Friday, May 22, 2020

Marx, Media and Society Free Essay Example, 2250 words

To gain an idea of how this ideology actually applies in the working world, it is helpful to take a closer look at a representative film such as Trading Places. The movie opens making the distinction between classes as it displays credits on a changing backdrop depicting scenes of opulence and privilege being conducted by mostly white men and scenes of abject poverty filled with mostly black men. One of the most impacting scenes in this opening montage involves the juxtaposition of the newspaper on the doorstep. This icon of American life is seen neatly folded and awaiting the fully suited butler to collect it from the doorstep of a neat and trim brownstone. It is also seen scattered across the doorstep of a run-down tenement building, partially covering the sleeping black man who has obviously been using it as his only source of warmth as he slept through the night. Viewers are also treated to images of groups of black men gathered around a fire lit inside a trashcan, gathering wha t warmth they can as they drink their breakfast from out of cans or bottles hidden within brown paper bags. We will write a custom essay sample on Marx, Media and Society or any topic specifically for you Only $17.96 $11.86/page The film places a large degree of emphasis upon social class and status, again reinforcing the traditionally held ideology that material wealth is the ultimate goal which can only be obtained by allowing capital to create wealth, thus reinforcing the appearance of capitalism and obscuring the reality. Significantly, while Billy Ray is seen as a jobless beggar on the streets at the opening of the movie, Louis Winthorpe s life seems hardly more disturbed by actual work than Billy Ray s.

Sunday, May 10, 2020

Rhetorical Analysis English 102 - 971 Words

Starting this year, I thought English 102 was just going to be another general education requirement I needed to have in order to graduate. English has never been my favorite subject, so I guess it is safe to say that I was not super excited about this class. However, this class turned out to be different then I thought. It turned out to be more useful then I originally thought. English 102 was both helpful and fairly simple because of what what I learned, the effort I put in and how prepared I was. First, I found this class to be helpful because of the what I have learned and the skills I better developed since the beginning of the semester. Coming in to this class, I knew that the rhetorical appeals were ethos, pathos and logos. However, I was not very proficient at using them in my writing. This class allowed me to practice using the rhetorical appeals it strengthen my writing. In my argumentative essay I used pathos to appeal to the reader emotions and to make them feel bad for the college athletes because they were not being paid. An example of this from my essay is when I used the quote, â€Å"student- athletes, especially those from low-income households, do not have any money to spend on a trip home to see family† (Vanderford 830). Using this quote makes the reader fell bad that the athletes cannot see their families often because they can not afford to travel home. I used ethos in my essay when I would quote a source and state who the person is. This is shown when IShow MoreRelatedWriting An Effective Well Organized Essay923 Words   |  4 PagesThroughout my entire life I struggled with English. I always had trouble writing an effective well-organized essay. Throughout my education I had always received bad grades on my essays. From constantly received bad grades I slowly began to give up, and I slowly began to lose hope in English. I asked myself, would I ever improve in writing? Or will I continue failing. I signed up for English 101A and I walked into the classroom with and open-mind but extremely nervous. Because in my head I am thinkingRead MoreWriting And Communication Skills At The University Of Southern Mississippi932 Words   |  4 PagesThough English 102 is a required course for most studies at the University of Southern Mississippi, I hoped for more than just a passing grade. As a business major, I expected to improve my writing and communication skills to better prepare myself for speeches, meetings, and group projects that I will come across during not only my college education, but my professional career as well. I realize that English is essential in my everyday life and for my college classes. English 102 helped me to recognizeRead MoreHigh Level Writing Is Vital For My Current Standings As A College Student And My Future Endeavors988 Words   |  4 Pageshave continuously worked on my writing skills throughout English 101 and 102 and hope the skills I have gained in these courses will prepare me to write on an intellectual level. Looking back at previous discussion posts, assignments, papers, and feedback from peers and my instructor, I have achieved a large amount of insight to higher-level writing. This past semester I was required to create four major papers including Rhetorical Analysis Essay, Annotated Bibliography, Exploratory Essay, and theRead MoreGraduation Speech : My Writing1565 Words   |  7 Pages Portfolio Argument Essay Throughout the semester, I was asked to summarize, respond to, analyze, and build upon the works of others.The transition from high school English to college English was an obstacle to overcome. Throughout the semester, I was given a multitude of feedback on different pieces to improve my writing. My writing drastically improved from high school to college and will continue to change in the expanse of the semester and the remainder of my college career. ThroughRead MoreComing Into English 101 As A Freshman Art Student1365 Words   |  6 PagesComing into English 101 as a freshman art student with only the standard amount of high school writing experience under my belt, this course initially was a bit of a struggle. Though many of my art classes include writing interpretive essays and analysing visual works of art, being able to interpret and analyze a written article proved to be a whole different and difficult procedure for me. Over the course of the class we had to read three m ajor articles and respond to each one by writing an interpretiveRead MoreReading Choosing Civility For English 102 And Most Useful Assignment Or Activity And Why?878 Words   |  4 Pagescivility is possible. This was an assignment that did not involve research and more hands on experiences, which I find more enjoyable. Prompt 2: In what way(s) has 102 changed your way of thinking? Reading Choosing Civility in English 102 changed my way of thinking completely. The assignments helped me expand my research and analysis skills. Also, just reading the book opened me up to civility in general. The short write assignments for this book also expanded my understanding of civility. I haveRead MoreApplication Writing As An Effective Method Of Writing866 Words   |  4 PagesBefore my English 101 class, I viewed writing as a frustrating assignment obligation. However, this class has taught me that writing is much more than that, instead it stands as a contributing form of communication that is extremely important in my everyday life. The knowledge of writing that I have acquired directly impacts my life as a student now, and my life as a health care provider in the years to come. If I do not use an effective method of writing, I will not be able to deliver informationRead MoreAnalysis Of The Basement Of The Ivory Tower Essay910 Words   |  4 PagesBethany Russell Mr. Mott English 102-Rhetorical Analysis September 10, 2015 Using an Anonymous Character: A Weak Appeal to Ethos In The Basement of the Ivory Tower is a very illustrative and witty analysis that presents the idea that not everyone is suited for college. The author, who goes by the alias Professor X, presents himself as a man of scholar with the difficult task of teaching English to students he believes should not even be in college. He is an adjunct professor that teaches at two communityRead MoreRhetorical Analysis Of Maya Angelou s I Know Why The Caged Bird Sings 1036 Words   |  5 PagesFily Thiam English 002 Mrs. Vilato 9 April 2015 Rhetorical Analysis on â€Å"Graduation† by Maya Angelou In Graduation, a chapter in her autobiography â€Å"I Know Why the Caged Bird Sings†, Maya Angelou talks vividly about her middle school graduation in the segregated South. Graduation is an important milestone in most people’s life, as they get a degree and move on to their next level, something better and more important, with the hope that they can use their new knowledge to achieve their life goals andRead MoreCritical Metaphor Analysis Approach7941 Words   |  32 Pages | I. INTRODUCTION II. OBJECTIVES III. MAIN CHARACTERISTICS OF METAPHOR IV. METAPHOR AND OTHER LANGUAGE FEATURES ANALYSIS OF MARGARET THATCHER’S SPEECH TO 1987 CONSERVATIVE PARTY CONFERENCE IN BLACKPOOL V. CONCLUSION VI. REFERENCES VII. APPENDIX I I. ------------------------------------------------- INTRODUCTION

