Clovis Sangrail Of Saki Essays - Saki, Clovis, European People

Clovis Sangrail Of Saki Clovis Sangrail is a character featured in three of the Saki short stories covered this semester. The three featured short stories are "Tobermory", "The Unrest-cure", and "The She-Wolf". Clovis is undoubtedly one of Saki's preferred individuals because he is a reoccurring character. Since Saki's main intention was to mock the aristocracy, he required an antithetical character that could serve as a vehicle for Saki's own actions to be carried out in the stories. A subtle annoyance and dislike for high-society can be sensed in "The Unrest-cure". Clovis hears Huddle whining about the lack of stress in his accommodating aristocratic life. Clovis dutifully tricks the unsuspecting and vulnerable Huddle in spite of his previous complaints. Saki uses Clovis to enact torment on the upper class. In "Tobermory", Clovis' impatience is revealed when he utters "rats" under his breath while everyone else settled for a quiet discord. Even when the cat did start disclosing all the gossip it had overheard, Clovis kept his composure. Although, he did quietly"calculate how long it would take to procure a box of fancy mice through the agency of the Exchange and Mart as a species of hush-money". However, Clovis' impatience resurfaced when he refused to stay up any longer and wait for the cat to come back. This also revealed his borderline indifference to the uncanny event of a cat talking. Finally, one of Clovis' most prevalent characteristics is unveiled at the last line of the story when he says, "If he was trying German irregular verbs on the poor beast, he deserved all he got". Clovis, without fail, finds humor in any situation. In "The Unrest-cure", Saki uses Clovis to deal out a little distress on a well-rested aristocrat. Utilizing proficient listening and capable thinking, Clovis learns of Huddle's"problem" and quickly plots a way to exploit the man. This elaborate plan displays his how mischievous and cunning Clovis is. Not to mention how quick-witted he is when handles Huddle's plea to call the police. Clovis keeps the situation under his control. Clovis is also aware of how naive the aristocrats are and exploits this gullibility to the fullest extent. He even goes so far to convince Huddle that the Bishop has ordered the massacre of every Jew in the neighborhood. And once again, Clovis finds humor at the expense of high-society when he remarks, "I don't suppose that they will be in the least grateful for the Unrest-cure". In the beginning of "The She-Wolf", Clovis, once again, sits quietly listening and planning his scheme to trick an aristocrat. In order to carry out this scheme, he needs the help of Lord Pabham. He remains subtle and non-emotional to avoid any disagreement to his rather unusual request. Clovis guides Leonard into the trap by posing the question, "You're surely not going to make coins disappear, or something primitive of the sort?" Clovis skillfully uses phrases and questions to steer people into predictable actions. He also uses phrases to lead people to the desired assumption he is trying to convey. He does this by saying, "Of course we must accept your assurance that you didn't turn Mrs. Hampton into a wolf, but you will agree that appearances are against you" and then interjecting, "I don't suppose Colonel Hampton would care to have his wife turned into a succession of fancy animals as though we were playing a round game with her". Then, Clovis completes his prank with truly infuriating Leonard by stealing all the glory Leonard was attempting to gain by lying about his powers. Once again, Clovis finds humor at the expense of the aristocracy when he notes, "Once does not care to speak about these strange powers, but once in a way, when one hears a lot of nonsense being talked about them, one is tempted to show what Siberian magic can in the hands of some one who really understands it". When observing these three examples, one can conclude that Clovis' character is used to create conflict with the aristocracy. As well as conflict, Clovis provides a conveyance for Saki to poke fun at the upper class. Clovis' quick wits and humor designate him as a veritable threat to the lite's vulnerability that accompanies a pampered and superficial lifestyle.

Principal Parts of the Verb TO FIT

Principal Parts of the Verb TO FIT Principal Parts of the Verb TO FIT Principal Parts of the Verb TO FIT By Maeve Maddox Reader Barry Kemp has a question about fit: One thing that has puzzled me for a while is the use of the word fit. Its quite clear when one reads that the new rug was a perfect fit in the apartment But what is the rule for the past tense? We often read something like it was a long stuggle but in the end he fit the pieces together or she slipped it on and the suit fit her perfectly It is quite clear these sentences are past tense so why do we not use the past tense fitted? This is one of those puzzles created by the differences between British and American usage. British usage: fit, fit, (have) fitted American usage: fit, fit, (have) fit Other verbs that differ in this way are bet, get, and quit. Americans say bet-bet-bet, get-got-gotten and quit-quit-quit. British speakers say get-got-got and quit-quitted-quitted. They take their choice with bet and say either bet-bet-bet or bet-betted-betted. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:100 Idioms About NumbersThe Four Sounds of the Spelling OU15 Idioms for Periods of Time

