The Vampire Diaries: The Fury Chapter Ten

December 12, Thursday morning Dear Diary, So after a week of work, what have we accomplished? Well, between us we've managed to follow our three suspects just about continuously for the last six or seven days. Results: reports on Robert's movements for the last week, which he spent acting like any normal businessman. Reports on Alaric, who hasn't been doing anything unusual for a history teacher. Reports on Mrs. Flowers, who apparently spends most of her time in the basement. But we haven't really learned anything. Stefan says that Alaric met with the principal a couple times, but he couldn't get close enough to hear what they were talking about. Meredith and Bonnie spread the news about other pets besides dogs being dangerous. They didn't need to work very hard at it; it seems as if everybody in town is on the verge of hysteria already. Since then there've been several other animal attacks reported, but it's hard to know which ones to take seriously. Some kids were teasing a squirrel and it bit them. The Massases' pet rabbit scratched their littlest boy. Old Mrs. Coomber saw copperhead snakes in her yard, when all the snakes should be hibernating. The only one I'm sure about is the attack on the vet who was keeping the dogs in quarantine. A bunch of them bit him and most of them escaped from the holding pens. After that they just disappeared. People are saying good riddance and hoping they'll starve in the woods, but I wonder. And it's been snowing all the time. Not storming but not stopping, either. I've never seen so much snow. Stefan's worried about the dance tomorrow night. Which brings us back to: what have we learned so far? What do we know? None of our suspects were anywhere near the Massases' or Mrs. Coomber's or the vet's when the attacks happened. We're no closer to finding the Other Power than we were when we started. Marie's little get-together is tonight. Meredith thinks we should go to it. I don't know what else there is to do. Damon stretched out his long legs and spoke lazily, looking around the barn. â€Å"No, I don't think it's dangerous, particularly. But I don't see what you expect to accomplish.† â€Å"Neither do I, exactly,† Elena admitted. â€Å"But I don't have any better ideas. Do you?† â€Å"What, you mean about other ways to spend the time? Yes, I do. Do you want me to tell you about them?† Elena waved him to silence and he subsided. â€Å"In the basement,† chorused several voices. â€Å"And we're all just sitting here. Does anybody have a better idea?† Meredith broke the silence. â€Å"If you're worried about its being dangerous for me and Bonnie, why don't you all come? I don't mean you have to show yourselves. You could come and hide in the attic. Then if anything happened, we could scream for help and you would hear us.† â€Å"I don't see why anybody's going to be screaming,† said Bonnie. â€Å"Nothing's going to happen there.† â€Å"Well, maybe not, but it doesn't hurt to be safe,† Meredith said. â€Å"What do you think?† Elena nodded slowly. â€Å"It makes sense.† She looked around for objections, but Stefan just shrugged, and Damon murmured something that made Bonnie laugh. â€Å"All right, then, it's decided. Let's go.† The inevitable snow greeted them as they stepped outside the barn. â€Å"Bonnie and I can go in my car,† Meredith said. â€Å"And you three-â€Å" â€Å"Oh, we'll find our own way,† Damon said with his wolfish smile. Meredith nodded, not impressed. Funny, Elena thought as the other girls walked away; Meredith never was impressed with Damon. His charm seemed to have no effect on her. She was about to mention that she was hungry when Stefan turned to Damon. â€Å"Are you willing to stay with Elena the entire time you're over there? Every minute?† he said. â€Å"Try and stop me,† Damon said cheerfully. He dropped the smile. â€Å"Why?† â€Å"Because if you are, the two of you can go over alone, and I'll meet you later. I've got something to do, but it won't take long.† Elena felt a wave of warmth. He was trying to trust his brother. She smiled at Stefan in approval as he drew her aside. â€Å"What is it?† â€Å"I got a note from Caroline today. She asked if I would meet her at the school before Alaric's party. She said she wanted to apologize. Elena opened her mouth to make a sharp remark, and then shut it again. From what she'd heard, Caroline was a sorry sight these days. And maybe it would make Stefan feel better to talk to her. â€Å"Well, you don't have anything to apologize for,† she told him. â€Å"Everything that happened to her was her own fault. You don't think she's dangerous at all?† â€Å"Be careful,† Elena said as he started off into the snow. The attic was as she remembered it, dark and dusty and full of mysterious oilcloth-covered shapes. Damon, who had come in more conventionally through the front door, had had to take the shutters off to let her in through the window. After that they sat side by side on the old mattress and listened to the voices that came up through the ducts. â€Å"I could think of more romantic settings,† Damon murmured, fastidiously pulling a cobweb off his sleeve. â€Å"Are you sure you wouldn't rather-â€Å" â€Å"Yes,† said Elena. â€Å"Now hush.† It was like a game, listening to the bits and pieces of conversations and trying to put them together, trying to match each voice to a face. â€Å"And then I said, I don't care how long you've had the parakeet; get rid of it or I'm going to the Snow Dance with Mike Feldman. And he said-â€Å" â€Å"-rumor going around that Mr. Tanner's grave was dug up last night-â€Å" â€Å"-you hear that everybody but Caroline has dropped out of the snow queen competition? Don't you think-â€Å" â€Å"-dead, but I'm telling you I saw her. And no, I wasn't dreaming; she was wearing a sort of silvery dress and her hair was all golden and blowing-â€Å" Elena raised her eyebrows at Damon, then looked meaningfully down at her sensible black attire. He grinned. â€Å"Romanticism,† he said. â€Å"Myself, I like you in black.† â€Å"Well, you would, wouldn't you?† she murmured. It was strange how much more comfortable she felt with Damon these days. She sat quietly, letting the conversations drift around her, almost losing track of time. Then she caught a familiar voice, cross, and closer than the rest. â€Å"Okay, okay, I'm going. Okay.† Elena and Damon exchanged a glance and rose to their feet as the handle on the attic door turned. Bonnie peered around the edge. â€Å"Meredith told me to come up here. I don't know why. She's hogging Alaric and it's a rotten party. Achoo!† She sat down on the mattress, and after a few minutes Elena sat back down beside her. She was beginning to wish that Stefan would get here. By the time the door opened again and Meredith came in, she was sure of it. â€Å"Meredith, what's going on?† â€Å"Nothing, or at least nothing to worry about. Where's Stefan?† Meredith's cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Nothing, or at least nothing to worry about. Where's Stefan?† Meredith's cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Never mind where he is. Who's coming up the stairs?† â€Å"What do you mean, ‘who's coming up the stairs?' † said Bonnie, rising. â€Å"Everybody just stay calm,† Meredith said, taking up a position in front of the window as if guarding it. She didn't look overly calm herself, Elena thought. â€Å"All right,† she called, and the door opened and Alaric Saltzman came in. Damon's motion was so smooth that even Elena's eyes couldn't follow it; in one movement he caught Elena's wrist and pulled her behind him, at the same time moving to face Alaric directly. He ended in a predator's crouch, every muscle drawn taut and ready for the attack. â€Å"Oh, don't,† cried Bonnie wildly. She flung herself at Alaric, who had already begun to recoil a step from Damon. Alaric nearly lost his balance and groped behind himself for the door. His other hand was groping at his belt. â€Å"Stop it! Stop it!† Meredith said. Elena saw the shape beneath Alaric's jacket and realized it was a gun. Again, she couldn't quite follow what happened next. Damon let go of her wrist and took hold of Alaric's. And then Alaric was sitting on the floor, wearing a dazed expression, and Damon was emptying the gun of cartridges, one by one. â€Å"I told you that was stupid and you wouldn't need it,† Meredith said. Elena realized she was holding the dark-haired girl by the arms. She must have done it to keep Meredith from interfering with Damon, but she didn't remember. â€Å"These wood-tipped things are nasty; they might hurt somebody,† Damon said, mildly chiding. He replaced one of the cartridges and snapped the clip back in, aiming thoughtfully at Alaric. â€Å"Stop it,† said Meredith intensely. She turned to Elena. â€Å"Make him stop, Elena; he's only doing more harm. Alaric won't hurt you; I promise. I've spent all week convincing him that you won't hurt him.