Wednesday, May 6, 2020

Using Technology as a Tool to Improve Teaching and Learning Processes Free Essays

string(99) " have the aptitude to think critically about the ICT they use as well as the texts that they read\." Abstract A research proposal setting out a planned study concerned with the use of ICT in education, and looking particularly at how ICT can be used to make teaching the classics of English literature more relevant to today’s teenagers. An introduction looks at the background for the study, and its rationale, while subsequent sections set out the proposed methodology in detail. 1. We will write a custom essay sample on Using Technology as a Tool to Improve Teaching and Learning Processes or any similar topic only for you Order Now Introduction / Background to Study This study is motivated by the need to discover the best ways to make English literature relevant to adolescents today. After all, in order to teach dusty, old 19th Century novels or Shakespeare or even modern day novels to groups of children/teenagers that are used to the language of the iPhone and the Xbox represents a challenge to most English teachers. However, it could also be said to represent an opportunity to ensure that these same English texts are brought alive in some way, showing how they continue to be relevant to young people today.Young people are typically large-scale producers of digital communications (Lewis and Moje 2009), and the phenomenon of texting means they are likely to write more than adolescents of 20 years ago. As such, an exploration of classic texts is arguably particularly relevant to their experiences. The study is also informed by the role currently played by ICT in teaching. The aim of this part of the assignment is to understand how the spread of ICT can benefit education systems worldwide as well as the students being taught. It will also look at whether and how ICT can affect the outcomes of education with a world divided between the digital natives (those who have grown up after the spread of digital technology) and the digital immigrants (those who have had to learn how to use new ICT skills) (Lankshear and Knobel 2007). However, beyond this debate is a related debate: whether there are any benefits to using technology (and specifically ICT) in the classroom. Within the modern schoolroom the division is such that there are times when digital immigrants are teaching the digital natives using latest technologies with which the latter are sometimes more familiar. There is a related question which this brings up: is ICT always be beneficial to students, or can it be relied upon too much. There are many subjects in which ICT has a definite place. Maths and science-based subjects seem to benefit from the interactivity that ICT can offer especially in terms of how Powerpoint and interactive whiteboards can be used for the benefit of students. Pitler (2009) suggests that the use of technology within the classroom can increase ‘student learning, understanding and achievement’ when applied efficiently (Pitler: 2009: 3). However, some critics note that technology can also be relied upon too much.Part of the challenge that teachers and educationalists face with technology’s use in education is that not enough is known about the technology used within education before it is utilised (Trucano: 2008). Only afterwards are the educational implications actually thought about. With both of these views in mind it could be argued that the teacher is in a position to consider the use of various programs or applications regarding their ‘appropriateness to learning objectives’ (Evans et al: 2009: 183) and whether they really need ICT to augment the learning of their students. There is also a question of whether ICT is appropriate to all subjects. While it is widely accepted within the UK that it has a role in all subjects, allowing pupils to produce well-presented work, for example (Capel 2005), there is perhaps an argument to be made that it should play a smaller role in subjects including English. Another relevant point is raised by a research by Connolly and Ward (2008) entitled ‘Let them Eat Shakespeare’. In this study, they strove to question the placing of English Literature teaching and its list of prescribed authors in a 21st Century environment filled with ever-advancing technologies and changing ideologies. They point out that there are cultural, social and political forces in play which mean that the National Curriculum reflects a set of decisions made by those in power regarding what should and should not be acceptable to study, and also means that â€Å"proscribed authors are a force that acts against both democracy and the development of critical citizenship† (Connolly and Ward 2008, p. 21-22). Should many of the authors currently taught be rejected not because of issues about making them relevant, but because they reflect an unquestioned exercise in power and political control Perhaps, they suggest, a critical attitude towards dominant text s is what should be fostered? In this context, the current study has been designed to investigate whether, by creative use of new digital technologies, ICT can have a place at the very heart of the English curriculum and help make classic works of literature relevant to students today.It also addresses the question of why such classic works might be relevant to students, and therefore why they should form part of the curriculum. It is felt that this study can add to the body of knowledge already available. As technological changes occur at a rapid rate, academic research needs to be current in order to keep up-to-date with new types of technology, advances in ICT and new teaching approaches. In this context, it seems clear that more educational research needs to be done. In particular, it seems to be the case that teachers in general have an increasing challenge in enabling their students to learn. This fact seems to be consolidated by findings from Truscano (2008) and NATE (National Association for the Teaching of English) in 2011 which stated that English as a discipline has an ‘additional duty to educate†¦.in the critical study of media and electronic texts’ (NATE: 2011: [onine]). It is interesting to note that NATE (2011) emphasised the word ‘critical’ when discussing teaching students regarding electronic texts. This means that teachers (and especially E nglish teachers) seem to be given the responsibility of enabling students to have the aptitude to think critically about the ICT they use as well as the texts that they read. You read "Using Technology as a Tool to Improve Teaching and Learning Processes" in category "Essay examples" In addition to the aims outlined above, this study will also address how teachers can help students take a more critical perspective on both the ICT they use and the texts they read. 2. Ethics Checklist Does your research involve human participantsYES Does your research involve accessing personal, sensitive or confidential dataYES Does your research involve ‘relevant material’ as defined by the Human Tissue Act (2004)NO Does your research involve participants who are 16 years and over who lack capacity to consent and therefore fall under the Mental Capacity Act (2005)NO Will the study involve NHS patients, staff or premises or Social Services users, staff or premisesNO 3. Conceptual Framework The conceptual framework for this study can be expressed as a series of related questions, below. Each inspires further questions and / or answers Is it necessary to make classics relevant to children today? Yes: children today write more than before No: Debatable: ‘classics’ are determined by wider political and cultural power relationships. Need foster questioning attitude How can we best make the classics relevant to children today? What is specific about current situation – IT / Digital Technologies Use of iPhone / Xbox / texting / personal computing What is the Current nature of ICT teaching in schools? Should all subjects embrace ICT equally What tools are currently used within English classroom What is current use of film / video technology Can better / more creative use be made of film / video technology to facilitate student’s engagement with key texts 4. Research Methodology The study proposed uses a mix of quantitative and qualitative