Six Features of an Effective Total Rewards Program Essay

Six Features of an Effective Total Rewards Program - Essay Example The best way to gain profits and achieve commercial success is through employee compensation both in cash and kind. The cash benefits include wages and salary, while benefits in kind include fringe benefits and perquisites. The employee rewarding programs are critical to success of the organizations in recent times. Tesco PLC, the British multinational (MNC) grocery and merchandise retailer, is well-known for the compensation plan offered to its sales force (Armstrong & Taylor, 2014). The company provides simple, competitive and sustainable rewards to the staff, which help to build loyalty and trust amongst the employees and ensure their retention. The staff is paid quite high and the amount is around 7% more than three largest food retailers present in the market. Total reward program is a part of the sales force compensation plan. Many companies effectively conduct these programs so as to build loyalty and trust amongst employees. Six features of an effective total rewards program can be described as follows: Strong Compensation structure- The sales force can be motivated through premium and variable pay, besides the base salary. Premium pays can be in the form of on-call, shift differential, call-in, hazard, bi-lingual and skill based pay (Tetrick & Haimann, 2014). Variable pay, on the other hand, can be offered as commission, team based pay, bonus programs and incentive pay. Incentives increase the feeling of self-actualization among employees. Top IT companies such as, IBM, offers employees undifferentiated variable and team based pay, thereby accelerating their level of morale and encouraging them to work for the organizational welfare (Armstrong & Taylor, 2014). Availability of Perquisites – These have the capacity to elevate the motivation level of sales force.

Industries using Economic Order Quantity Essay Example | Topics and Well Written Essays - 750 words

Industries using Economic Order Quantity - Essay Example In this sense, distributors of the pharmaceuticals to improve efficiency in the distribution and minimize the ordering and holding costs that are very high in the industry have often used the Economic Order Quantity. An estimated savings of more than $200, 000 was reported by those industries that utilized effective inventory management techniques in their ordering and determination of optimum quantities to be reordered by the company (Siegel, and Shim 203). The basic reason that makes EOQ necessary for this industry is its ability to reduce its storage and holding costs. Most pharmaceutical wholesalers do not have ample storage facilities that can handle inventory for long periods. Further, storage of such inventory could be dangerous because of the risks of expiry which may lead to losses. In perspective, the technique helps in mathematical calculations of specific order quantities that the wholesalers can be able to order, achieve good business performance, reduce risk of expiry and make an economic gain out of the transaction (Krajewski, and Ritzman 79). In the manufacturing industry, the use of economic order quantity is popular, being a major current asset of most manufacturing industries. In this case, the example of a soft drinks manufacturing company is used. To make sure that the customers get the best products, in time and manufactured at the least cost, it would be important to analyze the production process in light of using specific measures to determine the optimal ordering quantities of the materials used. The company uses at least three materials namely, sugar, concentrates and crown corks, all of which are produced within the country (Siegel, and Shim 215). However, the company needs to make decisions of how much of each to order in order meet the demand in the market. In this respect, the Economic

The Case of DNA, Forensic Evidence, and Prosecution Essay

The Case of DNA, Forensic Evidence, and Prosecution - Essay Example The research focuses on one specific case and discusses the usage of forensic techniques involved with prosecuting and convicting an offender. The science of forensic investigation has become a highly popular tool in law enforcement in today's time. It has proven to be useful in sometimes locating evidence that proves the innocence of those thought to have committed a crime. Also it works to prosecute those who are irrefutably guilty of committing violent and criminal acts against other human beings. Although offenders might go free for a certain period of time, forensic techniques are gradually minimizing those possibilities of getting away and remaining free once a crime has been committed. For instance, one stray hair or a cigarette butt with a lip imprint left on it can be the clue law enforcement needs to apprehend a possible suspect in relation to a murder, rape, burglary, or possible other heinous act against those in society. In fact, some researchers state that forensic science has made all the difference in how the criminal system now works in the United States. DNA data banks are worthy tools in legal investigations due to the fact that if a previous offender commits another crime and gets away, the forensic evidence can be analyzed and compared to information stored in the DNA data banks. Often times this hurries the process along and provides the necessary means to apprehend a previous convicted criminal of a serious crime against another (Office of Forensic Services 2006). For instance, in the case where a young financial analyst was on her way to work, she was confirmed to have been abducted and dragged into a freight elevator where she was raped and brutally beaten, possibly left for dead as well. However, the victim bit her offender and the blood that was left behind on her jacket enabled investigators to pinpoint the person responsible for the crime. Often time's forensic evidence such as this is what it takes to apprehend a suspect. Normally it is the inclusion of skin and hair fibers that are found under the victims fingernails th at normally lead to the conviction of a known violent suspect (Office of Forensic Services 2006). The reason that forensic techniques are highly useful is that they do provide the irrefutable proof of who committed a crime. Now this can't always be 100% for a certainty as there have been some cases that have been overturned. However 99.9% of the time this type of DNA evidence provides the validity needed, as well as the burden of proof that the justice system is looking for to seal a conviction against a violent offender (Office of Forensic Services 2006). Another similar case that utilized forensic evidence was one where an offender actually had a soda in the home he was burglarizing. He went so far as to use a straw which left a good lip imprint. This one small mistake by Angelo Powell, who had a long train of burglaries in behind him lead to his arrest and conviction (Office of Forensic Services 2006). His DNA was taken from the soda bottle he left at the scene of the crime and compared to the stored information in the