† â€Å"And now I think my wrist is broken,† Alaric said, rather calmly. His sandy hair was falling into his eyes in front. â€Å"You've got no one but yourself to blame.† Meredith returned bitterly. Bonnie, who had been clutching solicitously at Alaric's shoulders, looked up at the familiarity of Meredith's tone, and then backed away a few paces and sat down. â€Å"I can't wait to hear the explanation for this,† she said. â€Å"Please trust me,† Meredith said to Elena. Elena looked into the dark eyes. She did trust Meredith; she'd said so. And the words stirred another memory, her own voice asking for Stefan's trust. She nodded. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn't need any such artificial weapons. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn't need any such artificial weapons. â€Å"Oh, I'm sure,† Bonnie said. Elena walked toward Alaric Saltzman. She wasn't afraid of him, but by the way he looked only at her, slowly, starting from the feet and then continuing up, he was afraid of her. She stopped when she was a yard from where he sat on the ground and knelt there, looking into his face. â€Å"Hello,† she said. He was still holding his wrist. â€Å"Hello,† he said, and gulped. Elena glanced back at Meredith and then looked at Alaric again. Yes, he was scared. And with his hair in his eyes that way, he looked young. Maybe four years older than Elena, maybe five. No more than that. â€Å"We're not going to hurt you,† she said. â€Å"That's what I've been telling him,† Meredith said quietly. â€Å"I explained that whatever he's seen before, whatever stories he's heard, you're different. I told him what you told me about Stefan, how he's been fighting his nature all those years. I told him about what you've been going through, Elena, and how you never asked for this.† But why did you tell him so much? Elena thought. She said to Alaric, â€Å"All right, you know about us. But all we know about you is that you're not a history teacher.† â€Å"He's a hunter,† Damon said softly, menacingly. â€Å"A vampire hunter.† â€Å"No,† said Alaric. â€Å"Or at least, not in the sense that you mean it.† He seemed to come to some decision. â€Å"All right. From what I know of you three-† He broke off, looking around the dark room as if suddenly realizing something. â€Å"Where's Stefan?† â€Å"He's coming. In fact, he should be here by now. He was going to stop by the school and bring Caroline,† Elena said. She was unprepared for Alaric's reaction. â€Å"Caroline Forbes?† he said sharply, sitting up. His voice sounded the way it had when she'd overheard him talking with Dr. Fein' berg and the principal, hard-edged and decisive. â€Å"Yes. She sent him a note today, said she wanted to apologize or something. She wanted to meet him at school before the party.† â€Å"He can't go. You've got to stop him.† Alaric scrambled to his feet and repeated urgently, â€Å"You've got to stop him.† â€Å"He's gone already. Why? Why shouldn't he?† Elena demanded. â€Å"Because I hypnotized Caroline two days ago. I'd tried it earlier with Tyler, with no luck. But Caroline's a good subject, and she remembered a little of what happened in the Quonset hut. And she identified Stefan Salvatore as the attacker.† â€Å"Don't you understand? You're not just dealing with high school students anymore,† Alaric said. â€Å"It's gone too far. Caroline's father knows about it, and Tyler's father. They're concerned for the safety of the town-â€Å" â€Å"Hush! Be quiet!† Elena was casting about with her mind, trying to pick up some hint of Stefan's presence. He's let himself get weak, she thought, with the part of her that was icy calm amid the whirling fear and panic. At last she sensed something, just a trace, but she thought it was Stefan. And it was in distress. â€Å"Something's wrong,† Damon confirmed, and she realized he must have been searching, too, with a mind much more powerful than hers. â€Å"Let's go.† â€Å"Wait, let's talk first. Don't just go jumping into this.† But Alaric might as well have been talking to the wind, trying to rein in its destructive power with words. Damon was already at the window, and the next moment Elena let herself drop out, landing neatly by Damon in the snow. Alaric's voice followed them from above. â€Å"We're coming, too. Wait for us there. Let me talk to them first. I can take care of it†¦Ã¢â‚¬  Elena scarcely heard him. Her mind was burning with one purpose, one thought. To hurt the people who wanted to hurt Stefan. It's gone too far, all right, she thought. And now I'm going to go as far as it takes. If they dare to touch him†¦ images flashed through her mind, too quickly to count, of what she would do to them. At another time, she might have been shocked at the rush of adrenaline, of excitement, that coursed up at the thoughts. She could sense Damon's mind beside her as they raced over the snow; it was like a blaze of red light and fury. The fierceness inside Elena welcomed it, glad to feel it so near. But then something else occurred to her. â€Å"I'm slowing you down,† she said. She was scarcely out of breath, even from running through unbroken snow, and they were making extraordinary time. But nothing on two legs, or even four, could match the speed of a bird's wings. â€Å"Go on,† she said. â€Å"Get there as fast as you can. I'll meet you.† She didn't stay to watch the blur and shudder of the air, or the swirling darkness that ended in the rush of beating wings. But she glanced up at the crow that soared up and she heard Damon's mental voice. Good hunting, it said, and the winged black shape arrowed toward the school. Good hunting, Elena thought after him, meaning it. She redoubled her speed, her mind fixed all the while on that glimmer of Stefan's presence. Stefan lay on his back, wishing his vision wasn't so blurred or that he had more than a tentative hold on consciousness. The blur was partly pain and partly snow, but there was also a trickle of blood from the three-inch wound in his scalp. If only he could collect his thoughts enough to call for help†¦ but the weakness that had allowed these men to overcome him so easily prevented that, too. He'd scarcely fed since the night he'd attacked Tyler. That was ironic, somehow. His own guilt was responsible for the mess he was in. I should never have tried to change my nature, he thought. Damon had it right after all. Everyone's the same-Alaric, Caroline, everyone. Everyone will betray you. I should have hunted them all and enjoyed it. He hoped Damon would take care of Elena. She'd be safe with him; Damon was strong and ruthless. Damon would teach her to survive. He was glad of that. But something inside him was crying. The crow's sharp eyes spotted the crossing shafts of headlight below and dropped. But Damon didn't need the confirmation of sight; he was homing in on the faint pulsation that was Stefan's life-force. Faint because Stefan was weak and because he'd all but given up. You never learn, do you, brother? Damon thought to him. I ought to just leave you where you are. But even as he skimmed the ground, he was changing, taking a shape that would do more damage than a crow. The black wolf leaped into the knot of men surrounding Stefan, aiming precisely for the one holding the sharpened cylinder of wood above Stefan's chest. The force of the blow knocked the man ten feet backward, and the stake went skittering across the grass. Damon restrained his impulse-all the stronger because it fit the instincts of the shape he was wearing-to lock his teeth in the man's throat. He twisted around and went back for the other men who were still standing. His second rush scattered them, but one of them reached the edge of the light and turned, lifting something to his shoulder. Rifle, thought Damon. And probably loaded with the same specially treated bullets as Alaric's handgun had been. There was no way to reach the man before he could get a shot off. The wolf growled and crouched for a leap anyway. The man's fleshy face creased in a smile. Quick as a striking snake, a white hand reached out of the darkness and knocked the rifle away. The man looked around frantically, bewildered, and the wolf let its jaws fall open in a grin. Elena had arrived.