research techniques, with a focus upon qualitative techniques. Qualitative research focuses upon small scale collection of data, looking at one or two particular incidences. It is primarily concerned with textual responses. It contrasts with quantitative studies, which are typically larger scale and collect data in numeric form. Quantitative studies primarily follow a scientific model of reality and knowledge in which a testable hypothesis is generated prior to data collection. Qualitative data, while lacking the statistical vigour of quantitative studies, can offer insight into the richness of experience (Babbie 2010). The researcher has elected to use mixed methods in order to capture the fullness of the area under study. It is a flexible approach that allows the researcher to build upon findings as they emerge, and which can incorporate reliability with detailed studies of participant experiences (Hesse-Biber and Leav y 2010). The study also uses the approach of triangulation. Essentially, triangulation is used to ensure that the researcher is able to use at least three types of data (hence, triangulation) to either back up, complement or oppose other data that has been gathered. In many ways it is like a three-part jigsaw puzzle where when every piece of it is put in place then the picture is complete. However, Flick (2009) suggests that triangulation does not always have to be used in every context and that there are several questions that need to be asked by the researcher before it is (Flick: 2009: 446-447). These include the usual issues of cost and time as well as suitability to the topic being studied and legal issues (Flick: 2009: 447).Flick (2009) also suggests that the quality of the triangulation being used would need to be questioned and suggested several ways to do this. One of these methods of quality control was to do with the researcher being able to ‘combine’ methods effe ctively and asking about the ‘relevance’ that each single method had in the research: for example do the methods each address different levels relevant to the subject In other words, the researcher needs to ask him/herself whether the triangulation serves its purpose and how. It was felt that this approach, despite greater time and money costs, was justified in this instance in order to understand all aspects of the situation considered: the ways in which a film / video intervention might be used to make classic works of literature more relevant. The idea behind the use of triangulation of research methods that will be employed within this research project is therefore to establish a relationship between the research methodologies that would be employed and to integrate their results into a cohesive whole. The results of the questionnaires, the data obtained from the interviews as well as the data obtained from observations will be taken together and analysed to see i f they support each other, and in what areas (if any) they seem to produce contradictory results. 5. Data Collection Tools The study will look at two groups of students in year 10. This does raise an issue about sample size. If the sample of people questioned or observed is too large then there is too much evidence for the researcher to deal with and the data becomes too unwieldy to calculate accurately given the limited resources available to the present researcher. However, if the research sample is too small then the researcher does not have enough data to go on (Jacobsen 2011). In this case, the sample used also has to be representative of a larger group of pupils and has to reflect the social reality of the school in which the project is taking place as well as its surrounding area. Therefore, in order for the data to be truly valid it ideally needs to have a cross-section of pupils from all abilities and ethnicities.While these constraints would perhaps dictate a different approach in an ideal situation without constraints of time, access or money, in this situation the researcher was limited t o educational groups to which she could easily obtain access. For this study, the focus will be on two Year 10 English Literature classes who are learning ‘Macbeth’ as part of their GCSE coursework. Two interventions were designed as part of the study. Each of two groups, as part of the project, will be examining the scene where the Witches meet Macbeth and Banquo (Act 1 Scene 3). Firstly, both groups will be given a scene on a handout with questions on it relating to the scene and how it relates to the play as a whole, which they work on in pairs.Different film clips of the scene from different versions of Macbeth will be shown to them on YouTube. The students will then be given the task of answering questions on these clips. The questions will cover a number of areas including camera angles, special effects and character positioning, and how these can add meaning to the play. In another session, the pupils will be using the same act and scene of the play and acting it out in the sports hall.These sessions, and the experiences of being involved in them, will be the subject of the data collected during this study. The reason behind the two different interventions is to ensure that all learning styles (visual, auditory and kinaesthetic) are catered for over the two groups. One of the groups (Group 1) will also be given their own laptops and their own wiki with which they can discuss different aspects of the play and this scene in particular while the second group (Group 2) will not be given any additional use of ICT in order to achieve the goal of re-enacting their own version of the scene. Group 2 will therefore function as a control group to assess the extent to which these additional tools facilitate learning. Three types of method will be used to collect data: questionnaire, face-to-face interview, and ethnographic observation. These will be discussed in greater detail below. For all of these research methodologies there are both advantages and disadvantages in an educational environment especially if the researcher also teaches. Questionnaires will be given out at the end of the sessions with the pupils and will be given to both groups. The questionnaires will contain a mixture of open, closed and Likert scale questions which will ensure that the results include both quantitative and qualitative data. Open questions are one where the respondent can express their general thoughts on a subject, for example â€Å"what did you find good about that experience†. There are no suggested answers, rather respondents should be encouraged to state everything that comes to mind on the topic. By contrast, closed questions offer a set answer list, from which respondents can chose one or more answers.This allows easy analysis of the data, although can limit the depth of the response. Likert scales are a special type of closed question in which answers from a sequential scale, perhaps from â€Å"I agree strongly† through â€Å"I neither agree nor disagree† to â€Å"I disagree strongly† (Bryman and Bell 2007). The design of the questionnaire for this study, including various question types, is intended to elicit a wide range of data, and make the process of triangulation easier, as results can be checked against each other (McNiff and Whitehead: 2009: 179).The questions in the questionnaire will ask students about their perceptions of the technologies used in classrooms, for example the extent to which they felt their learning was improved by individual technologies.A pilot questionnaire will be used to ensure that the questions included are the most appropriate, are easy to ask, and can be easily understood, and can improve the questionnaire in other ways (Cohen et al 2007). It was felt that questionnaires offer advantages in the environment studied. They are, that is, relatively easy to distribute and, if they are administered correctly, are also unobtrusive. They should also take relatively little time for the participants to fill in. The advantage also with using questionnaires with students is that they can be incorporated into the lesson that they are doing. The teacher is able to hand them out, ensure they are filled in, and collect them without too much difficulty.However, the researcher is aware that there are also disadvantages with questionnaires within the educational