Impacts of Population Growth on Malaysias Culture

Impacts of Population Growth on Malaysias Culture I have chosen to write an essay on Malaysias population growth, how it has changed and how it affects the culture of my country. In my essay, I had included the background and the history of my country and also the reason why it had change and how its change for the past few years. I also include my critical and original thinking regarding this topic. Malaysia Background and History As a Malaysian, I can safely say that Malaysia have a very interesting background and history. Malaysia is known for it rich cultural history. The rainforest and the wildlife in Malaysia are preserved from century. Now days, Malaysia also known for it cuisine, world famous beaches and also Malaysia is famous among the tourist because of the different shopping mall that Malaysia have and the price of shopping in Malaysia is quite cheap. Malaysia had been a tourist spot for so many years already and to cater to this tourist needs, Malaysia has plenty of Resort that are offering a perfect gateway for tourist that would like to escape from the city life. But its not just for the tourist, sometimes the local also like to get away from the busyness of the city and routine life and just relax. Malaysia is known also as the only country that has mixture of three different races such as Malay, Indian and Chinese. In Malaysia, there are three different religions this is because in Malaysia the y got three different races so the religion is also different. Mostly Malay peoples, they are Muslims, Indians are Hindus while Chinese are mostly Buddhist. So as you can see, it a multicultural country and its a colourful country to live in because everyone regardless which race are you, they intent to celebrate each other celebration. Now I would like to briefly explain Malaysia history, Malaysia gains their independent in 31st August 1957. Afterward, subsequent states join Malaysia in 1963 and formed the country of Malaysia (Malaysia Background, 2002). Malaysian national language is Malay. Its safe to say that Malaysia is a wonderful place not just to live but also to visit because Malaysia can offer you so many things. Culture in Malaysia As mention earlier, Malaysia is known for its culture and culture does play a strong foundation in everyday life of Malaysian. Malaysia is vibrant and diverse in they own ways. Malaysian people intent to share each others cultural richness and its had been Malaysia main political stability and growth. Malaysian peoples are warm accommodating and a very easy-going people. Malay culture had always been linked by the love of the land and a strongly believe in Islam (Culture and Peoples, 2010). Family ties, tolerance, goodwill and good manners are among the social norm of Malaysian people. In Malaysia, education level of Malaysian had a change toward the better in where new schools and subsidies for the lower income population are provided by the government and also a new infrastructure are provided in order to achieve the high level of education (Culture and Peoples, 2010). Also, theres a different festival and celebration in Malaysia that we celebrate every year such as Hari Raya Aidil fitri for the Muslim, Deewali for Hindu and Chinese New Year for the Buddhist. National Day or Merdeka celebration are celebrate every year and normally all Malaysian will come together and celebrate them together with a colourful traditional performance, foods, firework and performance from the famous Malaysian artist. Population Growth in Malaysia (Malaysia Population, 2009) As you can see on the graph above, Malaysian population had growth however the population in Malaysia grow slowly. There are not many different in each year. For example, in 1999 the population for Malaysia was 22.712 million while in 2002 the population for Malaysia was 24.527 million and in 2009 the population for Malaysia is 27.761 million. As you can see, there are not much different between these years. However throughout the year Malaysia population growth had grown. The reason of the population change (How and Why) In the 60s changes in population pattern and economy had significantly affected Malaysian families. Some of the reason is that the rural-urban, economic development and migration play one of the strongest reasons. Now days most of Malaysian family consist of father, mother and two or one children. Extended family consist at least one elderly parent with an adult child (Malaysia, Marriage and Family information pattens, 2010). Other reason why it change or grown slowly is probably because in the 60s peoples intent to get marry in the younger age and have a lot of children but in the modern world, people intent to marry in later age and normally have only one or two children in their family. Population Growth effects on the culture Population growth does somehow effects the culture in Malaysia. But the effects hit the city people more than the villager. In the village the culture and the tradition is still protected while in the city, the culture is more modernized than in the village. In the village, traditional custom are still hugely practice and intent to be more protective about it. While in the city, its more toward the western culture where the younger peoples most likely to spend their night in the club, drinking and shopping rather that spending their time with the family. The way they dress also changing, its more toward the western. You can rarely see anyone in the city wearing Malaysian traditional dress but in the village you can still see them in Malaysian traditional dress. Other reason why it could effects Malaysian culture is because theres a lot of foreigner now days leaving in Malaysia, so people in the city intent to follow the foreigner culture rather than sticking with Malaysian culture. B ut the benefit of this is that most of Malaysian can speak well English. Also it makes Malaysia and attractive country to visit and live in and also make people know that Malaysia is a multicultural country. Conclusion To conclude my research on how the population growth in my country which is Malaysia had effects the culture, I must say that even though theres a negative side of the growth however theres also plenty of benefits. Such as, now that Malaysia is well known all around the world, its actually creating more opportunity for us as Malaysian to grow or to develop not only our country but also our self. Even though the effects hit more towards the city people, it does not mean that all of them already forgotten about their culture. Even so most of them act or follow western culture more than our own culture, they still care about the value of family and still respect the country that they live in. Here we can see the clear difference how Malaysia was few years ago and how Malaysia is today. References Alloexpat (2010). Culture and Peoples, 26 February 2010 from:  http://www.malaysia.alloexpat.com/malaysia_information/culture_malaysia.php Index Mundi (2009). Malaysia population. Retrieved 03 March 2010 from:  http://www.indexmundi.com/malaysia/population.html Malaysia.com (2009). About Malaysia. Retrieved 26 February 2010 from:  http://www.malaysia.com/about-malaysia.html  Ã‚   Malaysia information (2002). Malaysia background . Retrieved 26 February 2010 from:  http://www.asia-planet.net/malaysia/information.htm   Malaysia information (2002). Wealth of Culture. Retrieved 26 February 2010 from:  http://www.asia-planet.net/malaysia/wealth-culture.htm  