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Provide a critique of the research methodology contained in pdf file - Essay Example A research methodology, which is to be used for one research study, say, incidence of HIV in underdeveloped countries may not be applicable for yet another study, say, role of governess in children welfare, etc. So there is nothing like the best, or most suitable research methodology. â€Å"A Research on reading comprehension needs to develop alternative methodologies which have a more qualitative orientation.† A lot would definitely depend upon the circumstances of the case study, its theoretical presentations, the research proposal and what exactly is needed to be achieved, through the proposed Research Study. Therefore, a lot would depend upon the availability of data, as is evidenced in the current study of the effects of e-commerce, on the developments of e-commerce in Russia. The growth of e-commerce in Russia has not kept pace with the growth rate experienced in other parts of the world, especially UK, USA and other countries of the European Union. Due to lack of purchasing power by the people (27%), lack of people with needed infra-structure (25%), poor quality of telephone services, (18%), inadequate postal system in the country (16%) and other impeding circumstances, it has not been possible to carry out an extensive research as would have been necessary to fully analyse the impact of ecommerce in Russia in recent years. (Doern 2006, p.315- 327). In the first place, the population sample concentrates of just the two big cities in Russia, St. Petersburg and Moscow, have been taken for research purposes. Therefore it could be said that the study has limited itself to study of samples available in these two cities. It is necessary that in order to assess the impact of ecommerce on the economy of Russia, it is necessary to take an extensive study which encompasses, nearly all the major computer using population of the country. It is seen that, in the first phase, the sample has been drawn from the