environment. The educational researcher has to make sure that the questionnaires are anonymous or students have to at least be given the choice to give their name or not, in order to provide adequate confidentiality. Students might be reluctant to give their thoughts if they feel they are likely to be held accountable for their reactions. Questionnaires are also limited in t he types of data that can be gathered. The range of types of questions needs to be varied in order to ensure that there is breadth of data both qualitative and quantitative. In order to ensure that ethical considerations in this research are fulfilled, both the head teacher and the Head of Faculty will be shown the questionnaires and the research proposal so that they are informed exactly what the project is all about. A declaration will also be drafted to accompany the questionnaire, to inform the students who fill it in of the confidentiality of the data they give, of their rights to withdraw from the study at any time, and giving an overview of the purpose of the study. In addition to the questionnaires, the study will also collect face-to-face interviews with the students, about their perceptions of what they have learned. Again, these interviews would be based around perceptions that Year 10 students have regarding ICT use in the classroom. These interviews would use mostly open questions and would be semi-formal in order to produce a more conducive atmosphere. Face-to-face techniques have some advantages, for example they allow the researcher to help the respondent better understand the question (without leading the respondent in a particular direction), and they can generate fuller responses as the interviewer can make use of techniques of probing (Cohen et al 2007).Semi-structured interviews have advantages when used in an educational environment as they can be used as part of the assignment or lesson. They also offer more scope for the collection of more detailed and richer responses. As Burns (2009) suggests: The aim of a semi-structured interview is to enable you to make some kind of comparison across your participants’ responses, but also to allow for individual diversity and flexibility (Burns: 2009: 75). They can also enable the interviewee to be more relaxed and at home with the interviewing process thus enabling more information to flow (Burns 2009). On the other hand, one disadvantage with the semi-structured interview is the concept of interviewer interference. This is the idea that the person doing the interviewing would hypothetically be in the position of affecting the outcome of the interview by asking leading questions that, either accidentally or intentionally, lead the interviewee into answering the question in a certain way.Bell and Opie (2002) as cited in Bell (2005) state that this can be a way of ‘overweighting’ the research to suit the interviewer’s bias and would therefore distort the figures produced. Bell (2005) goes on to say that researchers need to be ‘wise and vigilant, critical of our interpretation of the data, regularly question our practice and†¦.triangulate’ (Bell: 2005: 167). This kind of reflective practice has its place both for teachers and for researchers. In addition to the interviews with the students, a further 30 semi-structured, face-to-face interviews will also be carried out amongst teachers, looking at their relationship with the technology they use. These interviews will usually take place within the classroom and will be pre-appointed to cater for their busy daily schedule. Prior approval will also be obtained from the head teacher for these interviews and she will also be interviewed herself on the same topic. Her semi-structured interview may be worded differently as she is directly involved with how ICT is utilised within her school. Finally the study will also include ethnographic observations of students within their learning environment, to see how they and the teacher interact with ICT (especially compared with ‘digital immigrant’ teachers). The purpose of ethnographic observation is to observe from an insider’s point of view (Bell: 2005: 17). In this case, observations will be carried out over a 2 week period, and the researcher will observe in the classroom situation how pupils from different classes and from different backgrounds interact with the teacher and whatever electronic learning and teaching aids they may use.The researcher will incorporate techniques from action research, such as interacting with the subjects under study (Greenwood 1999), in order to make their presence seem more ‘natural’ and accepted by the students. As well as this, the lessons that will be taught as part of the project will give the researcher the opportunity to observe how the students inte ract with the technology. In terms of educational research, this type of approach involves contact with, and close observation of, the pupils that are being observed. It has many advantages: for example it allows the researcher to share perspectives with the people studied, in a way which is not allowed by other means. The researcher is able â€Å"to understand better why they act in the way that they do and to see things as those involved see things† (Bell: 2005:17). However, Bell (2005) as well as other critics, also cite a number of disadvantages with ethnographic observation such as time issues. One main challenge with ethnographic observation is the issue of representativeness. That is, to what extent can the findings in small-scale studies of this type be generalised and allow more wide-sweeping conclusionsIn this case, what may be typical of that particular group being studied may not be typical of another group within the school. So the validity of this project might be called into questi on, because the observed behaviour or views collected may not be typical of the whole school. I aim to overcome this drawback by including other types of research, and by setting the study in the context of the literature review, which will draw upon findings from other studies. 6. Proposed Schedule JanFebMarAprilMayJuneJuly Research Design Planning Literature Review Data Collection Data Analysis Dissertation Draft Final Dissertation Research design – – – – Planning – – – – Literature review – – – – Data collection – – – – – Data analysis – – – – – Dissertation production Draft – – – Final – – – – 7. References Babbie, E R (2010) The Practice of Social Research (12th edn.), Cengage Learning, Belmont, CA Bryman, A and Bell, E (2007) Business research methods (2nd edn), Oxford University Press, Oxon. Burns, A (2009), Doing Action Research in English Language Teaching: A Guide for Practitioners, Routledge, Abingdon Capel, S A (2005) Learning to teach subjects in the secondary school (4th edn), Taylor and Francis, UK Cohen, L, Manion, L and Morrison, K (2007) Research methods in education (6h edn.), Routledge, UK Evans, C, Midgley, A, Rigby, P, Warham, L and Woolnough, P,(2009), Teaching English, SAGE Publications, London Flick, U (2009), An Introduction to Qualitative Research (4th edn.), SAGE Publications, London Greenwood, D J (1999) Action research: from practice to writing in an international action research development program, John Benjamins Publishing Company, Amsterdam. Hesse-Biber, S N and Leavy, P (2010) Handbook of Emergent Methods, Guilford Press, USA Jaconsen, A (2011) Introduction to health research methods: a practical guide, Jones Bartlett Publishers, Sudbury, MA Lankshear, C and Knobel, M (2006), New Literacies: Everyday practices and classroom learning, Open University Press, Maidenhead, UK Lewis, J and Moje, E B (2009) Essential questions in adolescent literacy: teachers and researchers describe what works in classrooms, Guilford Press, USA Pitler, H (2007), Using Technology with Classroom Instruction that Works, MidContinent Research for Education and Learning, Denver Colorado USA NATE (2011), ‘ICT and the teaching of English: National Curriculum Review 2011’, [online] available at: NATE, London [accessed 20th January 2012) Truscano, M (2008), Knowledge Maps: ICTs in Education, Infodev, Washington DC, USA Ward, S and Connolly, R, (2008), ‘Let them Eat Shakespeare’, The Curriculum Journal, 19:4. How to cite Using Technology as a Tool to Improve Teaching and Learning Processes, Essay examples

