The Sweet Old Lady Called Grandma Essay Example for Free

The Sweet Old Lady Called Grandma EssayWarm, friendly, sweet, generous, and kind-hearted these words cannot describe my grandmother enough, but they are greatly stressed in defining her beautiful character. Her short, black hair resulted in frizzy hair due to her frequent hair-dying. When walking by the kitchen I would see a tiny head of thick hair leveled with the counter, which reminded my grandmother and everyone else of how short she was. Her thin wrinkles extended and multiplied near the corners of her eyes and around her let the cat out of the bag when she smiled and revealed fairly straight and white teeth for a grandmother. I found her smile shy, cute, sweet, and friendly. Her brown eyes reminded me of the same eyes searching for me in the aeonian games of hide and seek years ago as a little child. My grandmother wasnt your classic grandmother. She didnt knit scarves, do jig-saw puzzles, or sew up socks. Things she did find enjoyable doing was cooking and reading her Bible. You would know my grandmother is in the house if you smell deliciousness walking through the front door. other than cooking, my grandmother cleaned up around the house, prayed, or read her Bible for the rest of the time.My grandmother doesnt have the best memory but she recalls reading the full-length bible at least one-hundred times. She was very close in her relationship with God and cared for everyone around her. As far as I would know, my grandmother had no long-holding grudges held against her. My grandmother would also spend well over an hour in prayer for people she hardly knew. I would know because she would lecture me after prayers express me to love my neighbors as she recited verses from the Bible. My grandmother was like a gem that was beautiful both inside and out. She shined through every corner and side, reflecting happy beams of light all over she went. Her presence was extremely illuminating and happiness would spread around her like dominoes heaving eac h other over to an inevitable collapse. Every wizard time I had something to ask my grandmother, she presented me a welcoming smile on her face and asked me to sit down as I would start.

Essay on 1983 Essay Example for Free

Essay on 1983 EssayDifferent dictionaries provide a number of meanings to the word fool. Firstly, the word fool perhaps implies a harum-scarum person, a dumb or even a dunderhead. Apart from these negative connotations to the word fool, the term could also mean, a professional in counterfeiting folly to draw entertainment for other(a)s, a clown, or a jester. Besides, a fool could a character in a script of other literal work that is created and manipulated to feature a fool. In Twelfth Night by William Shakespeare, there are several unconventional fools other than the clown Feste. Feste and the caldron of fools in the play dexterously combine their unusual traits and wits to stimulate other characters into their charade eliciting their own form of foolery. This paper explores the role of the fool in William Shakespeare play, Twelfth Night.To begin with, Feste plays a significant role in the Twelfth Night by William Shakespeare in the Illyrian society. He features a transcende ntal ringleader capable of carnage conventional social hierarchies and leading them in his own views and interests, aside from the intense criticism of his environment. Festes significance in the play is well embedded in his ability to socialize and interact with the nobles and the common with equal ease. In the play, Feste is an employed clown of Olivias late father. Therefore, he is an official fool implying that he is permitted to deal the truth to people surrounding him (Act I. Scene V). This role reflects Feste and truthful fool in this Illyrian society, even though he mirrors a critic of his environment.William Shakespeare also injects body fluid in the play through the characters and mannerism of Feste. For instance, Feste emerges as a conventional fool when he clad as the curate, Sir Topaz. He goes on to visit the lag Malvolio incarnated as Sir Topaz in the company of like fools, Sir Toby and Maria. Shakespeare exerts a shower of humor and wit in the play through the Fes tes charade. Feste humorously abuses the unawares Malvolio of the disguise calling him a Satan and a lunatic (Act IV. Scene II). In a punning twist and turns of words, the in-disguise Feste cum Sir Topaz wittingly confuses Malvolio bringing out the fool in the latter. Incidentally, Malvolio featured as an intentional ruin to peoples pleasure in the play. Therefore, Festes folly dawns an bankable and just behavior among the audience in light of his condemnable actions.Feste represents a genius with words character in the play. He has a knack for humorous repartee and word play. Indeed, this justifies Cesarios verbal description of Feste as the wise fellow to play the fool (3.1.14). Besides, Festes penchant for excellent sizing up situations is salient and significant in the play. He points out other characters folly drawing a couple of bucks and a laugh. For instance, Festes shrewd description of the greedy and drunk Sir Toby in an truthful and humorous mockery justifies to the E lizabethan audience his legitimacy as a licensed fool. Notwithstanding, this folly acts offers an honest insight to the audience of the concealed and dark secrets and aspects of a character in the play.Source document

Summary of Critical Theory

Summary of vituperative possibilityThe Central Claims of Critical TheoryIn order to understand the fundamental claims of Critical Theory, it must first be defined. What is Critical Theory? Critical Theory first coined as such in 1937 is a name given to a series of new approaches to the study of culture, literature and thought that failed during the 1960s primarily in France (Leitch, 2001). It refers to a series of pathways for intellectual inquiry that first emerged with the end of the eighteenth century europiuman Enlightenment (mid 1600s to late 1700s) (Nowlan, 2001) in which the causes associated with it were legal equality, the right of ordinary Europeans to hold their rulers to account, the rule of law, transparent government, freedom of expression, the right of nations to self-determination and to freedom from colonial domination and they are as relevant today as they were two hundred years ago (Glendening, 2003). Critical conjecture questions and challenges that which visualizems obvious, inborn and simple in the world near us the conviction that what is, or what is in the process of becoming, or what appears to be, or what is most commonly understood to be, or necessary and inevitable it does non accept any of this (Nowlan).The capital of Kentucky School is the name given to a naval division of German Jewish intellectuals associated with the Institute for affectionate Research (Institut fur Sozialforschung) founded in 1923. Their march was an attempt to integrate psychoanalytic insights and the do main(prenominal) of culture into a Marxist analysis of twentieth century societies. The group composite was that of thinkers such as Horkheimer, Adorno and Marcuse (Agger, 1993). According to these theorists a exact opening may be distinguished from a traditional theory according to a specific practical purpose a theory is critical to the extent that it seeks kind-hearted emancipation, to liberate human beings from the circumstances that enslave them (Horkheimer, 1982, 244). Theories aim to explain and turn circumstances critical theories provide the descriptive and normative bases for loving inquiry aimed at decreasing domination and increasing freedom in their forms. A light is given to what is not clearly understood or is questionable.Theories arise in many ranges anthropology, film, religion, linguistics and political science and even family lifestyle. Critical theory is not a system, nor it is reducible to any fixed set of proscriptions (Bronner, 2002). Today, kindly theory is in crisis because of growing dissatisfaction with the dominant methodologies and conceptions of hearty theory and investigate. The 1960s is when Stephen Eric Bronner became interested in critical theory as new theoretical paradigms emerged that questioned prevailing quantitative, empiricist, and positivist conceptions of social theory. But where did the central claim of critical theory begin?Since the Frankfort School was the fir st Marxist-oriented research center affiliated with a major German university directed by Carl Grunberg, it tended to be semiempirical, historical, and oriented toward problems of the European turning class movement. Works by Karl Korsch, Georg Lukacs and others too had works published in its journal Archiv fur die Geschichte des Sozialismus und der Arbeiterbewegung. Grunberg retired in 1930 and Max Horkheimer became the director. Under Horkheimer, the Institute desire to develop an interdisciplinary social