Teaching Philosophy :: School Learning Education Essays

Philosophy At this point in my study in education, I have become accustomed to the educational Philosophies of essentialism and social reconstruction. I tend to lean toward essentialism more, because I think there needs to be more emphasis placed on reading, writing, mathematics, science, and social studies. I have an interest in social reconstruction, because I feel students need to be encouraged to address and maybe even attempt to help solve social problems. I strongly feel this Philosophy is dependent on the grade level of the students. I want to become an educator, because I love to teach things to other people. Also, in the time that we are living in, I feel there is a great need for teachers who have good moral character. I believe that by being a teacher, that I will be a good model for students to follow. I want to have a classroom that is bright and cheery, and on that will enhance learning. I want it to be a place where students feel loved and accepted. I do not want them to feel afraid to try or to make mistakes. I want my classroom to be a place where students can learn and have fun at the same time. I do no mean it will be laxed, but it will have a controlled comfortable atmosphere, so that students can learn. The student's desks will be arranged in rows that are horizontal to one another. They will be facing toward the area of instruction. The students will be seated according to their behavior. For example, to eliminate disruptions, I will seat a talkative child next to a quiet child. The bulletin boards in my classroom will reflect the time of the current season. Most importantly, I plan to have a list of classroom rules posted on the wall, in an area where all the students can see them. I also play to have school menus as well as a calendar posted on the bulletin board. I think it is important for the classroom to have a overhead projector. This will be used as an aide to help students learn. I would like to have computers in my classroom that will be installed with educational programs. Each student will have access to educational materials such as textbooks, dictionaries, and encyclopedias. I will establish an authoritarian classroom, because without authority, it is impossible to get anything accomplished.