Wednesday, April 29, 2020

Ode On A Grecian Urn Essays - Ode On A Grecian Urn,

Ode On A Grecian Urn Ode on a Grecian Urn Summary In the first stanza, the speaker, standing before an ancient Grecian urn, addresses the urn, preoccupied with its depiction of pictures frozen in time. It is the still unravish'd bride of quietness, the foster-child of silence and slow time. He also describes the urn as a historian, which can tell a story. He wonders about the figures on the side of the urn, and asks what legend they depict, and where they are from. He looks at a picture that seems to depict a group of men pursuing a group of women, and wonders what their story could be: What mad pursuit? What struggle to escape? / What pipes and timbrels? What wild ecstasy? In the second stanza, the speaker looks at another picture on the urn, this time of a young man playing a pipe, lying with his lover beneath a glade of trees. The speaker says that the piper's unheard melody's are sweeter than mortal melodies, because they are unaffected by time. He tells the youth that, though he can never kiss his lover because he is frozen in time, he should not grieve, because her beauty will never fade. In the third stanza, he looks at the trees surrounding the lovers, and feels happy that they will never shed their leaves; he is happy for the piper because his songs will be for ever new, and happy that the love of the boy and the girl will last forever, unlike mortal love, which lapses into breathing human passion, and eventually vanishes, leaving behind only a burning forehead, and a parching tongue. In the fourth stanza, the speaker examines another picture on the urn, this one of a group of villagers leading a heifer to be sacrificed. He wonders where they are going (To what green altar, O mysterious priest...), and where they have come from. He imagines their little town, empty of all its citizens, and tells it that its streets will for evermore be silent, for those who have left it, frozen on the urn, will never return. In the final stanza, the speaker again addresses the urn itself, saying that it, like Eternity, doth tease us out of thought. He thinks that when his generation is long dead, the urn will remain, telling future generations its enigmatic lesson: Beauty is truth, truth beauty. The speaker says that that is the only thing the urn knows, and the only thing it needs to know. Form Ode on a Grecian Urn follows the same Ode-stanza structure as the Ode on Melancholy, though it varies more the rhyme scheme of the last three lines of each stanza. Each of Grecian Urn's five stanzas is ten lines long, metered in a relatively precise iambic pentameter, and divided into a two part rhyme scheme, the last three lines of which are variable. The first seven lines of each stanza follow an ABABCDE rhyme scheme, but the second occurrences of the CDE sounds do not follow the same order. In stanza one, lines seven through ten are rhymed DCE; in stanza two, CED; in stanzas three and four, CDE; and in stanza five, DCE, just as in stanza one. As in other odes (especially Autumn and Melancholy), the two-part rhyme scheme (the first part made of AB rhymes, the second of CDE rhymes) creates the sense of a two-part thematic structure as well. The first four lines of each stanza roughly define the subject of the stanza, and the last six roughly explicate or develop it. (As in other odes, this is only a general rule, true of some stanzas more than others; stanzas such as the fifth do not connect rhyme scheme and thematic structure closely at all.) Themes If the Ode to a Nightingale portrays Keats's speaker's engagement with the fluid expressiveness of music, the Ode on a Grecian Urn portrays his attempt to engage with the static immobility of sculpture. The Grecian urn, passed down through countless centuries to the time of the speaker's viewing of it, exists outside of time in the human sense--it does not age, it does not die, and indeed it is alien to all such concepts. In the speaker's meditation, this creates an intriguing paradox for the human figures carved into the side of the urn: they are free from time, but they are simultaneously frozen in time. They do not have to confront aging and death (their love is for ever young), but neither can they have experience (the youth