theory which could serve as an instrument of social transformation publishing a journal Zeitschrift fur Sozialforschung (1932-1941) that contained a healthy collection of articles and book reviews. These compilations detailed social theory and defined any misconceptions of their meaning.Horkheimer, upon assuming his position as Director, delivered an inaugural address on January 24, 1931, entitled The utter of Social Philosophy and the Tasks of an Institute for Social Resear ch (Bronner and Keller 1989 25-36). Within the contents of the text, he defines social philosophy as an attempt to elucidate the fate of human beings, insofar as they are parts of state, law, economy, religion, in short, with the entire material and spiritual culture of humanity. He criticizes Kant for grounding social philosophy in the stupefy and faculties of the particular person (Ibid 33) and praises Hegels theory as an improvement but yet questions speculative metaphysics and their tendencies to celebrate a higher transcendental sphere of being and meaning over concrete existence. (ibid38-39). Horkheimer act to defend the importance for critical social theory and envisaged a program of supra-disciplinary research which would investigate current social and political problems. Philosophers, sociologists, economists, historians, and psychologists would be united in and ongoing research community who would do together what in other disciplines one individual does alone in a lab oratory, which is what genuine scientists have always done namely to pursue the bulky philosophical question using the most refined scientific methods to explicate and to make more precise the questions in the course of work as demanded by the object and to develop new methods without losing sight of the universal (ibid41). Hence we see the first steps toward the formation of critical theory in the making.It is impossible to characterize the Frankfort School as a whole since its work spanned several(prenominal) decades and involved a variety of thinkers who later engaged in sharp debates with each other. Rather, one should perceive various phases of Institute work 1) the empirical-historical studies of the Grunberg era 2) the attempts in the early to mid-1930s to establish a materialist supra-disciplinary social theory under Horkheimers directorship 3) the attempts to develop a critical theory of society during the exile consummation from about 1937 to the early 1940s 4) the dis persion of Institute members in the 1940s and the new directions sketched out by Horkheimer and Adorno 5) the return of the Institute to Germany and its work in capital of Kentucky during the 1950s and 1960s 6) the development of critical theory in various directions by Fromm, Lowenthal, Marcuse, and others who remained in the U.S. 7) the continuation of Institute projects and development of critical theory in Germany by Jurgen Habermas, Oskar Negt, Alfred Schmidt, and others in the 1970s and 1980s and finally 8) contributions to critical theory by a variety of younger theorists and scholars currently active in Europe and the United States.Kellner believes that a crisis of critical theory emerged with its fragmentation after World War II. Social theory stopped developing despite some empirical research projects and sustained meta-theoretical analyses be certain of its members, especially Adorno (Kellner, 1989). He believes that critical theory provides the most advanced theoretical perspectives within contemporary social theory from the 1930s through the early 1960s new socio-cultural developments since then have rendered obsolete some of its theses concerning on-dimensional society, the media, technology, and so on. In particular, critical theory has not continued to theorize new technologies, new developments in the media, changes in socialization practices, and new cultural developments. This is surprising as earlier contributions were precisely in these areas (Wiggershaus, 1986).Adorno did a great deal of work in social theory in the 1950s and 1960s, as well as turning out an incredible profusion of texts in the areas of literary criticism, cultural critique, philosophy, and aesthetics. His work turned from supra-disciplinary research to philosophical reflections (Kellner, 1989). Herbert Marcuse argued that Marxism had degenerated into a rigid orthodoxy and needed concrete experience to revivify the theory and that it neglected individuals problems. He was concerned about individual liberation and well-being in addition to social transformation. The intentions of his writings were of great interest, yet many were unpublished and unknown (Kellner, 1984).The theory of hegemony by Antonio Gramsci reserves a place for the intellectuals in society. Men find themselves born in a process independent of their will, they cannot simplicity it, they can seek only to understand it and guide their actions accordingly was noted to be economic determination by Marx. Gramsci was concerned to eradicate economic determinism to develop its explanatory power with respect to super-structural institutions. His holdings were that class struggle must always involve ideas and ideologies, ideas that would make the revolution and also that would prevent it. He stressed the authority performed by human agency in historical change economic crises by themselves would not subvert capitalism. He was more dialectic than deterministic he tried to develop a theory which recognized the autonomy, independence and importance of culture and ideology (Strinati, 1995).The works in the last decade relative to critical theory has followed Habermas in attempt to develop a more adequate philosophical aspect of critical theory (Heinemann, 1986). A deficit of social research and elaboration of new theoretical perspectives has come about with contributions from members of the postmodern camp who attempt to theorize the impact of new technologies, the media, and other socio-cultural developments (Kellner, 1988 and 1989).The focus on state as the location for cooperative, practical and transformative activity continues in the work of Jurgen Habermas, as does the attempt to determine the nature and limits of real democracy in complex pluralistic, and globalizing societies. Habermas work is concerned with rethinking the tradition of critical theory and German social philosophy. He has advanced that tradition in distinctive ways. His rationality consists not so such(prenominal) in the possession of knowledge and thus primarily concerned with the consistency and conten of ones beliefs, but rather in how speaking and playing subjects acquire and use knowledge (Habermas, 1984). Rationality, freedom and justice are not just theoretical issues to be explored and debated. Habermas entire work aims to defend and continue the fountainableness project over against the challenge of Webers instrumental rationality, Horkheimer and Adornos earlier critical theory and Nietzscheanism in the forms of post-structuralism as presented by Foucault and Derrida and the postmodernism of Lyotard. The reconciliation of the competition of claims of the reason of the life and the world are contributions of Habermas to contemporary and social theory. His account and his answers are not complete, but raise questions without losing the hope of continued research (Rasmussen, 1990).People render conditions and deal with them. Their opinions influence the thought s of others. In his theory, Habermas fails to incorporate or appreciate gender and racial inequality. Habermas calls for particular reconstructive sciences, whose aim it is to render theoretically explicit the intuitive, pre-theoretical know-how central such basic human competences as speaking and understanding, judging, and acting. It is not certain if Habrmas theories are built on a conception of the world in which essentialist characteristics (middle class, white, males, or class) dominate. Historically discourses of rationality and progress have sided with men over women (Stanley and Pateman, 1991). Certain valuable elements are cited of by Selya Benhabib (1986) that can provide basis for a big normative critique of contemporary society.An excerpt from Critical Theory and Society A Reader testify is a stylistic vehicle with its inherently stripped quality is the logical form for generating anti-systemic claims and fostering the existence of reflexivity perhaps best describes the logic that inspired Bronner and Kellner to publish this book. Within is a collection of germinal testifys, many appearing in English for the first time, which provides an excellent overview of the critical theory developed by the Frankfurt School. An essay is a short work that treats of a topic from an authors personal point of view, often taking into account subjective experiences and personal reflections upon them (Wikipedia). What better way can a criticism be announced than through an essay? Personal opinions are relished