Historic leaders Vs Nowadays leaders Dissertation

Historic leaders Vs Nowadays leaders - Dissertation Example Copyright Copyright in the text of this dissertation rests with the Author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the Author. The ownership of any intellectual property rights, which may be described in this dissertation, is vested in the author and may not be made available for use by third parties without the written consent of the author, which will prescribe the terms and conditions of any such agreement. Acknowledgements I dedicate this dissertation to my loving mother and father as well as all of my friends who helped in numerous ways to conclude successfully this project. Abstract It is unfortunately true that no one single perfect leader in human history is the ideal in terms of leadership, and this means that it is impossible to define precisely the set of characteristics and skills that any leader should aspire to. However, it makes sense to try to understand better leadership and the attributes, sk ills and characteristics desired in leaders by examining that which great leaders have demonstrated through the ages because such an effort assists with the understanding of leadership and aspirations for leadership. Although leadership is an intensely human activity, leaders must strive to attain the right vision for the future of their group in an environment in which they exist with their groups and in their time. This means that the right leadership must present a regard for the complexity of organised society and the state of development of humanity to confront future challenges. Because leadership is of significance for any group and there is a shortage of talented leaders in all spheres of human activity, with unique challenges lying ahead, it is possible to gain from insights about leadership by comparing a sample of leaders of the past with a sample of modern leaders to decide about leadership and its evolution over time. This dissertation presents a comparison of Alexander the Great, King Leonidas, Napoleon, Che Guevara, Margaret Thatcher and Barack Obama as leaders to decide about leadership and the evolution of leadership. Contents Chapter 1 Introduction 1 1.1 Background 3 1.2 Objectives of study 7 1.3 Scope of study 9 1.4 Structure of dissertation 10 Chapter 2 Historic Leaders 11 2.1 Alexander the Great 13 2.1.1 Alexander the Great in the Light of the Trait Theory of Leadership 14 2.1.2 Alexander the Great and the Situational Theory of Leadership 16 2.1.3 Alexander the Great in the Light of Contingency Theory of Leadership 17 2.1.4 Alexander the Great as a Transformational Leader

King Lear and the Analysis of the Family Concept Essay Example for Free

King Lear and the Analysis of the Family Concept Essay The issue regarding which is more important, love and family ties or fame and political power are issues that are always present in every generation. Well, which is really more important that we should devote our lives in search for the more important thing? Is blood really thicker than water? It is a subjective topic in which persons have different experiences and stand about the subject matter. This paper aims to answer this question by referring to the epic play of William Shakespeare: King Lear. It is also important to look at the values and actions displayed by the characters of the stories and to analyze whether they are still applicable in our contemporary time. â€Å"King Lear† is regarded by many critics as one of the best works of the arguably greatest writer that has ever lived, the immortal William But despite being on of the author’s last works, â€Å"King Lear† had echoed throughout literary history as one of the best read and staged play. It has also become a staple material for those who endeavor in literature studies. The success of the text owes much to the themes that the text generates. One of those themes is an issue that the whole world can relate to about a family. The socio -cultural nature of the family had amplified significantly the readership of the text as it is being used as a study text by those in the social sciences. Family and Society Family is an essential part of the society. It is a major component in the aspect of social health in the world we live in. The family which includes the parents and children, all play a big role in shaping the society, in maintaining the social health of the place we call home. The family is a means of the propagation of life, wherein because of the family, societies continue to exist. It is because of the parent’s capability to bear children and raise them to become better people, thus accounting for a better society. Comparison and Contrast between Modern and Shakespearean King Lear Family The modern American family has more diverse components not just the typical family members. Often times, the structure of a modern family is greatly influenced with the modern influence brought about by the changing times and ideas. Modern societies are not only characterized with the great influence of technological advances and dependency, but rather in more complex terms, the modern family is subjected to changes in the ideals behind the essence of a modern family image. (Woloch 1997) But unlike in modern families, the aristocratic family of King Lear in Shakespeare’s work typifies the basic notion of family struggles at that time. The character of King Lear is portrayed as a struggling human being eager to win the favour of his children in the most drastic ways he knows best. The intention of the character of King Lear is to do what he thinks is best for his sons and daughters. However, he became so obsessed in power and blinded by his intention to protect his daughters at all costs in the expense of Cordelia. In discerning the true identity of a modern family, we realize the need to evaluate the changes in the basic unit of structure in the society from Shakespeare’s time until now. During the early centuries, the family is characterized by only one true virtue: it is composed of the father, the mother and their children. The history behind the family as a concept, involves the idea of each roles portrayed by each entity. The father is the sole provider of the family; the mother is the one who takes care of the children and the household; and the children are there to be nurtured, loved and provided for. But generally these concepts have become the main stereotypes brought into the modern societies. The play has those stereotypes. King Lear is portrayed as a noble aristocrat obsessed with his power. Cordelia is also a pivotal character in King Lear wherein she is seen as a typical good daughter who always follows her father. However, the fool can be put as an allegory of Shakespearean society wherein truth is at its essence of being true. Times change and almost everything in the society changes and has changed. Not just from infrastructure, but also the amount of knowledge shared and experienced by everyone. The concept of family has also changed dramatically. Brought by the women revolution and the emergence of the feminist concept, the country has experienced the women greatly influence the manner in which concepts in the society is changed.(Woloch 1997) The role of women in the society has greatly changed from the stereotyped domesticated females, to the working and productive women of the future.(Kemp Squires 1997) This is an important phenomenon in history that must be addressed in order to define the concept of changing family image. One notable contribution came from the â€Å"changed† status of women and the achievement of gender equality in the country. Another contributing factor to the changing views in family image made by the play King Lear is the role portrayed by men in the society. From a patriarchal type of society, King Lear for instance, experience a dramatic change brought about by the change in the status of women.(Woloch 1997) Men in modern times have to compete more and more with women in context of career and including family life. There is a great paradigm shift of roles from the earlier centuries wherein men have the sole right to work for their family. In modern societies, women share equal roles in bringing and managing resources within the household. These events are clearly depicted in both stories of King Lear and Cordelia. Placed in both different contexts, the two characters in the play depicted the changes within the modern family. In the King’s character, the life of a domesticated father is shown albeit part of the aristocracy. The concept of tough love towards Cordelia is present in all acts. Having experience what probably most modern fathers are experiencing, Shakespeare realized is that being a domesticated father entails the kind sympathy for mothers who spends most of the time taking care of the kids. While men busily work to earn their monthly income, mothers are entailed with a much greater responsibility in terms of taking care of the children. There is a conflict shown in the essay in which the author questions his capacity, as a male figure in the society, to handle such responsibility in the home. While his wife is away, he maintains to struggle between his job as a writer and as an on-hands father. Every domesticated father will realize that it is somehow degrading to realize that he can not do his job or fulfill his professional aspirations in life if he exchanges his role with the wife. There is the internal conflict that lies within the men to question their respective roles in the society and specifically in their own family. Osborne explains the struggles experienced by men in accepting that hard roles that women portray in the society. Once they too have experienced being domesticated, this eventually changes their own perception of their role in the family. Sexual identity and social identity is another main idea in the play’s depiction of courtship. In the story, social acceptance has a main role in considering this kind of modern family. This can be seen over the courting of the Duke of Cornwall towards Cordelia. Over the years, society has witness the growing number of social class relationships that includes a child or the wanting of a child. Many states still is irreconcilable with the issues behind aristocracy. But it is of practice to respect and tolerate the decision by the protagonist in handling his family. Obstetrics, Family, and Social Health on King Lear   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Obstetrics is a key in maintaining social health because it deals with a big part in the society – the family. A particular concept which can be adapted in thes paper, Obstetrics makes sure that life propagates, because it takes care of the women’s concerns during pregnancy, the formation of a new life, a life that would play a big role in the society. Obstetrics takes care of being able to have children of your own, which is another important factor in the family. A child, the product of the parent’s love and efforts, completes the society’s building block, the family (Nesbitt, 2002). As in the case of the main protagonist in the play, the same concept can be applied since King Lear had a difficult time in handling his children effectively. Comparison of the Concept of Family in other Shakespearean Plays In the story of Antigone, Haemon must choose between her love for Antigone and the fame and political power that await him if he obeys his father. In both Antigone and King Lear, the concept of patriarchal obedience is evident. Now Haemon is facing a dilemma because of the conflict between his love and his father. The same choice goes for Antigone for she wants to give her brother the honor of being buried in the right way. Both cases can be traced back to the struggles of Cordelia under his father. However, doing so would mean that she must disobey King Lear’s order. Disobeying the king does not only take the opportunity to be the princess by marrying the king’s son, Haemon, but her own life as well. But Antigone and Haemon decided to follow their hearts. In the end, Antigone killed herself. Knowing that his love is death, Haemon also decided to end his life. Thus, their value for their love ones cost them their own lives. However, they still gain the respect and sympathy of the people of Thebes. It can be said that the actions of Antigone and Haemon are not applicable in our present time. Although there are several movies that portray the same idea, this rarely happen in reality. It is a very rare case in which lovers decided to end their lives since it is impossible for them to be together. They can be considered as martyrs rather than heroes because of the act. Antigone also displays the kind of courage and determination that is greatly needed in our society today. Although she is a woman, she defies the odds and even the king for what she believes is right. Adding to the fact that she lives in the period when woman are considered inferior to man. This kind of courage is really needed by the present generation. Not only woman but men as well that have the courage to stand up and are willing to sacrifice their own lives in order to make a change. Today, although woman are accepted by our society and are ‘said’ to be equal to men, there are still some times that they are afraid to speak out and fight for their rights. Also both men and women are sometimes afraid to question some of the things that they find unjust in the society. They are afraid to face the consequences and are unwilling to make a change to improve social order. This characteristic is really needed in our society today, the courage to fight for what is right even if the whole society is against us. If only there are those like Antigone that are willing to give it all in order to make a change, I’m sure that our society will be a better place to live.   On the other hand, King Lear cannot consider himself victorious. His persistence and determination to exercise his power over the people of Thebes had a considerably great cost. Not only had he lost the sympathy of his people not to mention the approval of the gods but the life of his daughters and sons as well. His authority blinded him and the result is loosing the persons that he values the most. If our present leaders will demonstrate the same reason and behavior like that of King Lear, the people will surely revolt and take their powers and authority away and give it to someone more deserving and just. The people will surely not tolerate such actions. Whether to choose love and family over fame and political power is really a big decision. You cannot have the best of both worlds. To pursue love means to let go of powers and fame and vise versa. Also we cannot really determine which is important, whether to choose love and family ties over fame and power depends upon the situation. What is important is that we do not only consider our own benefit in making the right decision. Also the stories show that to pursue love and power is not wrong, however living your life to attain just one of them is sure to cost you a lot. In making a decision we should both consider the heart and as well as the mind in order to come up with the right decision. References: Ashbee, Edward. American Society Today. New York: Manchester University Press, 2002. Hertz, Rosanna, and Nancy L. Marshall. Working Families : The Transformation of the American Home. Berkeley: University of California Press, 2001. Hutter, Mark. The Changing Family. 3rd ed. Boston: Allyn and Bacon, 1998. Kemp, Sandra, and Judith Squires. Feminisms. Oxford Readers. Oxford ; New York: Oxford University Press, 1997. Woloch, Nancy. Early American Women : A Documentary History, 1600-1900. 2nd ed. New York: McGraw-Hill, 1997. Wakefield, Thaddeus, and NetLibrary Inc. The Family in Twentieth-Century American Drama. New York: P. Lang, 2004.