Friday, March 20, 2020

Argumentative Paper on the Benefits of Free Range Livestock on Consumer Health Rather than Corn

Argumentative Paper on the Benefits of Free Range Livestock on Consumer Health Rather than Corn Introduction Food is arguably the most basic need of man and as such, having food security is a fundamental goal for human civilization. Ensuring that people are protected from hunger that is often the consequence of underproduction of food is therefore one of the major ambitions of most governments.Advertising We will write a custom essay sample on Argumentative Paper on the Benefits of Free Range Livestock on Consumer Health Rather than Corn-Fed Livestock specifically for you for only $16.05 $11/page Learn More To cater for the increasing need for food caused by an every growing population, traditional methods of producing food have in most cases being replaced by modern means which are deemed to be more efficient. Livestock farming is one of the areas whereby modern methods such as feeding livestock on corn have been adopted to increase the growth rate of the animals. As it currently stands, livestock products today contribute a large percentage of our da ily intake of nutrients in our bodies. However the foods that the livestock feeds upon impacts on the livestock products that we as human consume. This essay will argue that free range animal products are more beneficial to the consumer as compared to corn fed livestock products. To reinforce this claim, this paper will review the various benefits that free range animal products hold over corn fed livestock products. Benefits of Free Range Animals Human beings rely on animal products to provide them with some essential nutrients. Animals that are fed on corn sometimes end up lacking these essential nutrients. Challem reveals that farm animals that eat mostly corn and other grains have little to no omega-3 fatty acids in their muscles (78). Free range livestock products on the other hand are endowed with most nutrients that help us to boost our immune system in that they contain higher levels of antioxidants and important fat soluble vitamins such as A, D, and E (Forge 10). These vit amins are essential for promotion of good eye sight, strong well formed bones as well as healthy skin. Free range livestock products are also rich in calcium which is essential to maintain a healthy body, strong healthy bones and teeth, healthy skin hair and nails and more so helps us to have supple and flexible joints. It is hence very important to go for free range livestock products so as to maximize on health benefits. The United States and other developed countries currently face high prevalence rates of obesity, a condition which is mostly caused by consumption unhealthy foods. This problem is accentuated by corn fed livestock result in products that are unhealthy to human beings. Research indicates that pasture-raised meat, eggs and other dairy products are better for consumer health than conventionally-raised grain-fed food (Challem 38). This is because these products are lower in calories and total fat as a result of feeding livestock with the right food. The reason for thi s is that corn is not friendly with the digestive system of animals and this results in the animals not being able to process the food as well as they would process grass. They therefore end up giving products that are high on calories and fat and therefore unhealthy for the consumer.Advertising Looking for essay on agriculture? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition to being nutritionally rich free range products are safe to consume as they are known to be free of residues from the antibiotics that are routinely fed to livestock as growth promoters by conventional farmers (Straten 162). Free range beef has a higher level of a naturally occurring fatty acid called Conjugated Linoleic Acid –CLA which is vital to our bodies. It is involved in the efficient transportation, storage and metabolism of fat in the body but is frequently deficient even in a healthy diet. This fatty acid is also â€Å"a key factor in weight management as it helps to reduce the total weight fat and increase muscle tone as part of an enzyme reaction that breaks down fat globules in the blood† (Straten 168). The consumption of free range livestock products therefore results in the efficient circulation of blood and decreases the chances of developing heart complications and high blood pressure. Corn fed products is not safe to consume due to the residue from antibiotics that are continually fed to animals to promote their growth. This is a cause of great concern because this raises negative health risks. For instance this may lead to resistant strains of bacteria in consumers and consequently reduce the effectiveness of the bodies own mechanism (Straten 32). There are various concerns pertaining to modern food animal production. Mooney, Knox and Schacht reveal that higher levels of saturated fat in corn fed beef result in possible health risks associated with growth in milk and the production of contamina tion of meat (70). Creatzfeldt-Jacob which is the human form of mad cow disease may also result from the consumption of corn fed products. The use of antibiotics in animal feed also results in the creation of super-resistant bacteria infections in man (Straten 70). Consumers are thus encourages to be very careful when buying livestock product they wish to eat because cheap could be extremely expensive. A case for Corn-Fed Livestock As has been noted, the human population has increased at phenomenal rates and relying on traditional means to feed people may no longer be viable. The biggest motivation for farming today is therefore coming up with products in the shortest time possible so as to feed the bulging population. Doyle and Lipman rightly noted that â€Å"most commercially available meats are factory farmed because it is fast, convenient and more economical† (131). It can therefore be seen that while corn fed livestock may not be as healthy to the human body as free rang e livestock, they give the nation the ability to feed its population.Advertising We will write a custom essay sample on Argumentative Paper on the Benefits of Free Range Livestock on Consumer Health Rather than Corn-Fed Livestock specifically for you for only $16.05 $11/page Learn More However, it should be taken into consideration that corn fed livestock deprives people of important nutrients and may in fact result in health complications. Baer reveals that for instance, the ratio of the detrimental Omega 6 fatty acids is higher in corn fed beef than in grass fed beef and that do not work well for our bodies since it can cause inflammation, increase of heart disease and even cancer. From such revelations, it is clear that consuming corn fed livestock products just because they satisfy us is a dangerous. Conclusion Animal products form an important part of man’s nutritional needs. This paper set out to argue that free range livestock products are mor e beneficial to human beings than products from corn-fed livestock. The paper has highlighted the fact that free range products result in the promotion of good health. It has also been documented that free range products can be counted on to boost the immune system, to provide us with soluble and to supply humans with adequate amount of an important nutrients in our bodies. This proves that free range livestock is so much beneficial on consumer health rather than corn fed livestock. Challem, Jack. The Inflammation Syndrome: Your Nutrition Plan for Great Health, Weight Loss, and Pain-Free Living. John Wiley and Sons, 2010. Print. Doyle, Molly and Lipman, Frank. Spent: End Exhaustion and Feel Great Again. Simon and Schuster, 2008. Print. Forge, Arabella. Frugavore. Black Inc, 2010. Print. Mooney, Linda., Knocks, David and Schacht, Caroline. Understanding Social Problems. Wadsworth Publishing , 2010. Print.Advertising Looking for essay on agriculture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Straten, Michael. Organic living. Frances Lincoln ltd, 2001. Print.