because they may have something within their contents that was not seen by others. In the essay Le Prix Du Progress by Max Horkheimer exemplifies the nature of discussions that were presented to the early theorists. A French physiologist, Pierre Flourens, was disenchanted with the use of chloroform. He states his belief, and cites his reasoning. The essay ends with Horkheimers comments. evenhandedly in the form of an editorial for a newspaper, but yet an answer is given. A concern was presented a problematic thought was answered. Another famous essay by Theodor Adorno elaborates on close IndustryReconsidered. In it Adorno explains the term culture industry, corrects inconsistencies from a prior publication and remarks on the term mass culture (from The Culture Industry Selected Essays on Mass Cuture London Routledge, 1991). In Critical Theory and Society A Reader are allow ind the works of Horheimer, Erich Fromm, Lowenthal, Pellock, Herbert Marcuse, to mention a few.The time realm of critical theory displays evidence that modern culture needs to redefine the conclusions of its predecessors. The understanding of theories, imply that they have to be updated continually to include new circumstances. Modernization has to be critiqued to include the changing of the times. We should be concerned with something other than uncovering the past. Instead we should reinvigorate the present, salvage the Enlightenment legacy, and contest thos e who would institutionally freeze its radicalism and strip away its protest character (Israel, 2001). The inclusion of the way people act and why they act can begin with critical theory of family. Family history provides an example of some of the theoretical deficiencies as in social scenes. The family is attacked and defended with equal vehemence. With a dominant empiricist tradition, historians have come to the field of family history without a clear sense of what the significant questions are. They have not self-consciously theorized the family as a field of investigation. Instead they began by adopting the conventional wisdom of sociology which, goes back for Federic Le Play (LOrganisation de la famille selon le vrai modele signale par lhistoire de toutes les races et de tous les temps Paris, 1871), and saw a broad change in the family from an extended form of the Middle Ages to a nuclear form of modernity (Shorter, 1975). From the family come the leaders of the world. Understa nding distinct family structures enables an outline to the future tasks of its members. The tendency of Marxist social theorists is to view the family as a dependent variable, a secondary structure, unintelligible in its own right, which will change after the revolution. The family is an intelligible as a structure (Morgan, 1975) composed of race, religion, gender, which cut these factors towards their beliefs.From a Gramscian perspective the mass media have to be interpreted as an instrument to spread and reinforce dominant hegemony or they can be use to spread counter-hegemonic ideas too. Pop culture and the mass media are subject to the output signal, reproduction and transformation of hegemony through the institution of civil society which cover the areas of cultural production and consumption. Hegemony operates culturally and ideologically through the institutions of civil society which characterizes mature liberal-democratic, capitalist societies. These institutions include education, the family, the church, the mass media, popular culture, etc. (Strinati, 1995 168-169).From Strinatis point of view the main problem with Gramscis ideas is the same as the the Frankfurt Schools theories and Althussers work their Marxist background. The framework does not allow history to rebut the theory, and the interpretation of reality becomes rather elementary.Critical Theory offers an approach to distinctly normative issues that cooperates with the social sciences in a nonproductive way. Its domain is inquiry into the normative dimension of social activity, in particular how actors employ their practical knowledge and normative attitudes from complex perspectives in various sorts of contexts. It also must consider social facts as problematic situations from the point of view of variously situated agents. In conclusion, Kellner feels that in order to find a way out of the contemporary crisis of social theory, it must develop new perspectives. Critical Theory should be responded to with theoretical analyses of developments within the capitalist economy and of changes in class stratification, the labor process, new technologies, the media, and politics. The central claims of critical theory should be emphasized by those who wish to revitalize it in an attempt to politicize it with new social movements and existing political struggles to build a better society. The development of both its analysis of the present situation and a new politics is in order to become once again the cutting edge of radical social theory (Kellner, 1989). Critical theory enables the development and refinement of the ability to engage in comments as critics, through movements encompassed around incomprehensible situations of society. All productive and concerned citizens should be the empowered critical agents that are able to question, challenge and contribute toward the progress of transformation of the prevailing spatial relation quo within the communities, societies, and cultures that are worked in to help maintain and reproduce every day. In relation citizens should not only be inescapably interested, but also vitally important as participants to opinionate on theory (Nowlan).BIBLIOGRAPHYAgger, Ben. 1993. The Discourse of Domination From the Frankfurt School to Postmodernism. Northwestern University Press. January.Bronner, Stephen Eric. 2002. Critical Theory Its Theorists. Routledge Publishers 2nd Edition. April.Bronner, Stephen Eric and Douglas Keller. 1989. Critical Theory and Society A Reader. New York and London Routledge.Glendening, Marc. 2003. Visions for a democratic Europe. Brussels, December 12.Habermas, J. 1987. The Theory of Communicative Action. Volumes 1 and 2. Boston Beacon Press.Heinemann, Benhabib, Seyla. 1986. Critique, Norm, and Utopia. New York Columbia University Press.Horkheimer, M, 1982. Critical Theory. New York Seabury Press.Israel, Jonathan. 2001. Radical Enlightenment Philosophy and theMaking of Modernity 1650 -1750. Oxford University Press.Kellner, Douglas. 1984. Herbert Marcuse and the Crisis of Marxism. London and Berkeley Macmillian and University of California Press. 1988. Postmodernism as Social Theory Some Problems and Challenges, Theory, Culture Society, Vol. 5 240-269. 1989. Critical Theory, Marxism, and Modernity. Cambridge and Baltimore ordinance Press and John Hopkins University Press.Leitch, Vincent B. et al. (eds), The Norton Anthology of Theory and Criticism (New York/London W.W. Norton, 2001.Morgan, D.H.J. Social Theory and the Family. London, 1975.Nowlan, Bob. Introduction What Is Critical Theory and Why Study It? University of Wisconsin-Eau Claire. September 21, 2001.Stanley, L and Pateman, C. 1991. libber Interpretations and Political Theory. Cambridge Polity.Rasmussen, D. 1990. Reading Habermas. London Blackwell.Shorter, Edward. The Making of the Modern Family. New York. 1975.Strinati, Dominic. 1995. An Introduction to Theories of Popular Culture. Rouyledge , London.Wiggershaus, Rolf. 1986. Die Frankfurter Schule. Munich Hanser.Wikipedia. http//en.wikipedia.org/wiki/Essay

Theories on the Gender Pay Gap

Theories on the Gender Pay GapAustralian wo custody earn about 83 cents for every $1 a earth earns, according to a new report analysing the sex commit gap. Linda McDowell suggests that sexualityed assumptions view as a range of specifys on contemporary fertiliseplaces. Analyse the grammatical sexual practice even up gap, savory with the theorists you have studied this semester.INTRODUCTIONAs Linda McDowell suggests, gendered assumptions coming from heteronormative ideals and rules significantly influence contemporary utilisationplaces. This subsequently effects in the gender hire gap (1995). This paper seeks to critically analyse the influences emanating from gendered assumptions on contemporary workplaces. Additionally, the link between these assumptions and the gender redress gap will be examined. This will be executed by dint of examining the impacts of heteronormativity, which result in a never-ending binarised cycle that perpetuates the gender pay gap. Further, the possible altercates to gendered assumptions introduced by Judith Butler will be examined. However, to ensure a well-rounded analysis, the shortcomings of these challenges, and the disloyal power of hegemonic masculinity will also be discussed. WHAT IS THE GENDER PAY GAP?The gender pay gap in ordering is something thatis deemed distressingly homely, and continues to steadily control wo hands in fellowship (McDowell 2014 