Deschooling Society Essay

Introduction: This term paper is about De schooling Society which is a book written by Ivan Illich. The book is more than a critique – it contains suggestions for changes to learning in society and individual lifetimes. Particularly striking is his call for the use of advanced technology to support â€Å"learning webs†. In this paper, we will first see what is meant by de schooling society and then what is the need for de schooling and is it necessary to disestablish a school. After seeing the reasons for de schooling, we look at the phenomenology of school which gives the phenomenon of school. Then we will see the rituals in the current school system and discuss about them. Later we look at the model for evaluating institutions and then propose the idea of learning webs and thus conclude with the requirements of a good education system and what an educated person should be able to do. What is De schooling Society? The process of receiving education or training especially done at School is called Schooling. The main goal of Schooling is to learn things from what is taught by teachers in the school. Here learning, education, training, guidance or discipline is derived from experiences and through lessons taught by teachers. De schooling society is a critical discourse on education as practised in modern economics. It is replacing school with natural learning. It specifically refers to that period of adjustment experienced by children removed from school settings. It is the initial stage where one gets rid of schoolish thoughts about learning and life in general. If one is given time to adjust to the freedom of no school routines and not being told what to do every minute of the day, then they have lots of time to relax, try new things, to discover their interests and rediscover the joy of learning. This is the idea of de schooling. It is like a child recovering from school damage. â€Å"SCHOOL ING IS THE SYSTEM DESIGNED FOR TEACHING†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. DE SCHOOLING IS THE SYSTEM DESIGNED FOR LEARNING.† Why we must disestablish a school (why de schooling) Ivan Illich feels that there is a need to disestablish school by giving examples of ineffectual nature of institutionalized education. According to Illich â€Å"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor proliferation of educational hardware or software, nor the attempt to expand teacher’s responsibility will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing and caring. â€Å" The present school system believes that more the treatment, better are results and leads to success. It confuses teaching with learning, grade advancement with education, a diploma with competence and fluency with ability to say something new. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Illich shows that institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence and most of the research now going on further increases in the institutionalization of values and we must define conditions which would permit precisely the contrary to happen. He believes that care only makes students dependent on more treatment and renders them increasingly incapable of organising their own lives around their own experiences and resources within their own communities. With the present system poor children lack most of the educational opportunities which are casually available to middleclass people. To solve this they started a program â€Å"Title One† which is the most expensive compensatory program ever attempted anywhere in education, yet no significant improvement can be detected in learning of these disadvantaged children. Special curricula, separate classes or longer hours only constitute more discrimination of poor. Thus this system has failed to improve the education of the poor. Advantages of rich over poor range from conversation and books in the home to vacation travel and a different sense of oneself and apply for the child who enjoys them both in and out of school. So a poor student will generally fall behind so long as he depends on the school for advancement or learning. Poor needs funds to enable them to learn. Neither in North America nor in Latin America do the poor get equality from obligatory schools but in both the places, the mere existence of school discourages and disables the poor from taking control of their own learning. All over the world, school has an anti educational effect on society: school is recognized as the institution which specializes in education. The failures of school are taken by most people as proof that education is very costly, very complex, always mysterious and almost impossible task. Education disadvantage cannot be cured by relying on education within school. Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification. Learning and assignment of social rules are melted into schooling. The major illusion on which the school system rests is that most learning is the result of teaching. Teaching only contributes to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school. Most learning happens casually, and even most intentional learning is not the result of programmed instruction. For example, normal children learn their first language (mother tongue) casually, although faster if their parents pay attention to them. But the fact that a great deal of learning even now seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. Illich illustrates the idea of learning with a practical example. â€Å"In 1956 there arose a need to teach Spanish quickly to several hundred teachers, social workers, and ministers from the New York Archdiocese so that they could communicate with Puerto Ricans. Gerry Morris announced over a Spanish radio station that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his office, and he selected four dozen of them-many of them school dropouts. He trained them in the use of the U.S. Foreign Service Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own-each in charge of four New Yorkers who wanted to speak the language. Within six months the mission was accomplished. Cardinal Spellman could claim that he had 127 parishes in which at least three staff members could communicate in Spanish. No school program could have matched these results.† Further experiments conducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given proper incentives, programs, and access to tools, are better than most school teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions. Opportunities for skill-learning can be vastly multiplied if we open the market. Schools are even less efficient in the arrangement of the circumstances which encourage the openended, exploratory use of acquired skills. The main reason for this is that school is obligatory and becomes schooling for schooling’s sake. Most skills can be acquired by drills, because skill implies the mastery of definable and predictable behaviour. Education is the exploratory and creative use of skills, however, cannot rely on drills. It relies on the relationship between partners , on the critical intent of all those who use memories creatively, on the surprise of unexpected question which opens new doors. It is now generally accepted that the physical environment will soon be destroyed by biochemical pollution unless we reverse the current trends in the production of physical goods which is possible by de schooling. Instead of equalizing chances, the school system has monopolized their distribution. Equal educational opportunity is indeed both a desirable and a feasible goal, but to equate this with obligatory schooling is to confuse salvation with the church. A de schooled society implies a new approach to incidental or informal education. Thus he says that not only education but society as a whole needs de schooling. Phenomenology of School In order to make the schooling process better and to search for alternative methods in education, we must start with an agreement on what do we mean by â€Å"school†. We need to have clear idea on what a â€Å"school† is and what is the difference between â€Å"teaching† and â€Å"learning†. We can do this by listing the functions that are performed by modern school systems, such as custodial care, selection, indoctrination, and learning. We could make client analysis and verify which of these functions render a service or a disservice to teachers, employers, children, parents, or the professions. We could survey history of western culture and information gathered by anthropology to get an idea of schooling. And we could recall the statements made by many people before and discover which of these the modern school system most closely approaches. But any of these approaches would oblige us to start with certain assumptions about a relationship between school and education. Hence we begin with phenomenology of public school. We can define the school as the age-specific, teacher-related process requiring full-time attendance at an obligatory curriculum. Age: School groups people according to age. This grouping rests on three unquestioned premises. Children belong in school. Children learn in school. Children can be taught only in school. Illich thinks that these unexamined premises deserve serious questioning. If there were no age-specific and obligatory learning institutions, childhood would go out of production. The disestablishment of school could also end the present discrimination against infants, adults, and the old in favour of children throughout their adolescence and youth. Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself a product of schools because common sense tells us that only children can be taught in school. Teachers and Pupils: Here children are pupils. School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to contrary. Illich says that most of the learning is without teachers. Most tragically, the majority of men are taught their lessons by schools, even though they never go to school. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, and to work without interference from a teacher. Even orphans, idiots, and schoolteachers’ sons learn most of what they learn outside the educational process planned for them. Half of the people in our world never set foot in school. They have no contact with the teachers, and they are deprived of the privilege of becoming dropouts. Yet they learn quite effectively the message which school teaches. Pupils have never credited teachers for most of their learning. Schools create jobs for schoolteachers, no matter what their pupils learn from them. Full-Time Attendance: The institutional wisdom of schools tells parents, pupils, and educators that the teacher, if he is to teach, must exercise his authority in a sacred precinct. This is true even for teachers whose pupils spend most of their school time in a classroom without walls. School, by its very nature, tends to make a total claim on the time and energies of its participants. This, in turn, makes the teacher into custodian, preacher, and therapist. In each of these three roles the teacher bases his authority on a different claim. The teacher as custodian sets the stage for the acquisition of some skill. Without illusions of producing any profound learning, he drills his pupils in some basic routines. The teacher as moralist substitutes for parents, god, or the state. He instructs the pupil about what is right and what is wrong, not only in school but also in society at large. The teacher as therapist feels authorized to enter into the personal life of his pupil in order to help him grow as a person. Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons. A pupil who obtains assistance on an exam is told that he is an outlaw, morally corrupt, and personally worthless. Classroom attendance removes children from everyday world of western culture and plunges them into an environment far more primitive, magical, and deadly serious. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the end of the day and end of the year until he is finally expelled into adult. Ritualization of progress: Illich sees education as being about consumption of packages where the distributor delivers the packages designed by technocrats to the consumer. Here teacher is the distributor and pupils are the consumers. Thus in schools, children are taught to be consumers. Illich’s criticism of school is a criticism of the consumerist mentality of modern societies; a model which the developed nations are trying to force on developing nations. In this view a country is developed according to indices of how many hospitals and schools it has. In terms of school Illich criticises the system which offers a packaged education and awards credentials for the successful consumption of the packages. The packages are continually being re-written and adjusted but the problems they are supposed to address remain same. This is much more than simply a racket to produce more textbooks and exam syllabuses; this is a commercial activity mirroring the marketing processes of the industry. Children are the obligatory recipients of these marketing efforts. As the teacher is the custodian of rituals of society so schools as institutions are the places for the promotion of myths of society. Illich is especially concerned with this in developing nations where he sees a wrong direction being taken as these countries adopt the consumerist model of the west/north. Education is the means by which these societies get sucked into the consumerist way of doing things. More schooling leads to rising expectations but schooling will not lift the poor out of poverty; rather it will deprive them of their self-respect. Most basic schools operate according to the notion that â€Å"knowledge is a valuable commodity which under certain circumstances may be forced into the consumer†. Schools are addicted to the notion that it is possible to manipulate other people for their own good. For Illich, schools offer something other than learning. He sees them as institutions which by requiring full-time compulsory attendance in ritualised programmes based around awarding credentials to those who can consume educational packages and endure it for the longest. It is thus training in â€Å"disciplined consumption†. Institutional Spectrum: In this chapter Illich proposes a model for evaluating institutions. He contrasts convivial institutions (which mean friendly, lively and enjoyable institution) at one end of a spectrum (left side) with manipulative ones at the other (right side) to show that there are institutions which fall between the extremes and to illustrate how historical institutions can change colour as they shift from facilitating activity to organizing production. In line with the theme which occurs throughout the book that his criticism of schooling is more to the point than some traditional Marxist challenges to contemporary society Illich points out that many on the left support institutions on the right of his scale i.e. manipulative ones. Of all â€Å"false utilities,† school is the most insidious. Highway systems produce only a demand for cars. Schools create a demand for the entire set of modern institutions which crowd the right end of the spectrum. A man who questioned the need for high-ways would be written off as a romantic; the man who questions the need for school is immediately attacked as either heartless or imperialist. Just as highways create the impression that their present level of cost per year is necessary if people are to move, so schools are presumed essential for attaining the competence required by a society which uses modern technology. Schools are based upon the hypothesis that learning is the result of teaching. Irrational Consistencies: He argues that educational researchers and thinkers are more conservative than in other disciplines. He argues that without a new orientation for research and a new understanding of the educational style of an emerging counter-culture the educational revolution will not happen. Our present educational institutions are at the service of the teacher’s goals. The relational structures we need are those which will enable each man to define himself by learning and by contributing to the learning of others. A key theme in this work is the criticism of the idea that learning is the result of teaching. In Illich’s analysis education is a funnel for educational packages. Illich opposes this with an idea of ‘learning webs’ which are about â€Å"the autonomous assembly of resources under the personal control of each learner†. In this chapter Illich criticises some of the ideologies of schooling which he sees in apparently radical initiatives such as the free-school movement and the lifelong learning movement. He points out that free-schools still ultimately support the idea of schooling as the way of inducing children into society. Illich sees manipulative institutions as being those where â€Å"some men may set, specify, and evaluate the personal goals of others†. It is very clear that Illich means it when he calls for the de schooling of society. Learning Webs: Illich’s practical vision for learning in a de-schooled society is built around what he calls ‘learning webs’. Illich envisages 3 types of learning exchange; between a skills teacher and a student, between people themselves engaging in critical discourse, and between a master and a student. Illich also considers the de-institutionalisation of resources. He proposes that resources already available in society be made available for learning. For example a shop could allow interested people to attempt repairs on broken office equipment as a learning exercise. He suggests that such a network of educational resources could be financed either directly by community expenditure. Whether he is talking about skills exchanges or educational resources Illich envisages non hierarchical networks. The professionals in Illich’s vision are the facilitators of these exchanges not the distributors of approved knowledge packages in the school system. He envisages two types of professional educators; those who operate the resource centres and facilitate skills exchanges and those who guide others in how to use these systems and networks. The ‘masters’ we have mentioned above he does not see as professional educators but rather as people so accomplished in their own disciplines that they have a natural right to teach it. Illich’s programme is practical and thought out. He proposes new institutions of a convivial nature to replace the manipulative ones of the current schooling system. In these new institutions there is no discontinuity between ‘school’ and the world; (though this is most definitely not ‘lifelong learning’ which seeks to extend schooling throughout adult life). There is no ritual of induction of the next generation into the myths of society through a class of teacher-preachers. Illich is interested in learning as a human activity carried out for obvious purposes – to gain the benefits that learning the new skill brings. Educational resources are usually labeled according to educators’ curricular goals. Illich propose to do the contrary, to label four different approaches which enable the student to gain access to any educational resource which may help him to define and achieve his own goals: Reference Services to Educational Objects – which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theatres; others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours. Skill Exchanges – which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached. Peer-Matching – a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. Reference Services to Educators-at-Large – who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals, and freelancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients. Conclusion: Illich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system. A good educational system should have three purposes: It should provide all who want to learn with access to available resources at any time in their lives; Empower all who want to share what they know to find those who want to learn it from them; Furnish all who want to present an issue to the public with the opportunity to make their challenge known. An educated child should be able to: ï‚ · ï‚ · ï‚ · Read, write, and communicate effectively; Think creatively and logically to solve problems; and Set and work toward goals. Bibliography: http://en.wikipedia.org/wiki/Deschooling_Society http://ournature.org/~novembre/illich/1970_deschooling.html http://www.natural-learning.net/000154.html http://www.livingjoyfully.ca/unschooling/getting_started/what_is_deschooling.htm http://www.webster.edu/~corbetre/philosophy/education/illich/schooling.html