Wednesday, March 4, 2020

How and When to Apply for Social Security Benefits

How and When to Apply for Social Security Benefits Applying for Social Security benefits is the easy part. You can apply online, by telephone or by walking into your local Social Security office. The hard part is deciding when to apply for your Social Security retirement benefits and rounding up all the documents youll need when you do. Are You Eligible? Becoming eligible to get Social Security retirement requires both reaching a certain age and earning enough Social Security credits. You earn credits by working and paying Social Security taxes. If you were born in 1929 or later, you need 40 credits (10 years of work) to qualify. If you stop working, you stop earning credits until you return to work. No matter what your age is, you cannot get Social Security retirement benefits until you have earned 40 credits.​ How Much Can You Expect to Get? Your Social Security retirement benefit payment is based on how much you made during your working years. The more you earned, the more youll get when you retire. Your Social Security retirement benefit payment is also affected by the age at which you decide to retire. You can retire as early as age 62, but if you retire before your full retirement age, your benefits will be permanently reduced, based on your age. For example, if you retire at age 62, your benefit would be about 25 percent lower than what it would be if you waited until you reach full retirement age. You also need to remember that monthly premiums for ​Medicare Part B are usually deducted from monthly Social Security benefits. Retirement is a great time to look into the pros and cons of a private Medicare Advantage plan.   According to the Social Security Administration, the average monthly benefit paid to retired workers in May 2017 was $1,367.58.   When Should You Retire? Deciding when to retire is totally up to you and your family. Just keep in mind that Social Security replaces only about 40 percent of the average workers pre-retirement income. If you can live comfortably on 40 percent of what youre making at work, problem solved, but financial experts estimate that most people will need 70-80 percent of their pre-retirement income to have a comfortable retirement. To draw full retirement benefits, the following Social Security Administration age rules apply: Born in 1937 or earlier - Full retirement can be drawn at age 65Born in 1938 - Full retirement can be drawn at age 65 years and 2 monthsBorn in 1939 Full retirement can be drawn at age 65 years and 4 monthsBorn in 1940 Full retirement can be drawn at age 65 years and 6 monthsBorn in 1941 Full retirement can be drawn at age 65 years and 8 monthsBorn in 1942 Full retirement can be drawn at age 65 years and 10 monthsBorn in 1943-1954 Full retirement can be drawn at age 66Born in 1955 - Full retirement can be drawn at age 66 and 2 monthsBorn in 1956 Full retirement can be drawn at age 66 and 4 monthsBorn in 1957 Full retirement can be drawn at age 66 and 6 monthsBorn in 1958 Full retirement can be drawn at age 66 and 8 monthsBorn in 1959 Full retirement can be drawn at age 66 and 10 monthsBorn in 1960 or later Full retirement can be drawn at age 67 Remember that while you can begin drawing Social Security retirement benefits at age 62, your benefits will be 25 percent less than what they will be if you wait until your full retirement age as shown above. Also keep in mind that no matter when you start drawing Social Security benefits, you must be 65 to be eligible for Medicare. For example, people who retired at their full retirement age of 67 in 2017 could get a maximum monthly benefit of $2,687, depending on their work and income history. However, the maximum benefit for persons retiring at age 62 in 2017 was only $2,153.   Delayed Retirement: On the other hand, if you wait to retire beyond your full retirement age, your Social Security benefit will automatically increase by a percentage based on your year of birth. For example, if you were born in 1943 or later, Social Security will add 8 percent per year to your benefit for each year that you delay signing up for Social Security beyond your full retirement age. For example, people who waited until age 70 to retire in 2017 could get a maximum benefit of $3,538. Despite getting smaller monthly benefit payments, people who start claiming Social Security retirement benefits at age 62 often have good reasons for doing. Be sure to consider the pros and cons of applying for Social Security benefits at age 62 before doing so. If You Work While Getting Social Security Yes, you can work full or part-time while also getting Social Security retirement benefits. However, if you have not yet reached your full retirement age, and if your net income from working is higher than the annual earnings limit, your annual benefits will be reduced. Beginning in the month you reach full retirement age, Social Security will stop reducing your benefits no matter how much you earn. During any full calendar year in which you are under full retirement age, Social Security deducts $1 from your benefit payments for every $2 you earn above the annual net income limit. The income limit changes every year. In 2017, the income limit was $16,920.   If Health Problems Force You to Retire Early Sometimes health problems force people to retire early. If you cannot work because of health problems, you should consider applying for Social Security disability benefits. The amount of the disability benefit is the same as a full, unreduced retirement benefit. If you are receiving Social Security disability benefits when you reach full retirement age, those benefits will be converted to retirement benefits. Documents You Will Need Whether you apply online or in person, you will need the following information when you apply for your Social Security benefits: Your Social Security numberYour birth certificate, or proof of U.S. citizenshipYour W-2 forms or self-employment tax return (or both) for the last year you workedYour military discharge papers if you served in any branch of the military If you choose to have your benefits paid through direct deposit, you will also need your banks name, your account number and your banks routing number as shown on the bottom of your checks.​ Working While Collecting Social Security Retirement Many people choose or need, to keep working after claiming Social Security retirement benefits. However, if you continue work after claiming early retirement benefits your Social Security benefits may be reduced until you reach your full retirement age. If you retire at age 62, Social Security will deduct money from your retirement check if you exceed a certain amount of earned income for the calendar year. For example, the income limit in 2018 was $17,040 or $1,420 per month. The income limit increases annually. Until you reach your full retirement age, Security will reduce your benefit by $1 for every $2 you earn over the income limit. Once you reach your full retirement age, you will receive your full Social Security retirement benefit with no limitation on how much income you earn from working. The worse news is that Social Security does not apply the early retirement work penalty by simply deducting a small amount from each monthly benefit check. Instead, the agency may withhold several months’ entire checks until the total reduction is paid off. This means your annual budget will have to account for a certain number of months without a benefit check. Complete details on this decidedly complicated process can be found in Social Security’s pamphlet on â€Å"How Work Affects Your Benefits.† You can also use Social Security’s earnings test calculator to see how much your reduction will be and when your checks will be withheld. Also note that if lose your job, you may still qualify for unemployment benefits even though you are also collecting Social Security retirement benefits.