p.829). In Australia, the Gender pay gap refers to thediscrepancy in pay between men and women in employment. trustworthy statisticshighlight that full-time working women earn 84% of a mans pay, making the genderpay gap sit at 16%. (WGEA, 2017, p.8). From this, it is obvious that pass aroundis necessary. However, progress is non hardly slow, scarcely proving to be difficult,as the gender pay gap twenty years ago was sitting at 17%, meaning that it hastaken up to two decades to improve womens pay by a mere 1% (WGEA, 2017, p.8).This is highly declaratory of the strongh grizzly that institutionalise genderedassumptions have over the manpower, even in the twenty-first century.A key theorist on the gender pay gap, LindaMcDowell, states that women in the workplace have fought to score theright to be there at all (1995,p.80). This idea that women need to gain rightsto earn money is embedded in historical ideologies that argon non only out-dated only if still guide the lives of many women today. Early feminist interventions toimprove access to work and pay rates are still ongoing, such as the Liberal libbermovement. The Liberal Feminist movement began in the early 1800s, with the aimof providing women with rights equal to those of men in education, the workforceand in nightclub (Tong, 1989). Although some of the endeavours of the movement havebeen achieved, such as women acquiring corporate and authoritative jobs thatwere once male-dominated, there are new barriers (Bishom-Rapp, S &Sargeant, M, 2016). The gender pay gap is one of the most significant newbarriers implemented by institutions to prevent further development of genderequality in the workforce.The gender pay gap can be seen as originatingfrom the three glass hoods embedded in contemporary society, andsubsequently, contemporary workplaces (Bishom-Rapp, S & Sargeant, M,2016,p. 102). The term glass ceilings refers to the invisible barriers thatwomen tolerate as they approach the top of the corporate hierarchy. This termwas established by the Glass Ceilings Commission, which sought-after(a) to identify theglass ceiling barriers, and remove the blockages to advancement of women andminorities in employment (USDOL, 1995). The commission found there were threelevels of barriers. The first barrier is relates to prejudice and bias, comingfrom educational opportunities, or lack thereof. The second barrier is touch onwith the internal structures of a business. These structures are controllableby the business. They relate to the corporate climate and what i s referred toas pipeline barriers that come from lack of training and career development,which leads to the hinder of possible career advancement (Bishom-Rapp, S& Sargeant, M, 2016,p. 103). The final barrier is concerned with thegovernment, and the lack of law enforcement, combined with dissemination ofinformation about glass ceiling issues (Bishom-Rapp, S & Sargeant, M, 2016,p. 103). Although these three barriers cannot solely justify the widespreadhold that the gender pay gap has on contemporary workplaces, they seek topinpoint where the gender pay gap stems from, allowing work to be done inaddressing these areas. HETERONORMATIVITY IN CONTEMPORARY WORKFORCES With the fundamental aspects of the gender paygap now having been examined, the forces that perpetuate the existence of thissignificant issue inside society require analysis. The most pressing force isthe concept of heteronormativity, which is a baneful gender assumption that hasa substantial influence on contemporary workfo rces. Heteronormativity can bedefined as a body of lifestyle norms, in which people tend to reproducedistinct and complementary color genders (man and woman) (Herz & Johannson,2015, p.1011). In contemporary society, heteronormativity is deemed to keepwomen in (within its confines) andalso keeps women down, that is,subordinated (Jackson, 1999). Feminist discourse surrounding heteronormativityrose in second-wave feminism, the movement that broadened the feminist debateto address issues of contrast and knowledgeableity, as well as workplacedifficulties for women (Evans 1995). However, the origins of the normalisedheterosexual label within society can go back to the historical and culturaldepictions of men and women from the 18th century (Boe & Coykendall,2014). Thoughheteronormativity has a substantial presence within history and society, itsimpact as a gendered assumption within contemporary workforces is substantial.As heteronormativity conditions men and women to act a certain w ay according totheir sex (which is also historically and socially defined), it leaves womenboxed in. Heteronormativity and thestrict, reinforced gender binaries within society shine the systems ofoppression, and the construction of gender hierarchies (Herz & Johannson,2015, p.1011). In order to maintain a hold on society, ideas of conforming tohyper-heteronormative behaviours are reinforced by institutions within society.Subsequently, these societal influences make noise into education, family-lifeand in particular, the workforce. Although women have gained the right tocoexist with men in contemporary workplaces, strict gender binaries preventwomen from career development, strengthened abilities, and subsequently reinforcethe gender-pay gap. The work of Angela McRobbie, a key theorist in the area of gender variety in the workforce is highly pertinent to this discussion. McRobbies concept of the post-feminist masquerade highlights the harmful impact of gender assumptions in contem porary workforces (2007). McRobbie critiques the hyper-gendered performances women have been encouraged to engage in, as they place emphasis on the sexed body, and in turn gender differences. The post-feminist masquerade is a means for patriarchal law and hegemonic masculinity to gain dominance against feminism (McRobbie, 2007, p. 723). Hegemonic masculinity refers to the configuration of gender practice, which embodies the currently accepted fare to the problem of legitimacy of patriarchy which guarantees the dominant position of men, and the subordination of women (Bartholomaeus, 2013, p.280). This is done through encouraging women to engage in feminine consumer culture, so as to reinscribe their womanhood in the workplace (McRobbie, 2007). These hyper-gendered performances include subscribing to common feminine practices, such as wearing tight skirts, high heels and a face full of make up to assert their muliebrity (McRobbie, 2007, p.722). As women are encouraged to perform hy per-femininity, institutions are able to reinforce fear of retribution from abandoning heteronormativity in the workplace. This forces women back within the unbendable gender binary, creating an even greater divide between men and women in the workspace, ultimately perpetuating the gender pay gap. THE LINK TO THE GENDER PAY GAP AND THE REPERCUSSIONS base on the analysis to date, the harmful nature of gender assumptions in the workplace has been examined. However, the way that these gendered assumptions impact the gender pay gap requires concentrated analysis. Gender assumptions have a direct link to thegender pay gap, as they dictate the field of work that many women are in. Womenare significantly overrepresented in the last(a) paying occupations, asfemale-dominated jobs pay far less than male-dominated jobs (Ting, 2017).Feminised jobs include those relating to care-taking or domestic tasks, such asnursing, cleaning and childcare. These sex-segregated jobs are clearlyindicative of the roles ascribed to women within heterosexual discourse. These feminised jobs stems from what is knownas the caregiver manakin. This model is a historical regime that took theinherent caregiver role of women, and limited their employment to areasrelating to this heteronormative ideal (McRobbie, 2007). As more women are found in jobs that abide bythe caregiver model, the influence of this troublesome ancient structure todayis evident (McRobbie, 2007, p.730)However, this caregiver model cannot explainthe fact that the gender pay gap in Australia has been found to exist in morethan 1,000 occupations (Ting, 2017). This is due to the fact that men inworkplaces are promoted into higher positions rather than their femalecounterparts (Jaffee, 1989, p.377). This is problematic, as there is somewhat a double-disadvantage coming from thesejobs. Women in feminised occupations are twice disadvantaged- first by beingin a female field, and second by being a woman in that field, since men mak emore than women, even in female handle(Bishom-Rapp & Sargeant, 2016, p. 137).Additionally, women in corporate jobs face vertical segregation. Vertical segregation refers to the exclusion of women from organisational positions of autonomy and authority, due to the sex differences within workplaces (Jaffee, 1989, p.387). Thus, the gender pay gap not only stems from the one area of feminised jobs, but also from a lack of career advancement that is within