making up my mind to have it out with them – but somehow I don’t know how to begin. † It is also pretty obvious from the way she kept having pauses in her speaking and getting embarrassed and sending a sense of hopelessness that she has very low confidence which, I believe contributed in her difficulty in communicating the truth with her family. Even when she talks to Mrs. Fitzgerald, she has lots of pauses as seen, â€Å"Mrs. Fitzgerald – I know you mean well – in fact, I agree with you – but I can’t – and it’s no use you trying to make me. If I promise you I’d really have it out with them, I know I wouldn’t be able to keep my promise. 4. Discuss effective communication skills that Mrs. Pearson should inculcate in herself to make her family be respectful of her and appreciate her more. Mrs. Pearson needs to learn to speak more confidently and perhaps, be more confident about herself. If she kept bein g not confident about herself, she will not get anywhere. Her lack of confidence shows in her communication and her family, who seemed to consist of stronger personalities will take advantage of her lack of confidence and mistreat her. Mrs. Pearson needs to know her role in the family is a mother and a wife and not a servant and she eeds to realize that she needs to stand firm and strong in her role in the family as a mother and a wife by speaking more with confidence and a sense of authority and eliminate her habit of always being apologetic and trying to explain. This will help her family recognize her as she executes orderliness in her family, establishing boundaries and a sense of respect within her family. Through that, her family will respect her and she will be able to teach and perhaps train them to have proper manners and a sense of respect for people especially towards her. If she is able to establish that, her family will not step all over her and know that she is serious and not one to simply mess with. Mrs. Pearson needs to also speak clearly and directly to her family, to convey her true wishes to them so that they will know what she wants, how she feels and what she wants them to do and they will be able to understand her better and treat her well. She cannot just throw hints at them because in general, a lot of people cannot pick up hints. Only those who are sensitive and does pay attention to little details will pick up hints but these kind of people are rare unless the hints are too obvious to ignore. Mrs. Pearson also needs to eliminate her fear of confrontation and fear of unpleasant atmospheres because confrontations are necessary to convey clear messages and not at all evil. Unpleasant atmospheres cannot be avoided totally also in all relationships as each human are unique, complete with strengths and weaknesses so certain unpleasantness will come naturally once in a while and it is not necessarily bad, just depending on how one deals with it and also the cause of it. A MARRIAGE PROPOSAL 5. In this Play, conflict in the form of argument prevents Lomov from asking Natalia to marry him. Extract sample dialogues from the Play to indicate where the conflicts are. There are two conflicts that happened in the play. Firstly, Lomov got into an argument with Natalia about who owns the meadows when he was trying to propose to her. The argument went as followed: â€Å"LOMOV: †¦ and my property, as you know, adjoins your own. If you will be so good as to remember, my meadows touch your birchwoods. NATALIA: Pardon the interruption. You said â€Å"my meadows† – but are they yours? LOMOV: Yes, they belong to me. NATALIA: What nonsense! The meadows belong to us – not you! LOMOV: No, to me! Now, my dear Natalia Stepanovna! NATALIA: Well, this is certainly news to me. How do they belong to you? LOMOV: How? I am speaking of the meadows lying between your birchwoods and my brick earth. NATALIA: Yes, exactly. They belong to us†¦Ã¢â‚¬  Lomov and Natalia continued arguing and then a series of things happened and he got chased out of the house and asked to come back again to get engaged to Natalia. Then the second conflict happened when they started talking about hunting and they argued about whose dog is a better dog, Otkatai or Ugadi. The argument went as followed: â€Å"LOMOV: †¦Really? Otkatai is better than Ugadi? What an idea! Otkatai better than Ugadi! NATALIA: Of course he is better. It is true Otkatai is still young; he isn’t full-grown yet, but in the pack or on the leash with two or three, there is no better than he, even- LOMOV: I really beg you rpardon, Natalia Stepanovna, but you quite overlooked the fact that he has a short lower jaw, and a dog with a short lower jaw can’t snap. NATALIA: Short lower jaw? That’s the first time I ever heard that! LOMOV: I assure you, his lower jaw is shorter than the upper. NATALIA: Have you measured it? LOMOV: I have measured it. He is good at running though†¦Ã¢â‚¬  Their argument, yet again, went on for a while and Tschubukov came in and forced them to quickly get engaged. Right after they are engaged, they continued with their arguing. 6. If Natalia and Lomov get married, what should they do to minimize conflicts in their marriage? If Natalia and Lomov get married, they should learn the art of communication. Lomov’s speech seemed too elaborated and containing too much details which are so unnecessary and long. If he learns to communicate clearly and directly while also respecting the other, it would have lessened so much miscommunication. Natalia should also learn to be less sensitive over petty issues. Perhaps the issue of who the meadow belongs to is important for her but she could have expressed her disagreement in a gentler manner without flying off the handle and her opinions could have been easier to be taken in. Both of them should learn how to manage their anger and know ow to discuss issues or difference of opinions in a more civilized manner rather than getting heated up so fast and raising their voice at each other. They need to look at the other’s perspective and try to be more understanding. They could have responded in a more neutral manner and there would not have much conflict. They should also learn to be more selfless and put each other higher than themsel ves. From the way they have argued, they seemed rather selfish, insisting that they themselves are right instead of tolerating each other and they also go to the point of degrading the other’s opinions. They need to learn not to cross the boundary, to respect each other’s opinions and not to put down each other. They also need to work out their differences and look for each other’s similarities. Natalie really wanted to marry Lomov so obviously there is something that she likes about him and the fact that Lomov went to propose to Natalia also indicates that there is attraction. They need to focus on the good points, especially the things they love about each other and always be reminded of that and not let petty arguments get in the way.