Roman Mythology essays

Roman Mythology essays Single is an independent word that means freedom, in social terms. Freedom is basically another word for having the time of your life with as little responsibility and as much fun as possible. Socializing with whomever you desire gives you that lack of restrictions, and almost unlimited options in the societal game. In other cases, there comes a time when being single means being lonely and depressed, which becomes a fear to overcome. Rather than sit around all day waiting for things to happen, and they probably wont, you realize that it is time for you to move on and have fun. The article, Single and..., is an article written by a person that wants to motivate the people who are single and not doing anything about it. Not much ever happens to these people and their life is on permanent hold. Its basically telling you to get on up your lazy behind and do something with your life before it is too late. If opportunity is knocking and the door, break it down. Any action brings a feeling of accomplishment. Once you concentrate on the process itself, rather than the outcome of each date, you can learn from mistakes and attempt to correct them in the future. The critique is bias toward women because it seems that women are more likely to put their dating life on hold than men are. That is because women are often raised to wait for things to happen to them, rather than make things happen. Men are usually raised to make things happen. It doesnt mean men cant have it vice versa. The editorial also mentions men, but not as brief as women I definitely agree with the author because I believe an article such as this one will help aid the singles out there looking for some motivation and a brighter day ahead. Meaning that the day after reading this article, they make something happen. Sometimes it works out and sometimes it doesnt, but keeping your head up and being optimistic will hel ...