the power of organisations in society. According to Wolf and Fligstein, the sexual differences in power in the work lopting are an important factor generating inequality in earnings between men and women (1979, 235). This highlights how ideas about the femininity of women baffle contemporary workforce standards, as women are expected to perform work according to their performance of heterosexuality. Further, the long-term disadvantages that comefrom gendered assumptions and the subsequent gender pay gap will be criticallyanalysed. Not only does the gender pay gap lead to disadvantage for women in social,financial and personal situations, but also leads to lifetime disadvantage. Lifetimedisadvantage refers to the factors that lead to the retirement ills of manywomen (Bishom-Rapp & Sargeant, 2016, p. 190). Thatis, the hazards that women face from being unequally paid. As women go intoretirement, they are at risk of experiencing the critical impact of the genderpay gap. Women subsequently earn less over their lifetime, which results inlower superannuation, and a risk of poverty in old age. In 2012, 21.7% of womenaged over 65 were at risk of poverty, whereas only 16.3% of men were likely toexperience poverty (Bishom-Rapp & Sargeant, 2016, p. 116). Genderinequality in the workforce not only reflects current social position and powerinequalities, but it also leads to detrimental outcomes of lifetimedisadvantage for women. TACKLING THE GENDER BINARY Although gendered assumptions continue to driveworkplaces, there a re ways to tackle this blatant discrimination that womenface in employment. According to leading gender theorist, Judith Butler, thereis a means to challenge heteronormativity, which forms the foundation for thegender pay gap. Butler believes that gender is reiterated through regulatorypractices, and is culturally constructed through the heterosexual matrix (Butler,1990, p.9). The heterosexual matrix refers to the re-stabilisation of genderthrough women repeatedly engaging in feminised behaviours and appearances(Butler, 1990). Therefore, the sexed body only gains significance from itsconstant reification and institutionalised endorsement within society. As thegender binary requires engagement by society, an inherent instability withinthis social construct can be made out (Butler, 1990, p11). Because of this, women are able to exploitgendered assumptions through their constant backup, as it becomesobvious to those looking to challenge it. Women in the workforce have alreadytaken cha rge in this area, as the overall gender pay gap in full-timeemployment decreased in 2015 to 2016 (WGEA, 2017,p.15).By viewing sex and gender as something culturally, historically and socially constructed, society will be able to define themselves with their own limitations and freedoms by challenging these constructed ideals. In particular, the feminist movement will make significant headway in this area through challenging normative heterosexuality. This effect will reverberate in the workforce, as the structures seeking to restrain women from challenging hegemonic masculinity will destabilise. The gender pay gap, in particular, has improved among men and women in trades including machinery operating and building, decreasing by 4% in terms of total remuneration between 2015 and 2016 (WGEA, 2017, p. 16). This is indicative of the progress being made by women in challenging the preconceived capabilities of their bodies. By going beyond the behaviours of gender that limit their capabi lities, they are able to challenge both gender constructs and inequality in the workforce.AsMcDowell suggests, womens sexed bodies are threatening in the workplace forthe very reason that they are not meant to be there -They challenge the orderof things (1995,p.80). Not only have women challenged order through enteringthe workforce they have also challenged the very incorporated foundation of theorder. This provides women with the meansto break through the metaphorical glass ceilings that limit equality in theworkplace. Additionally, if women persevered with obtaining both equality andequity, it would liberate not only women but also human personality from thestraitjacket of gender (Herz & Johannson, 2015, p.1010). Therefore, byfurthering the feminist movement, those reinforcing hegemonic masculinity andthe institutions that enforce gendered assumptions will be disembodied. Thisincludes the governing of each individual of society through the heterosexualmatrix. THE PARADOX THAT IS GENDER EQUALITYIn current gender studies, there are now waysto challenge gender assumptions that feed the gender pay gap. However, thegender pay gap is not in steady decline, and is expected to hold its position,if not rise in areas of managerial roles (WGEA, 2017, p. 6). As individuals areprovided with the previously mentioned means to challenge the reification ofgender binaries, the institutional stronghold over sex and gender conceptionstightens, finding new ways to reduce these challenges. By virtue of the fact that women are enteringthe workforce and fighting for equal pay, hegemonic masculinity is weakened.Because of this, institutions use any perceived gender equality improvements toset the fight back, rather than enhance it. This can be seen through the concept of attribution of capacity enunciated by Angela McRobbie (2007). This attribution of capacity refers to the freedom given to women in the workforce. In a post-feminist context, women are provided with roles of accoun tability and autonomy, with the expectation of embodying a strong, can-do attitude to work. However, McRobbie argues that these improvements are instead reinscription of hegemonic masculinity, leading to drawbacks in the fight for equal pay. Women are invited to recognise themselves as privileged subjects and are expected to be grateful for achieving (with a fight) the fundamental human right of equality (McRobbie, 2007, p, 722). As institutions have reach this control over who enters the workforce, they apply new barriers under the faade of equality. Women are now expected to be accomplished subjects who can come forward, however this is only on the condition that feminism fades away despite neither equality nor equity being achieved (McRobbie, 2007, p.720). Therein lies what Raewyn Connell refers to as the patriarchal dividend, which is the advantage given to men as a group from maintaining inequality within society (2009). Monetary income from the workforce is just one of the be nefits, in addition to respect, safety, institutional power and autonomy. (Connell, 2009, p.142). From the reinforcement of hegemony, the patriarchal dividend and gender binaries within society as a response to feminist movements, women are once again placed back into the labels and categories that they first sought to escape from, subverting years of feminist work. Additionally, the critique of the VirginAtlantic 25 years Still red-hot highlights the drawback that women face inthe postfeminist struggle for equality (Duffy et al., 2016). The obligate critiquesthe marketing strategies used to evoke idealised gender appearances in apostmodern context in order to facilitate the perpetuation of gender binaries. The advertisement ultimately utilises good old-fashioned sexism whilesimultaneously distancing themselves from it, which suggests that theinstitutions that seek to retain a hold over postmodern feminism have utilisedthe newfound freedom of women and bent it to their will, making women slaves intheir own emancipation (Duffy et al., 2016, p. 266). CONCLUSIONUltimately, by examining the structures within the contemporary workforce, the gender pay gap has been critically analysed. By examining the institutionalised gender binaries entrenched within society, the root causes of the gender pay gap have been established and evaluated. The analysis reveals that through heteronormativity and the enforcement of gender binaries, the gender pay gap is perpetually reified, with lifelong effects. Although Butler provides an outlet for change through challenging these binaries, the institutional stronghold over the sexed body and its link to societal outcomes proves to be rigidly in place, as discussed by a key theorist studied within the unit, Angela McRobbie.REFERENCE LIST1. Bartholomaeus,C (2013) Colluding With or ambitious Hegemonic Masculinity.Australian FeministStudies, vol. 28, pp. 279-293. 2. Bishom-Rapp, S & Sargeant, M (2016) Lifetime disadvantage, discriminati on and the gendered workforce. Cambridge University press. 3. Boe, A & Coykendall, A (2014) Heteronormativity in Eighteenth-century Literature and Culture. Ashgate publications.4. Butler, J. (1990). Gender Trouble Feminism and the corruptness of Identity, New York Routledge, pp.1-19.5. Connell,R (2009). Gender Politics.Gender. Pp.13651.Cambridge Polity Press.6. Duffy, K, Hancock, P, & Tyler, M (2016) Stillred-hot? Postfeminism and gender subjectivity in the airline industry. Gender, work and organization, vol. 24,pp. 260-273.7. Evans, J (1995) Feminist theory today An introduction to second-wave feminism. Sagepublications.8. Herz, M & Johansson, T (2015). The normativity of the concept of heteronormativity. Journal of Homosexuality. Pp. 1009- 10209. 9. Jackson, S (1999) Heterosexuality in question. Sage publications. 10.Jaffee, D (1989) Gender inequality in workplace autonomy and authority. Social science quarterly, vol. 70, pp.375-39011.McDowell, L (1995) Body workheterosexual gen der performances in city workplaces. (Routledge)12.McDowell, L (2014) Gender, work employment and society Feminist reflectionson community and change. Work,employment & society. pp.825-837.13. McRobbie, A (2007) Top Girls? Youngwomen and the post-feminist sexual contract. Cultural Studies. pp.718-737.14. Ting, I 2017. The gender income gap in more than 1000 occupations, in one chart, The Age. Viewed 22 April 2017.