Monday, February 17, 2020

Implementing renewable energy Essay Example | Topics and Well Written Essays - 1750 words

Implementing renewable energy - Essay Example In this context, renewable energy sources provide a way to overcome the threat of energy security and global warming. Common renewable energy sources available are solar and wind power. These energy sources provide clean energy that is non-polluting, the energy source is free and it will never be depleted (ECI, 2011). The UK government wants to develop this energy source as a viable and active contributor to the economy. However, developing and using these free energy sources is not very easy and a number of challenges and barriers need to be overcome. These challenges include technical, social and financial challenges (Scottish Power, 2004). This paper will examine renewable energy sources in this context and suggest solutions to overcome the challenges. 2. FIT and other renewable energy Schemes initiated by the UK government The UK government has undertaken a few projects to meet its obligations of reducing green house gases. As per the Kyoto protocols, a signatory to the protocols and this includes UK, have agreed to cut down their emissions to pre 1990 levels. UK faces a huge problem of reducing the carbon levels and emissions since it mostly relies on coal fired power plants and nuclear plants for power generation. For 2006, the total amount of Green House Gases - GHG emitted in UK was the equivalent of 7,076 million metric tons of CO2. It is estimated that from these emissions about 2344 Teragrams were due to CO2 emissions from the activities of standard and old electricity power grids (SmartGrid GB, 2012). Other than nuclear power, all other systems and plants generate excessive carbon. Domestic and household consumption in UK makes up for 60% of the power used while other users such as industries, utilities, offices and infrastructure consume the rest. Automobiles account for more than 75% of fossil fuel consumption (Williams, 2010). To promote the use of green and clean energy systems, the UK government has initiated a project that funds and supports s olar energy by residential homes (Bullis, 2012). The proposal is called ‘Feed In Tariff – FIT’. This project involves encouraging households to install small solar panels with solar PV that can generate electricity. The Department of Clean Energy of the UK government has provided a number of subsidies, concessions and other benefits to householders who install these units. The UK government plans to buy back the power generated from these units and give tax breaks or a reduction in the regular utility power consumed by the householders (Lewis, 2006; Lock, 2007). There are different categories of FIT users and this depends on the amount of installed capacity of the plants. The installed capacity in UK for solar energy was 1000 Mega Watts and this is about 0.001% of the UK power requirements. With the FIT program, the government wants to provide solar PV to around four million homes and this should help to generate 22,000 MW of clean energy. As per the Kyoto protoc ols, the UK government must generate at least 12% of the total power consumed by means of renewable energy (EPIA, 2011). The above sections have highlighted the ambitious program of UK government to meet the clean