Down Syndrome Children Interaction with Family and Peers

Down Syndrome Children Interaction with Family and Peers Down Syndrome Children Interaction with Family and Peers: Group Literature Review. Manissha Kaur Nicole Li Xian Nirmaljit Kaur Shakila Binti Shamsudin Down syndrome is the most frequently identified genetic form of mental retardation (Sherman, Allen, Bean Freeman, 2007). It is the prominent root of medical conditions and specific birth defects (Sherman, et al., 2007). It is caused by the malsegragation of the chromosome 21, where there is a third copy of the chromosome (Sherman, et al., 2007). Down syndrome cannot be cured, but it can be diagnosed at an early stage itself; during pregnancy. There are several ways of identifying Down syndrome, which usually can be identified by the child’s physical features and intellectual disabilities. Many early intervention programs, treatments and facilities have been provided for the families and caretakers to help them with the child with a down syndrome. People with Down syndrome have physical features that can be identified. The physical features that are normally notified are the flat nose, the folds in the corners of their upwardly slanting eyes, and the small mouth with a flat roof that makes the tongue stick out somewhat (Barlow Durand, 2012). Down syndrome does not have specific psychological problems but they are still susceptible to having mental health and behavioural issues. In a research done, it was shown that they are prone to problems like depression, anxiety and obsessions (Spendelow, 2011). Apart from psychological and cognitive issues, Down syndrome is also vulnerable to many medical issues, like heart disease and dementia (Zigman Lott as cited in Spendelow, 2011). In this paper, we will be looking at the interactions of the family and peers with the down syndrome children. According to Fogel,; Greenspan; Harris, Kasari, Sigman; Marfo, Cynthia, Dedrick, Barbour; Marcheschi, Millepiedi, Bargagna; Pino; Sander; Sroufe; Venuti, de Falco, Giusti, Bornstein, as cited in Falco, Venuti, Esposito, Bornstein (2009) parent’s association is as crucial to the early improvement of children with extraordinary needs as it is for youngsters experiencing ordinary advancement. As in our perspective, parents are suggested as the majority of the obligations regarding their children to develop mentally. It is exceptionally essential for a child to figure out how to correspond with others, as it is one of the principle methodologies to trade feeling and sentiments. A common youngster may postulate on how to confer as it creates a more established interaction rather than a futile Down syndrome youngster. Concerning this, parents should take more activity to allow them to figure out how to express and impart their insights. According to Bornstein, Putnik, et al.; Martin, Clements, Crnic; Weinberg Tronickas, as cited in Falco et al., (2009) down syndrome kids expresses emotions through their voices, activities whereby folks are able to enamour their young people, guide and maintain adolescent attention, and build the state of mind of expectable dyadic companionship. According to Falco et al., (2009) the study designed on 44 parents–child dyads, 22 children were first conducted with 10 minutes of video as the observations of mental developments of their children. After that, the children were given age-appropriate toys, the parents (mother-child and father-child) were asked to play along with them by using those toys, and their emotional evaluation was recorded and analysed by the video observations. The parents were asked to play individually and together later on, to investigate the gender differences, which focus on emotional evaluation to the Down syndrome children. The results show that during the chronological age of the child, the responsiveness and involvement showed positive effect on the father side rather than the mothers. As such, it may be the case that discerning the uncommon child rearing requirements of their youngsters. Fathers tailor their association style considering their children passionate trades. The moderate level of strength confirms that the child emotional availability, which is additionally identified with singular parental intuitive style, that is most likely due to the historical backdrop of the parental-child relationship. Children with Down syndrome in the study landed at a sufficient level in responsiveness, which showed that they were generally positive and enthusiastically receptive. This does not include their childhood where they demonstrated less clear happiness or adaptation of a situation with more response than being anticipated ideally Biringen et al., (1998). Dyads were similarly conveyed over bunches for the both mother and father relationship with their children. Dealing with Down syndrome children may need extra understanding and extra efforts to bring out their emotional expression as Down syndrome children may not indicate interest by their facial expressions, however they keep their feelings or interest to themselves (Falco et al., 2009), we must handle our children with care especially if they are mentally challenged. It is an undeniable fact that the development of language involves the negotiation between two individuals. Down syndrome individuals are also bound to have difficulties in communicating with typical individuals. Parents play a significant role in early intervention of Down syndrome individual. According to a research that was done, both fathers and mothers display different levels of interactions among typical children and Down syndrome children. Graham and Scudder (2007) have stated that the development of both verbal communication and sign language in Down syndrome children highly depends on both the parents of the child. Both Graham and Schudder have videotaped the interactions of a father and mother with their twins where one child is a Down syndrome, and the other a typical child. The mother of the twins chose to be videotaped when she took the twins out for a walk alone and the mother with both the children reading books. The father on the other hands chose to be videotaped when he bathed the twins one at a time and when he played chase-and-tickle with the twins. As a result, both twins had almost three times more vocalizations when interacting with their mother. The twins were more vocal with their mother when they were with her alone, but were more vocal to their father when they were together. It has also been noted that the mother used more sign language towards the Down syndrome child and more verbal interactions with the typical child. In contrast, the father did not show sign language but used verbal interactions with both the children. The factors that were taken into consideration is the surrounding situation in the house as the mother would not have free time to spend with the Down Syndrome child as she has seven children to look after. The parents would also have been more cautious about their behaviour as they were conscious that they were being videotaped. As a conclusion, this study has showed that both parents play significant roles in the development of the child’s language. Apart from what is explained above, the other part of a family that plays an equal vital role in the life of a person even a Down syndrome child are siblings. Based on the research by Rampton, Rosemann, Aimee, Latta, Mandleco, Roper Dyches (2007) siblings of children that are down syndrome preferred to take photographs of CWDS(children with down syndrome) simply because some of them implied that they could now identify and understand people who had disabilities. The siblings also mentioned during the experiment that they like their sibling, which has disability and that some they makes them a better person. Even though the central focus of this research was on the siblings of children with Down syndrome, this positive affection, love and care does affects the child that has Down syndrome as they too have feelings and are as human as a typically develop child. This clearly shows that siblings are important in the life of a Down syndrome child. The age group difference brings another aspect to the research as age differences delivers different results. Saying this, based on Rampton etc. (2007), siblings at the age of 7-9 years old are more involved in the success and triumph of themselves as they are in the industry vs inferiority stage as seen in Erikson’s theory. They tend to take more photos of themselves rather than the CWDS. In contrast, siblings at the age of 13-15 years old are more engaged with the CWDS as they tend be more likely to provide attention and concern towards CWDS than the younger children as the older sibling have greater than before obligation to be concerned for their siblings. One can come up to the assumption that siblings do play an importance on the life of a Down syndrome child as the siblings to express care and love towards their siblings that has a disability. The other interaction that plays yet another significant role in Down syndrome children lives are peers. Peers, as we are aware off, play an equal important role whether in a typically functioning child or a child with disability. Based on the research conducted by Guralnick, Connor Johnson (2009), the social contacts with peers for children that are Down syndrome is comparatively rare. Only a lesser amount of children are capable to form real camaraderie and the large amount of children tend to fall back alone and into aloneness which leads them to make a choice to play unaccompanied rather with peers. Postulating from the above content, one may tend to assume that a Down syndrome child might face challenges to interact with a peer Guralnick, Connor Johnson (2009). On the contrary, according to Iarocci, Yager, Rombough McLaughlin (n.d) Down syndrome children have been, portrayed as friendly with their peers, well behaved in societal condition and relatively energetic in fitting t ogether in a peer group. In conclusion, children who have Down syndrome have limited form of communication as compared to a child who performs normally and having said that, children are still able to interact with their families even given at a minimal scale. It is difficult for them to go out to the society, as they might be bullied or worst still they are unable to voice out or defend as their physical movements too are challenged. Families of Down syndrome children are urged to always keep an eye on their children like a shadow. It is important for parents to know their whereabouts and have a close relationship with them to enable good rapport. There is no cure for Down syndrome and more research ought to be conducted on how to bring more new and effective insights for Down syndrome children, which may prove to be more helpful. References Barlow, D. H. and Durand, V. M. (2012). Abnormal Psychology An Integrative Approach (6th ed.). USA. Wadsworth CENGAGE Learning. Falco,S.D., Venuti,P., Esposito,G., Bornstein,M.H. (2009). Mother–child and father–child emotional availability in families of children with down syndrome. Parenting: Science And Practice, 9,198-215. doi:10.1080/15295190902844381 Graham, T. K., Scudder, R. R. (2007). Parent interactions with twins who are developmentally different: A case study.Communication Disorders Quarterly,28(2), 107-115. Retrieved March 11, 2014 from http://web.b.ebscohost.com.ezproxy.snhu.edu/ehost/pdfviewer/[emailprotected]vid=5hid=114 Guralnick, M, J., Connor, R, T., Johnson, L, C. (2009). Home-based peer social networks of young children with down syndrome: a developmental perspective. Am J Intellect Dev Disabil, 114(5) 340-355. Iarocci, G., Yager, J., Rombough, A., McLaughlin, J. (n.d). The development of social competence among persons with down syndrome across the lifespan: from survival to social inclusion. Retrieved March 10, 2014 from http://autismlab.psyc.sfu.ca/sites/default/files/documents/iarocci_etal_2008_social_competence.pdf Rampton, T,B., Rosemann, J, L., Latta, A, L., Mandleco, B, L., Roper, S, O., Dyches, T, T. (2007). Images in life: Siblings of children with down syndrome. Journal of Family Nursing, 13(4), 420-442. doi:10.1177/1074840707308580 Sherman, S. L., Allen, E. G., Bean, L. H. and Freeman, S. B. (2007). Epidemiology of Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13,221–227. doi:10.1002/mrdd.20157 Spendelow, J. S. (2011). Assessment of mental health problems in people with Down syndrome: key considerations. British Journal of Learning Disabilities, 39, 306–313. doi:10.1111/j.1468-3156.2010.00670.x