The Formative And Summative Assessment English Language Essay

The traffic patternative And additive Assessment position Language stigmatise aboutWhy is sagacity necessary? Schwartz and Webb (2002) state that from the past 30 years and the great number of manner of speaking program line research, sound judgement is not only the substitution part of work for instructors, but in any case the main driver of claim. That is to say, assessment is for teachers and assimilators, to know not only how well they have d wizard but besides where they have done well and where they need to make great efforts.Assessment is frequently divided into summative assessment and formative assessment. Testing is the basic federal agency of summative assessment. We often set a test at the supplant of the nurture period. Formative assessment involves the collecting of schooling or evidence of a learners schooling progress in the classroom. (Wang, 2006)Testing is the method most often apply in China. For example, in 2011, 9,330,000 high school schoo l-age childs took part in the University and College launching Examination in China. The enrollment rate of the exam is 72.3%, and only almost 40% students would be enrol conduct by universities. Actually, 2011 was not the peak era, the real peak eon was at 2008, at that time, the number of Chinese students attending the University and College Entrance Examination is 10,500,000. In 2009, there were 740 universities and 1168colleges in China. Therefore, it is hard to imagine how difficult if the university and colleges selected students without testing. That also led to tests becoming the most important way for evaluating students no matter when they entrance the high education before or after.2. Literature Review2.1 Formative and Summative assessmentWhy assess?, in answering this head word, it deals not only with the purposes of assessment, but also the issue of who needs or uses the results. Biggs (1999) pointed out the important sign between formative and summative functions .The main purpose of summative assessment is to make a judgement regarding each students performance. Students atomic number 18 marked at the end of a module, course or unit, so the results of such assessments are often presented in marks or grades. Summative judgements are also used to ac friendship learners as the end of the programme. (Falchikov, 2005)Nevo (1995) described these judgements as being for certification and diagnostic purposes. There is a critical sentiment about summative assessment foot test scores be used to inform us about our teaching and instruction? Nevo (1995) considered that the answer is not very much. Because of the students ability and achievement in learning are not measurable in terms of one case-by-case test. Even if they put forward reveal several(prenominal) problems about our teaching or learning, it is often too late to do anything about them, as it is already the end of a learning period.Different from summative assessment, formative ass essment is found on information collected in the classroom work and that attention to improving its practice force out enhance the learners achievements. For example, face teachers ask students to print an essay, deal a research project, or go forth a speech in front of entirely class. This kind of assessment ordain stick out more information on students learning during the learning litigate and will be useful for teachers to adjust their teaching according to students needs and base teaching on the achiever or difficulties of students learning. Formative assessment will be similar to activities that are often carried out in classroom. Students may develop their assessment tasks based on certain classroom activities, work out criteria to be followed when assessing students performance, and do memorialise guardianship. The issues involved here are summarized very briefly by Miller, Imrie, and Cox (1998).Formative assessment focuses on the process of learning, and gives students practice in essential skill such as essay physical composition, problem solving. This type of assessment should be to provide regular feed back d avouch to students in order to stimulate learning. (Miller, Imrie and Cox, 1998)Harlen (2004) states the kinship between assessment for formative and summative purpose. teachers house use summative assessment evidence to dish learning, and at the same time, using formative assessment information for summative assessment. It is both a weakness and a strength that summative assessment derived by interpreting formative evidence in a different way that both are in the hand of the teacher.2.2 What to assess?Journals/ reflective logs/ diariesBrown (1997) argued that learning diaries, logs and journals are essentially the same, in that all are regarded as to promote feedback and all are based on the concept that the feedback is beneficial dustup learning. Nevertheless, soul eternally keep it in her/his mind that there are differen ces between these three activities. Take one example, Freeman and Lewis (1998) find that logs has less personal than diaries. Logs record a learners activities truthfully, while diaries are a personal selection of events that can add some condemnation and understanding of their learning. Furthermore, Gibbs (1995) puts journals between diaries and logs, because journals include some reflection but not as personal as a diary.JournalsJournal writing is a powerful way for individuals to give accounts of their dwell (Clandinin and Connelly, 1994 421), while writing journal is not only for this purpose, Brown (1997) points out four purposes of leaning journals. He discusses that journal writing as a type of assessment pawn creates students opportunities to reflect their learning progress and problems record students learning experiences. It is also a chance for expressing feeling and emotion of their leaning.LogsBrown (1997) states that student can use learning logs to provide a self-r eport of their learning experience. In order to solve the problem of this kind of assessment, Brown (1997) proposes that logs may include information concerning what delivery error or mistakes starts have been made, the reason why occurred this kind of error, how to solve this problems and which kind of approaches will be helpful. Freeman and Lewis (1998254) emphasize that making an explicit and undefended criteria is very important. They talk over teacher to tell their student what to record how much detail to record the number and range of items to include the time period over which to record the want format the type of analysis to be carried out prior to submission.DiariesA diary is a book, which has a separate space, or page for each day, students can write down their learning experiences they have and their head-to-head thoughts. A diary with real-time features includes written records, but also involves pictures and early(a) multimedia. Therefore, diaries are described as an appropriate form of assessment where the learning is focusing on the processes of doing something quite than on the result. Diary writing could be a way of building up students confidence in their own thoughts and feelings, rather than taking on early(a) peoples in an uncritical fashion. It could be verbalize therefore to encourage in drug-addicted trusting (Ashcroft and Foreman-Peck, 199459).Falchikov (2005) critically evaluate the advantage and disadvantage of diary writing. These techniques are easy to use and cost in effect(p). What is more? Self-reporting is believed to engender self-revelation, therefore, useful for collecting intimate information. However, a number of disadvantages have also been identified.Assessing logs, journals and diariesAs with many of the newer assessment methods, little is recorded in the literature about how logs, journals or diaries may be assessed. edge and Knights (1994) asserted that setting an grant which teacher believe will encour age reflection is not sufficient, as the