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chrysanthemums Essays chrysanthemums Essay chrysanthemums Essay 2000. Segal, David, et al. ed. Short Story Criticism. Vol. 2. Detroit: Gale Research Inc. , 1992. Steinbeck, John. The Chrysanthemums. British and American Fiction. Ed. Wang Shouren and Zhao Yu. Nanjing: Nanjing University Press, 1994.

Saudi EFL Learners Awareness of World Englishes-(Second Language Essay

Saudi EFL Learners Awareness of World Englishes-(Second Language Varieties) - Essay Example The primary means by which these flows and networks are established and maintained is through the use of a common contact language. English, the most widely diffused contact language, is the primary linguistic channel through which these flows take place†¦ English is thus a globalized phenomenon that is continuously being LOCALIZED during its countless interactions. The fact that globalization is a very fast process prescribes that children need to be proficient in the English language to be competent in their international dealings (Doman, 2005). Due to the wide proliferation of learning English language, various cultures have adopted the language and integrated their own cultural flavor in it. World Englishes are forms of the English language that non-native English speakers use with native English being American and /or British English. Members of a certain culture use English to suit their own communication styles. Considering the variety of cultures in the world, there are now more non-native English-speakers than native speakers (Jenkins, 2006; Canagarajah, 2007). This includes Saudi Arabian nationals. 1.2 Aims and Objectives 1.3 The Field of World Englishes 'New Englishes' or 'World Englishes' is usually used to refer to the new varieties of English. Mesthrie and Bhatt (2008) state that "it has become customary to use the plural form 'Englishes' to stress the diversity to be found in the language today, and to stress that English no longer has one single base of authority, prestige and normativity." The authors clarify that World Englishes "represents all varieties except the L1 varieties of places like the UK and USA" (Mesthrie and Bhatt, 2008). Accrdoging to Hoffmann and Siebers (2009), "what is often referred to as "the" English language is in fact a heterogeneous and linguistically fascinating group of first (L1), second (L2) and foreign language varieties. A more appropriate cover term is thus World Englishes, which highlights the diversity and world-wide distribution of these varieties" (Hoffmann and Siebers (2009). Salikoko S. Mufwene refers to the notion of ecology, which is the concept borrowed from biology to provide a clear insight into the formation of New Englishes. Focussing on the indigenization of English in North America, Mufwene claims that American English emerged as a variety distinct from British English dialects due to an interaction of several ecological factors (fauna, flora, and socio-economic structures as well as the speaking habits and communicative needs of some of its speakers). Hoffmann and Siebers (2009). Therefore; the specific vernacular of English that arose in Northern America is a result of the universal ecological mechanisms of language contact. Mesthrie and Bhatt emphasise that sociolinguists need to acknowledge that community attitudes and expectations are important. Kachru himself acknowledged that there are many ambiguities, where language attitudes are concerned: The non-native speake rs themselves have not been able to accept what may be termed the 'ecological validity' of their nativised or local Englishes. One would have expected such acceptance, given the acculturation and linguistic nativisation of the new varieties. On the other hand, the non-native models of English (such

Describe your participation in a community outreach activity Research Paper

Describe your participation in a community outreach activity - Research Paper Example My role in the outreach program was to find out poor people and to help them get the basic necessities of life. It was a great experience for me to participate in an outreach activity. According to my point of view, community and the families hold the major part of the responsibility to help the poor and deprived people and to provide them with healthcare, judicial, and financial support. This is the reason why I participated in that outreach activity. It was basically a NGO with whom I worked. The aim of our NGO was not only to provide the people with instant financial and medical support but also to arrange small business setups for the deserving and skilled people. We were organized in the form of groups, which searched for the poor and deprived people all over the society. The chief coordinator of the NGO, Mr. Mark James, assigned me the roles to help the poor class financially, to provide them with medical and judicial support, and to meet educational and psychological needs of the poor people living in the society. It was great experience for me as it not only helped the poor class belonging to my society but also made me aware of the emotional and psychological needs of the poor people. Today, I feel a complete change in my personality. I love to help the deprived and unprivileged people. I want to make them enjoy life as all other people do. It is due to my participation in that outreach activity that, today, I think about others before thinking about myself in anything I do or wish to do. Apart from all positive aspects and beneficial outcomes of the outreach program, I think that the program needs some improvements in the planning phase. I would recommend a couple of changes in the program. First, the services should not be limited to the people living in our society; rather they should be expanded to poor relatives of our people living in other parts of the world. In this way, more people