Shakespeare’s Richard II Essay: The Rape of a Nation -- Richard II Ric

Richard II   - The Rape of a Nation      Ã‚  Ã‚  Ã‚   By bowing down to the needs of his subjects, a king allows others to dictate his actions and hence compromises the essence of his power. Paradoxically, failing to heed the desires of his subjects transforms a king into a self-indulgent tyrant and propels his kingdom towards ruin and decay. Can a sovereign rule his subjects without considering their general welfare? If a king rules unconscionably, do his subjects have the right to replace him? William Shakespeare's Richard II considers this authoritarian quandary at great length. In particular, John of Gaunt's "other Eden" monologue (2.1.31-68) delves into the perilous nature of unfettered autocracy. Gaunt proclaims that King Richard should relinquish his crown, because he has figuratively raped "mother" England by exploiting the loyalty of his subjects and debasing the grandeur of "this blessed plot" (2.1.50) for his own personal glory. John of Gaunt's speech takes place from his deathbed. This setting heightens the resonance of his denouncement of Richard, for as Gaunt says, "Where words are scarce they are seldom spent in vain / For they breathe truth that breathe their words in pain" (2.1.8-9). By referring to himself as "a prophet new-inspired," (2.1.31) Gaunt realizes his opportunity to speak with immunity, since there is no physical harm Richard can do him. Every disparaging truth he utters is a lethal arrow aimed directly at Richard's overblown sense of power. The first section of his monologue deals explicitly with identifying the nature of Richard's vices. Gaunt alludes to Richard's character by employing several brief end-stopped aphorisms that rely heavily on metaphors of self-destruction. This staccato like ... ...se very problems not only signified a fundamental change in the concept of autocratic rule in England, it also paved the way for the development of a more socially equitable system of parliamentary democracy, for once the will of the people is finally recognized, kings are reduced to mere anachronisms.    When kings the sword of justice first lay down, They are no kings, though they possess the crown. Titles are shadows, crowns are empty things, The good of subjects is the end of kings. --Daniel Defoe    Works Cited Defoe, Daniel. The True-Born Englishman 2.313. From Bartlett's Familiar Quotations. 15th ed. Ed. Emily Morrison Beck. Boston: Little, Brown and Company, 1980, 318. Shakespeare, William. Richard II. The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W. W. Norton & Company, 1997, 943-1014.   

Herzbergs Theory of Motivation and Maslows Hierarchy of Needs :: Papers Maslow Herzberg Essays Business

Herzberg's Theory of Motivation and Maslow's Hierarchy of Needs Mentioned Tables Not Included Among various behavioral theories long generally believed and embraced by American business are those of Frederick Herzberg and Abraham Maslow. Herzberg, a psychologist, proposed a theory about job factors that motivate employees. Maslow, a behavioral scientist and contemporary of Herzberg's, developed a theory about the rank and satisfaction of various human needs and how people pursue these needs. These theories are widely cited in the business literature. In the education profession, however, researchers in the '80s raised questions about the applicability of Maslow's and Herzberg's theories to elementary and secondary school teachers: Do educators, in fact, fit the profiles of the average business employee? That is, do teachers (1) respond to the same motivators that Herzberg associated with employees in profit-making businesses and (2) have the same needs patterns as those uncovered by Maslow in his studies of business employees? HERZBERG'S THEORY OF MOTIVATORS AND HYGIENE FACTORS Herzberg (1959) constructed a two-dimensional paradigm of factors affecting people's attitudes about work. He concluded that such factors as company policy, supervision, interpersonal relations, working conditions, and salary are hygiene factors rather than motivators. According to the theory, the absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or create satisfaction. In contrast, he determined from the data that the motivators were elements that enriched a person's job; he found five factors in particular that were strong determiners of job satisfaction: achievement, recognition, the work itself, responsibility, and advancement. These motivators (satisfiers) were associated with long-term positive effects in job performance while the hygiene factors (dissatisfiers) consistently produced only short-term changes in job attitudes and performance, which quickly fell back to its previous level. In summary, satisfiers describe a person's relationship with what she or he does, many related to the tasks being performed. Dissatisfiers, on the other hand, have to do with a person' relationship to the context or environment in which she or he performs the job.