intent of the student is a important deciding(prenominal) of what actually happens. Additionally, Brown (1997) indicated that no study had been done to certain whether the use of learning journals changes the style of learning. Based on his own experience of using the learning log method, assessment may be carried out in a number of ways. Teacher may mark the written record, or using the guidelines supplied as criteria against which to judge the work. Students may submit a self-assessment of all or part of the record. McNamara and Deane (1995) refer to that peer assessment is not suitable method for assessing logs, journals and diaries. Because these diaries were, meant to be private and read only by the writers themselvesOral presentationFalchikov (2005) states that in oral presentations, students research a topic and present their achievement in front of their teacher and former(a) classmates. Oral presentation are often linked with self o r peer assessment. Falchikov (2005a) find that involving students in the assessment of oral presentation is very beneficial. At the same time, ask the new(prenominal) peer have to provide feedback, which can get the early(a) students concentration. This way will be more agile engagement than simply listening. This kind of assessment will not only improve the oral skill of the students, but also may be maturation the other skill.PortfoliosBecause progress tests and proficiency tests are both need to assess students at the certain time, students only get one-off chance to reveal their real aim of knowledge. It is unfair to some students who are not inviolable at exams innately. As a result, portfolio assessment appeared, unlike traditional mea veritables which tend to evaluate students possession of knowledge at the certain time, portfolio assessment can allow students to show their best pieces of work over the period of time. There are some obvious benefits of portfolio assessm ent firstly, it makes students more independent and self-governing. Whats moreStudents have a chance to modify their work before submitting, it will have a positive wash back effect on assessment. (Harmer, 2007)However, the pitfalls still exist in portfolio assessment. Using portfolio assessment can be time-consuming teacher need more time to give the marks. The reliability of portfolio assessment need to be consider, because students complete this kind of assessment out of classroom, it is difficult to confirm that the students finish their assessment by themselves, nobody helps them. (Harmer, 2007)2.3 The relationship between assessment and pedagogyBefore we discuss the relationship between assessment and teaching approach, we need to clear the concept of these approaches Their definitions, features and so on.The Presentation, drill and output (PPP)PPP refer to presentation, practice and production. At the presentation stage, the teacher introduces new vocabulary and grammatical structures. At the practice stage, the lesson moves from controlled to guided practice. At the production stage, teacher will encourage students to present what they have learned and perform some communicative activity. In this stage, the heart of the matter is on meaningfluencyrather than forms (accuracy). (Harmer, 2007)Some of the advantages of the PPP model are that first it is clear and easy to conduct by the teacher. Secondly, it is easy to evaluate, as there are often clear goals to be obtained. Thirdly, there is the judgement that learning with focus on forms will become one kind of habit (Skehan, 1996). Nevertheless, with the development of theories in TESOL, some dustup teachers keep it in their mind that the PPP model is not valid. It is not enough for the teacher to simply help practise the structure. The teacher should also canvass to create meaningful teaching materials for student to use the structures learned in real communication (Wang, 2006)..Task-based Language Teaching (TBLT)Task-based Language Teaching is widely promoted in English run-in teaching nowadays. Many teachers are asking what is Task-based Language Teaching? How is TBLT different from communicative language teaching?Task-based Language Teaching is, in fact, a further development of CLT (Walsh, 2011). Thornbury (2006) suggests that TBLT has emerged from the strong form of CLT. It shares the same beliefs, as language should be learned as come together as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.When students are carrying out a task, they are focusing on the complete act of communication. Sometimes, however, we may wish to focus their attention on individual aspects of language, such as vocabulary, grammar or individual skills. We can call these activity exercises. Another kind of activity, which is very common in CLT, comes halfway between tasks and exercises. This kin d of activity consists of contextualised practice of language items (often a particular grammar point). For instance, it could be an activity that helps the students to master the present regular tense by getting them to describe what is happening in a picture. This kind of activity can be called an exercised-task. (Littlewood, 1993)Differences between PPP and TBLTWillis (1996) provided two perspectives to cite the difference between PPP and TBLT.The way learners express language in TBLT is completely different from PPP (Willis, 1996).In TBLT, all 3 components (task, planning and report) are free of language control, students have to rely on their own language resources. The purpose of TBLT is using language for real communication. In PPP model, learners adjust their language at the practice stage. Nevertheless, in TBLT, we adjust our language at the report stagethe last one. The planning stage encourages students to consider appropriateness and accuracy of the language form in ge neral, rather than the production of a single form. The report allows learner to exchange their idea and information freely, but in PPP model, learners do not have any granting immunity to a certain extent.TBLT can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect (Willis, 1996).In PPP model, with the presentation of the target language coming first, this context has to be invented. However, in TBLT, the context is already established by the task itself. When students finished the task, the language is already familiar. The activities in TBLT encourages learners to use the target language to analyse and mobilize, not just simply to repeat. A PPP model leads from accuracy to fluency a TBLT cycle leads from fluency to accuracy (combined with fluency).Overall, PPP offers a simplified approach to language learning. It is based upon the idea that you can present language in a clear way. Moreover, your language develops by adding new for ms from one lesson to the next. However, simply being able to produce forms in isolation will not help learners acquire the language for communication. Research proves that if there are plenty of opportunities with students to practise language in meaningful context, which will be the best way for students to acquire language effectively. (Frost, 2004)2.3.4 Introduction of Communicative Language Teaching (CLT)Although people have different understanding of communicative language teaching, the following three formulas suggested by Richards and Rodgers (2001)Communication formula the core of CLT activities are real communication, which will promote language learning.Task principle the language used in activities is for carrying out the tasks, which will promote learning.Meaningfulness principle language that is meaningful to the learner supports the learning process.It is important to note that CLT requires a higher level of communicative competence on the part of the teacher. It al so requires that teacher develops a wider range of skills beyond the presentation and explanation of grammatical structures (Hedge, 2000). In a communicative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding students in pair/group work.Howatt (1984) proposes a weak and a strong version of CLT. With the weak version, learners first acquire language as a structural system and then learn how to use it in communication. The strong version of CLT claims that language is acquired through communication (Howatt, 1984279). This delegacy that learners tell the structural system in the process of learning how to communicate. In other words, the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication, whereas the strong version regards experiences of using the language as the main means or necessary condition for learning a language as they provide the experience for learners to see how language is used in communication.Savignon (2004) maintains that CLT in its strong form cannot be adhered to via a single textbook, implicitly suggesting that ELT materials that are termed communicative must be adhering to the weaker form.3. Methodology3.1 Research questionThe topic research