Disadvantages Of The Clil Methodology Education Essay

Content and Language Integrated Learning ( CLIL ) is â€Å" an advanced attack to acquisition, a dynamic and actuating force with holistic characteristics † ( Paresi et al. 2001: 77 ) . This method of larning the content of capable through a foreign linguistic communication has been acclaimed worldwide as a pedagogical tool of supplying scholars with a particular learn-promoting atmosphere. Although surveies conducted in CLIL schoolrooms have demonstrated legion positive effects on linguistic communication competencies and attitude, there are still certain accomplishments which can non be developed every bit successfully as in traditional schoolrooms. First of wholly, this concerns productive accomplishments which are fostered less efficaciously in CLIL categories. Therefore, extra schemes are much needed in order to hike both unwritten and written accomplishments. One of such suited techniques is concerted acquisition ( CL ) , which gives scholars an chance to work with their equals and, what is even more of import, motivates them. Integrating CL into CLIL may assist ease overall linguistic communication proficiency and make a high degree of larning motive. This paper will analyze how pupils may be motivated in CLIL categories by implementing CL. The intent of the survey is to demo how CLIL enriched by CL can make a motivation acquisition environment. The first subdivision of the paper is an debut, which is followed by an overview of the research conducted on CLIL in Europe. Section 3 trades with the drawbacks of the CLIL attack and Section 4 is devoted to CL, which is divided into three subdivisions. First subdivision gives an overview of CL research done in Europe. The following subdivision defines CL as a term and the undermentioned subdivision investigates the specialnesss of CL organisation of the acquisition. Section 5 discusses how a blend of CLIL and CL can lend to making actuating category atmosphere. The concluding subdivision will pull a decision approximately CL as one of the most utile techniques to increase pupils ‘ motive to larn linguistic communication.2. CLIL research in EuropeAs already stated in the debut, this subdivision deals with research surveies carried out in European states and points out chief treatments refering CLIL as a instruction method, viz. its influence on lingual and cognitive competenci es of scholars. Before lucubrating on CLIL research, it should be noted that there is â€Å" still a well-documented dearth of research in this country † ( Perez- Canado 2011: 315 ) . CLIL is a particular method of â€Å" instruction and larning through a foreign linguistic communication † ( March 2002: 54 ) , which has been widely acknowledged across Europe. This attack of incorporating content and linguistic communication in the schoolroom has gained an increasing popularity in European states in the 1990s when greater degrees of foreign linguistic communication proficiency and new signifiers of bilingual instruction were needed due to socio-economic integrating and globalisation. Being introduced and developed by Council of Europe in 1996, CLIL attack was later underpinned by a series of schoolroom based surveies which provided grounds for its advantages. Overall, research work carried out on CLIL affirms that â€Å" it is safe and promising manner of learning both for foreign ling uistic communication and a content topic † ( Gregorczyk 2012: 10 ) . Findingss have showed that CLIL has positive impact non merely on content acquisition ( californium. Serra 2007 ; Deller & A ; Price 2007 ; Seikkula-Leino 2007 ; Vollmer 2008 ; Jappinen 2006 ) , but besides on L1 and L2 competencies ( californium. Masih 1999 ; Lorenzo, Casal & A ; Moore 2009 ; Coyle, Hood & A ; March 2010 ) . Besides, there are some research workers who emphasize the ability of CLIL to better content and linguistic communication competencies and who strongly believe in the importance of the CLIL methodological analysis ( californium. Mehisto & A ; March 2008 ) .3. Disadvantages of the CLIL methodological analysisDespite the presented potency of CLIL undertaking, several disadvantages of the content-based linguistic communication instruction were observed and investigated by different bookmans and learning experts. These surveies have demonstrated that particularly productive accomplishments a re less boosted in CLIL schoolrooms and are achieved at well lower degrees of public presentation than receptive accomplishments. This means that both speech production and composing accomplishments are reported to be negatively affected in content-based contexts. Particularly unwritten production of scholars is likely to neglect to be successfully developed and improved in CLIL categories ( Perez- Canado 2011: 317 ) . Although some research workers argue that good synergistic accomplishments can be acquired in content-based schoolrooms ( Moore 2011: 533 ) , Casal ( 2006: 1 ) points out that scholars have few chances to pass on with each other which may hold a negative impact non merely on unwritten but besides on written production. Furthermore, it is indispensable to concentrate much more attending on composing in content-based categories in order to go more positive results ( Dulton-Puffer 2007: 36 ) . Apart from the inquiries of negatively affected lingual competencies raised by assorted research workers, other bookmans were concentrated on issues associated with linguistic communication development ( californium. Dalton-Puffer 2007 ; Merisuo-Storm 2007 ) . However, merely few surveies are concerned with scholars ‘ attitudes or perceptual experiences ( californium. Hunt 2011 ) . Since this paper is focused on CL as an effectual instruction tool for actuating scholars in CLIL categories, the research done on CL will be briefly discussed in the first subdivision of the following subdivision devoted to CL.4. Concerted acquisition.4.1. Overview of European surveies on CLThough the term concerted acquisition was coined in the USA in the 1940s, most research has been undertaken merely during the last 30 old ages and has done much to progress theoreticians and instructors ‘ cognition of cooperation instruction. By looking at CL research outside the USA, there are merely few E uropean states in which thorough and cardinal surveies on CL have been conducted, viz. in Italy by Lopriore ( 1999 ) and Spain by Lobato Fraile ( 1998 ) , Rodriguez Tunas and Morales Urgel ( 1998 ) , Casal ( 2005 ) , every bit good as in the Netherlands by Van Oudenhoven, Van Berkum and Swen-Koopmans ( 1987 ) . More research on CL is surely needed in Europe, which could put peculiar emphasis on the benefits of the incorporation of CL into CLIL categories, because this might heighten CLIL greatly.4.2. Definition of concerted acquisitionCL promotes better scholar ‘s accomplishment than traditional acquisition attacks ( Slavin 1984: 256 ) . CL is known for its utile and effectual instructional value in linguistic communication acquisition and in instruction in general. There exists a big assortment of definitions of CL which depend on the theoretical attack behind this term. For Olsen & A ; Kagan ( 1992: 8 ) CL is a group larning pattern with a particular construction, where larn ing depends on â€Å" the socially structured exchange of information † between pupils who are responsible non merely for their ain results and advancement but besides for those of their equals. Similar to Olsen & A ; Kagan ( 1992 ) Johnson & A ; Johnson ( 1981: 446 ) position CL as a method of set uping â€Å" little groups so that pupils work together to maximise their ain and each other ‘s acquisition † . However, there are several broader definitions of CL, for illustration, one that is given by Jacobs, Power & A ; Loh ( 2002: A 1 ) who define CL as â€Å" rules and techniques for assisting pupils work together more efficaciously † . Another generalisation of the term CL can be found in the surveies by Damon & A ; Phelps ( 1989: 136 ) where research workers postulate CL as an overarching impression consisting â€Å" a scope of team-based acquisition attacks † . Overall, the definition of CL varies harmonizing to the facet of larning which is of primary importance for a peculiar theoretician. In this paper CL is regarded as an effectual pedagogical tool for bettering productive accomplishments in CLIL categories and for actuating linguistic communication scholars, and therefore, peculiar attending is drawn to both academic accomplishment and societal relationships, which may be enhanced in a concerted environment. The accentuation of these benefits of CL can besides be explained by the fact that scholars in a concerted scene follow the purpose of the group and seek to assist each other in larning which serves as a motivation force for their preparedness to inform and help their equals ( Gillies & A ; Boyle 2010: 933 ) .4.3. Organization of larning in concerted schoolroomsThe predating treatment has demonstrated non merely the assortment of definitions of the term CL, but besides has highlighted the advantages of this effectual group larning technique. This subdivision will show the bing methods of forming of the acquisition procedure in concerted schoolrooms to demo the effectivity of CL for CLIL attack. There are several schemes of set uping larning in concerted schoolrooms, which is based on different attacks such as Leaning Together ( californium. Johnson & A ; Johnson 1981 ; Johnson, Johnson & A ; Holubec 1992 ) , Complex Instruction ( californium. Cohen 1994 ) , Group Investigation ( californium. Sharan 1994 ) , Student Team Learning ( californium. Slavin 1995 ) and Structural Approach to CL ( californium. Kagan 1994 ) . Obviously, certain similarities and differences can be found among them, nevertheless, and they are all underpinned by the basic rules of CL, viz. , positive mutuality and single answerability. At this point it should be stated that it is non merely the execution of CL attack into CLIL contexts which is important but besides the effectual and decently designed group methods with their built-in rules from which CLIL may profit well. Furthermore, a immense assortment of CL techniques will do content-based categories more exciting for each scholar. ( californium. J acobs, Power, & A ; Loh 2002 ; Sharan 2010 ) . Some of them are presented by Jacobs ( 2004: 4-5 ) , e.g. Circle of Speakers, Write-Pair-Switch, Question-and-Answer Pairs, etc. Importantly, the incorporation of such group activities into CLIL â€Å" provokes pupils to endeavor † ( Brecke & A ; Jensen 2007: 57 ) .5. Execution of CL in CLIL schoolroomsAs already discussed in the old subdivision, CL techniques may increase scholars ‘ motive. However, non merely group activities per Se motivate pupils, but it is a ‘social interaction ‘ that is so extremely of import for them, and by and large, for kids begin to larn at an early age ( Gillies & A ; Boyle 2011: 933 ) . Motivation together with exposure and usage are defined as important requirements for effectual linguistic communication acquisition ( Willis 1996: 11 ) . Therefore, supplying scholars with more societal contacts and peer interaction activities will actuate them to win and to larn. This does non inte nd that in content-based categories pupils can non interact and are non motivated. Pistorio ( 2010: 2 ) underscores that CLIL has a possible to bring forth a â€Å" socially constructed acquisition environment † . Furthermore, CLIL, being based on ‘intristic motive ‘ , gives a batch of chances to larn linguistic communication by the way ( Paresi et al. 2001: 79-80 ) . In add-on, some research worker ( e.g. Hunt ( 2011: 365 ) posit that CLIL programmes can work out the job of â€Å" alienation † in L2 across Europe ( Lorenzo, Casal & A ; Moore 2009: 12-13 ) . However, harmonizing to Seikkula-Leino ( 2007: 330 ) , linguistic communication and content incorporated into the learning environment can non be equated with success. Therefore, an luxuriant combination of indispensable characteristics of CLIL attack and CL techniques will give more positive consequences, and, at the same clip, will better scholars ‘ motive. â€Å" This integrating provides a mo tivational and cognitive footing for linguistic communication acquisition † ( Snow, Met & A ; Genesee 1989: 202 ) .6. DecisionIn decision, CLIL being applied in European schools has been developed to heighten bilingual instruction and has surely the potency for growing. In order to avoid some booby traps of the content-based acquisition, viz. negatively affected productive accomplishments, an extra instruction method – CL – has been suggested. In this paper, CL techniques with their important rules were demonstrated as successful pedagogical tools which may better academic accomplishment and societal interaction in a CLIL environment. Underliing the importance of societal interaction as one of the built-in conditions for successful linguistic communication acquisition, this survey has proved that CL may be efficaciously integrated into content-based schoolrooms in order to accomplish both a higher degree of motive and to hike lingual competency outcomes overall. Furthermore, since assorted CL activities force equal interaction, they can besides further talking accomplishments by actuating pupils to pass on with other. Further research in this country is needed to place other positive facets of CL, which are suited for CLIL and which may be applied efficaciously, particularly to better composing accomplishments. It will be besides indispensable to place other cooperation characteristics which may increase motive to larn linguistic communication in content-based categories. Of class, CLIL needs to continue with development and research non merely to foreground its advantages, but besides to concentrate on extra instruction techniques in order to vouch that pupils can successfully develop both their receptive and productive accomplishments in a content-based environment. The consequences of this paper show that CLIL ‘s benefits will far outweigh the disadvantages when implementing CL into CLIL.

Chapter One: Introduction

United States of America, with its rich history of immigrants, is a land of diverse cultures and civilizations. Classrooms have students from many different racial and linguistic groups like White Americans, African Americans, Caucasians, Hispanics, Vietnamese etc. According to the various analysis done by the National Centre for Educational Statistics, the academic performance of the minorities continue to be below standard. Illiteracy or poor schooling background is a common phenomenon not only in rural areas but also in urban areas in many Latin American countries. Although there has been a rise in the number of such students being enrolled in public schools, but as a group they have the lowest level of education and highest dropout rate. Let’s view the present status of the Hispanic students. They make up 15% of the elementary school-age people and will possibly comprise 25% of the total school-age population by the year 2025. It is noticed that over past 20years, their enrollment have risen by 150 %( U.S. Department of Education, 2000). The U.S. Hispanic population is varied in terms of their countries by birth, economic and social status, language skills, family background and education. They have different academic needs as well. They make up 75% of all the students enrolled for limited English proficiency program (LEP), including English as second language program (ESL) and bilingual educational program. As for their academic achievements, the 1996 National Assessment of Educational Progress (NAEP) shows that 17 year old Hispanic students were quite below in comparison to other White students in science, mathematics and reading (National Centre of Educational Statistics, 1996). It also brought to light that their drop out rate was very much high as compared to other minority groups and ranked lowest in the comparison of high school completion rate. Furthermore, Baker & Hakuta (1998) state that the number of English language learners (ELL) in the U.S. has grown dramatically in the last decade. According to a 1991 national study, over 2,300,000 students in grades K through 12 are English language learners. This number has grown by over 1,000,000 since 1984. The majority of these students are Spanish-speakers (73%), followed by Vietnamese-speakers (3.9%). Because of the overwhelming proportion of ELL students is Spanish speakers, the issue of bilingual education is largely a Latino one. No other language group makes up more than 4% of limited English proficient students. This fact makes education a complicated issue for language minority students with low socioeconomic status. Most educators and school administrators in American classrooms overlook that English language learners with minimal formal schooling have difficulties managing information input, organizing learning material, following verbal and written instructions, and processing large chunks of new language. Thus, the findings of Ramirez (1991) indicate that Latino students who received sustained L1 instruction throughout elementary school have better academic prospects than those who have not received instruction in their first language or those who received instruction only in English. Consequently, first language illiteracy in Spanish speaking students has negative consequences in the United States as it retards economic and social development. According to the 1993 U.S. Census Bureau, many Hispanic children living in the United States are likely to be from lower socioeconomic backgrounds, particularly those whose families have recently arrived and are depending in minimum-wage jobs. Approximately 40% of Hispanic children live in poverty, compared to the 13% of non-Hispanic white children (Holman, 1997). Similarly, data from the 2003 U.S. Census Bureau shows that 58.4% of Hispanic students have completed high school level compared to 85.8% of White and 80.6% of Black population. Eighty percent of ELL are poor and most attend schools where the majority of students also live in poverty and are English language learners. Such schools are poorly maintained due to lack of funds and fail to provide technologically updated class room environment and well qualified teachers. Poverty and socio economic status have many implications for educational achievement on Hispanic students. For example, parents' income levels and parents' educational achievement is highly linked to that of their children's. They belong to families where the parents themselves are not educated, and therefore lay less importance to schooling and education of their children. Inadequate participation by parents in their child’s education has many other reasons too. They have less time to spend with their family due to heavy load of work taken up to make both ends meet and inability to communicate in English themselves Lack of proficiency in English is another important hurdle for Hispanic students. This is assumed to be the major reason why they fail to graduate from the high school. In typical classrooms, Hispanic students fail to understand the course taught due to the inability to understand the medium of instruction. Thus, their performance always remains low and at times such negative educational experience acts as a reason for their early dropouts and absenteeism .There are various programs installed for teaching English as second language (ESL) in schools yet the dropout rate is on a rise. Terrence (1997) says that state and federally funded bilingual education programs reach only a fraction of eligible students. Three quarters of limited English proficient students receive ESL instruction, while only one-third to one-half of these students receives any instruction in their native language. After working with ESL Hispanic students 9-12 grades at Vance High School in Charlotte, NC for two years, I became aware of the academic underachievement some students were experiencing even after being in the same grade in some cases for up to three consecutive years. Even though the teachers, administrators have put in a lot of effort, but their situation doesn’t seem to be improving. This scenario touched me very much and i developed a particular interest in finding out the causes behind their failures in the classroom and the methodologies which could be implemented to improve the situation. My research will examine and analyze in depth the weaknesses these students bring to the classroom based on the causes of their illiteracy. In addition, I will describe the negative effects of illiteracy in relation to the alarming increase of the growth of Hispanics in the U.S. It is worthwhile to cite Huntley (1992) as she says, â€Å"The problem of illiteracy seems to be increasing and programs to remedy that situation are still inadequate.† Spanish speaking students are not well versed in their native language. Most of the programs already being used don’t stress the importance on reducing first language illiteracy. This in turn has a great influence in learning English as a second language. Illiteracy in the first language causes hurdles in learning a second language. Polishing the first language itself will support and ease the process of learning a second language. There are basically four types of literacy in the first language (L1), which has an impact in English learning (Huntley, 1992). These include literate learners, semi-literate learners, non-literate learners and pre-literate learners. Such kind of L1 literacy backgrounds are usually overlooked by teachers. This research explains the different levels or types of illiteracy in detail and their relative importance in learning English as a Second language for Spanish speaking students. One can say that learning a second language is hard, but it is even harder when there is a lack of literacy skills in the first language. McGee (1978) says, â€Å"We acknowledge that being an adult learner is difficult, that being an adult second language learner is even more difficult, and that being a pre-literate adult second language learner must be nothing short of a painful situation.† Difficulties arising in an individuals' second language learning cannot be properly understood without simultaneous attention to the socio linguistic and socio cultural framework within which learning a second language is occurring. Another major cause of illiteracy in Hispanic students in the United States is attributed to the rate of dropout; this document includes an analysis of a study done by Crawford & Egemba (2003), about the factors that contribute to abandon school on Hispanic students of grades 9-12. They based their analysis on demographic factors, academic ability, family background, school experiences and social influence factors. The variables in this research include academic ability, family socioeconomic status, student gender, employment status, repeating a grade, citizenship status, English proficiency, truancy, urbanicity, gender, friends’ and siblings’ status, substance use, and pregnancy/fatherhood. It is also noticed that the drop out students eventually take part in criminal activities. According to Cassel (2003), â€Å" Today in America one million of the two million prison inmates are high school dropout students and the primary reason for their dropping out of school is a general lack of personal development† (p. 1). This shows how much of a serious issue this ESL drop out learners pose. In addition, this part describes the alarming statistics of Hispanic youth as the fastest growing minority segment in America. It is since 1960s, that many researches have been done to identify the main causes behind such a high drop out rate of Hispanic students. The researches were based on the logic that once the core issue is identified, it would become lot easier to devise measures to resolve it. This theory was termed as deficit theory and has guided much work in this field. The theory assumed that the cultural differences were a reason behind their academic failures. However, in 1970s the trend shifted and many more reasons were highlighted and worked upon. Many researches have been carried out to see what will prove helpful in improving this scenario. Most of the educators believe that such educational crisis can be dealt with the help of better teachers and teaching methods. My research explores the different methodologies to teach preliterate or limited formal schooling ESL Spanish speaking students grades 9-12. Although there are several programs designed to teach English as a Second Language, they mostly promote the use of English as a media of instruction. Few programs neither consider the capacity for literacy in the students’ first language nor promote the study of the student’s native language. Therefore, it is necessary to take into account that English language learners have different literacy levels and come from a diverse socioeconomic background. The research brings to light what could be effective for improving the situation. It will explain how teachers should be educated about the need and use of various teaching tools, seeing which helps the learning better. Curriculum should be designed in a way that provides equal opportunity for such minority students to read and write. It explains how and why the teachers should understand the cultural difference, and use it positively while imparting education. More resources and effective language teaching practices should be adopted for the students who have limited knowledge of English language. It will prove how the adoption of technologically updated teaching methods may go long way in facilitating teacher in meeting the special learning requirements of such students. This includes the usage of visual aids, computers and multimedia, recorders, audio tapes and language masters while teaching students. It is also important that primary or native language is used for the purpose of instructions. Such method, if adopted, would help in concept development and better understanding. It is only through their primary language that the students will effectively learn how to read and write well. This method will also ensure that students don’t fall behind academically while they learn English. For this the teachers themselves have to be fluent and bilingual. Not only this, they also need to be certified to teach ESL students. Only the possession of certificates like BCC (Bilingual Certificate of Competence) or B.-C.L.A.D. (Bilingual-Cross-Cultural, Language and Academic Development Certificate) makes them eligible to teach such students. Teachers with other certificates like L.D.S. can team up with fully certified bilingual teachers to help such students. Overall, this study underscores the importance of L1 instruction as a crucial tool for illiterate Spanish-speaking students in U.S. schools and the need to master literacy skills in their native language before they acquire a second language in order to achieve academically in the mainstream classroom.   According to Cummins (1981), the capacity for literacy in the first language affects in a dramatic fashion the ability to acquire a second language because metacognitive skills are transferred across languages. For the purpose of this research, I present the two main methodologies Bilingual Education and English-Only instruction and their effects in learning a second language being a preliterate in the native language. In bilingual classrooms, interaction is split between the primary language and English language, whereas, in English-only classes English is the only medium of instructions. Various studies have proved that students in such bilingual classrooms are at various academic and linguistic benefits as opposed to the other method. Especially if such method is used for students in pre-school and lower grade levels. This paper discusses in depth the advantages and disadvantages of both methods of instruction. Eventually, my study shows that good bilingual programs should be designed for illiterate ESL learners so as to provide literacy in native language first, so that the input they provide in the target language is comprehensible for them. Being a very controversial topic, its importance deserves more research to determine the effectiveness of each methodology, considering all the variables and the students’ needs. It also shows that Transitional programs (where primary instruction decreases the more English students learn) or Developmental programs (where primary language instruction continues throughout the entire study program) can be used according to the requirement of the students. This research also shows that parental involvement in a child’s education is of utmost importance. This can be done by meeting parents regularly to discuss the academic progress and performance of their child. Not only this, they should also be convinced to encourage their children for higher studies. This will help in reducing the premature dropouts and may also guarantee higher attainment of education. It was proved through various researched how the lack of involvement was a reason behind early drop outs of such students. Thus, if parents become more aware about their role as their child’s partner in learning, they would themselves become the first teachers of their children. It also shows how government can play their role in improving the situation. It can help in establishing special schools for Hispanics, where the fee structure is affordable. Monetary and technological funds can be provided to such schools. Teaching program there should be designed with special care to address the needs and issues of students. At such schools, proper career guidance should be provided and scholarship programs should be introduced. Moreover, government should allocate more funds for the continued research in this area so that better methodologies can be formulated. But it should be remembered that the success of all of these programs depends upon their proper implementation. Not only this, they need to be monitored and upgraded as and when required. Then only can they help in increasing academic achievements of Hispanic ESL students. Improvement in their situation will allow them to make meaningful contribution towards the society. It will prove helpful in social interaction and boost up their confidence. Not only this, better education would open many earning opportunities for them with which they can improve their economic status. English is an official language through out the nation, and having a good command over it means better position to work in. Moreover, know how of another language brings along with it many intrinsic advantages. Various changes come within one’s personality. It gives a better insight to life, brings about tolerance for different life styles, and gives a better ability to express  well. It provides ability to comprehend other cultures. Second-language skills help in providing maximum enjoyment while traveling as well. However, there have been researchers and educationalists have pointed out few drawbacks of bilingualism. But they in no way outstrip its benefits. Being literate doesn’t only mean to possess the ability to read, write, listen and speak. But it means doing all this to a certain adequate level. Certain educationalists go as far as including the abilities to face and solve daily problems and make some contribution towards the society as important requisites of being a literate person.   Standard for what actually is literacy vary from society to society. Literacy rate determines the standard of living and progression of any state. Thus, it is important for all states to address the educational needs and issues of its minorities so that they add up to the success of the nation. References: National Center for Educational Statistics. (1996). NAEP 1996 long-term summary. Washington, DC. Alexander, D., Heaviside, S., & Farris, E. (1999). Status of education reform in public elementary and secondary schools: Teachers’ perspectives. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Huntley, H. S. (1992). The new illiteracy: A study of the pedagogic principles of teaching English as a second language to nonliterate adults. Unpublished manuscript. (EDRS No. ED356685). Terrence, G. W. (1997). Myths about language diversity and literacy in the United States, SuDoc ED. Miriam, B., Joy, P. (Feb, 2003) Reading and Adult English Language Learners: The role of first Language, National Centre for ESL Literacy Education. Grabe, W., & Stoller, F. L. (2002).Teaching and researching reading. Harlow, England: Pearson Education. Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. Washington, DC: Center for Applied Linguistics. Fillmore, L.W. and Snow, C.E. (2000). â€Å"What teachers need to know about language.† U.S. Department of Education: Educational Research and Improvement. ERIC Digest No. ED-99-CO-0008 Birch, B. M. (2002). English L2 reading: Getting to the bottom. Mahwah, NJ: Erlbaum.