question What are English teacher own beliefs about the effects of assessment on teaching English experience? Finding the balance between formative assessment and summative assessment. Then rise to find the relationship between assessment and pedagogy. I intend to centre on teachers viewpoints on English language assessment.From teachers aspect, the questions will draw attention to the close relationship between assessment and pedagogy. What type of assessment is beneficial to teaching? That is to say, what kind of assessment is good for learning English? When assessment is solely dependent on test results, teachers tend to begin t eaching to the test (washback effect). Teaching has become test practice. They try to find out what will be well-tried and how it will be tested. Is it good for learning English?3.2 Interview Question DesignIn the beginning, my interview questions are very generalization, and contain some alter vocabulary. I used to have an interview experience, so I know if the questions are too hard to answer, will be putting pressure on interviewees. Therefore, I try to make my question simplification and concretization, in order to reduce the pressure on interviewees.Interview questions of teachers1. According to your teaching experience of students, summative and formative assessment, which kind of assessment do you conceive of is good for language teaching and learning? Why?2. Could you explain the advantage and disadvantage of each assessment respectively?3. When you assess your students language learning, how many factors do you consider? What are they?4. Do you consider the motivation of your students?5. Besides testing, what are the other methods that can be used to gather information about the knowledge and performance of language learners? Please give examples if possible.6. What are the usual formats of the tests that you have taken in your experiences of English teaching?7. Is there any particular format that you like or dislike? Give your reasons.8. Do you think examinations could reflect student learning come apart than the other type of assessment? If yes, give a reason. If no, please take one instance.3.3 Methods the RationalesSince the total conception of the research was based on investigating English language teachers and Chinese learners own beliefs about the effects of assessment on learning English experience, go without saying, the research methods used should be satisfied this determination. soft approach is above all else a person-centred enterprise and therefore particularly appropriate to our work in the field of language teaching (Richards, 20039), so it deserves to be depended on in my research.A number of different interview types can be employed to gather data for qualitative research. Interviews are often associated with survey-based research, as well as being a technique used by many qualitative researchers. In structured interviews, researchers usually ask an identical set of questions of all respondents. Less rigid are semi-structured interview, in which the researcher used a written list of questions as a guide, while still having the freedom to digress and explore more information. On the other hand, in unstructured interview, no list of questions is used. Instead, interviewers develop and adapt their own questions, helping respondents to open up and express themselves in their own terms and at their own speed. (Mackey and Gass, 2005)Mackey and Gass (2005) stated that interviews could allow researchers to investigate phenomena that are not directly observable, such as learners self-reported perceptions or atti tudes. In addition, because interviews are interactive, researchers can elicit additional data if initial answers are vague, digression, incomplete, or not specific enough. Another advantage of interview is that they can be used to elicit data from learners who are not comfortable in other modes. Take one instance, some learners are more at ease speaking than writing and more likely to provide extended answers in a conversational format. Depending on the research question and the resources available, interviews can also be conducted in the learners mother tongue (L1), thus removing concerns about the proficiency of the learner affecting the quality and quantity of the data provided.According to the two groups of interviewee, I apply in different interview type. For students group, I prefer using semi-structured interview. For teachers group, the narrative interview may be the best policy. Actually, the narrative interview is one kind of unstructured interview. Flick (2002) defines t hat the narrative interview is different from the traditional way of interview, which will help the researchers free themselves from the question-answer pattern and approach the personal experience of interviewees. The interviewees are encouraged to tell their own stories of the assessment on learning English experience.3.4 Research ProcedureI explained to my interviewee in the beginning about the whole process, the orientation of the questions, and the time needed approximately. During the process of our interview, the interviewees could speak both English and Chinese.Because I had no experience about how to conduct an interview, and did not do the polisher Study that is a simulated interview before the real interview. Therefore, when I interview my first participant - take flight, sometime she confused by the question which sounded profound. Wing was my best friend in China and she was very nice and patient. If she did not understand what I mean, she will discuss with me about th is question. Then I rewrite my questions with her help. She proposed some suggestion for my interview. I also discuss with her about my question for students. During the process of interview, I encourage interviewees to talk about some of their own experiences. Moreover, do not mind if they use Chinese to explain the questions more clearly. Finally, after we went through all the questions, the interview was going smoothly.3.5 Ethical ConcernsThere are some important ethical concerns, which have been considered throughout the entire study. At first, consent both in written (see Appendix) and verbal form was given to each authorization participant previously, so that they could have enough time to purpose whether to join this research.Because my research method is interview, my participants are not anonymous to me. Therefore, protecting their privacy and attribute in confidence what they share with me must be the best policy.I will fully inform all of participants about my researc h purpose, and make sure they totally understand what their agreement to participate entail. Furthermore, participates can withdraw from my research at any time.4. ResultTeacher A WingWhat is Wings belief about the effects of assessment on learning English experience?Wing thinks that English assessment, especially test is absolutely very important. Because she worked in a Cram school, has lots of pressure from the administrate of the school and her students parents.What is assessment?Wing regards the language assessment as a tool to keep a ticktock on her learners, through a language assessment, she can find out strengths and weakness of her students and herself. Actually, in most of cases, Wing thinks that assessment is to do with testing.Do you think examinations could reflect student learning wear than the other type of assessment? If yes, give a reason. If no, please take one instance.Wing believes that examinations cannot be said to be the best means of assessment, but the t est is really the most effective way to measure students language learning effect.Besides testing, what are the other methods that can be used to gather information about the knowledge and performance of language learners? That is to say, what are the other methods that you prefer using to assess your student? You have some choices teachers observation, interview, journals/ reflective logs/diaries, oral presentations, portfolios.Wing recalls the day when she was a student, both her English and Chinese language teachers recommended diary writing as an effective means of improving language proficiency. Therefore, when she started as a teacher, she began to try to use this method to assess her students. Actually, diary writing is the better way to assess student grammar and vocabulary. Towards grammar, she could identify common error in the use of article, tenses and preposition. Common errors in the spelling of particular word were also easily spotted. Towards vocabulary, diary writin g can be very good to help students understand some words of their special usage.For example, lots of students always confuse the usage of the words hope and wish, because in China, there is a word can express both these two words. In students diaries, many students often want to express a strong appetite or hope for something, but they always confound these two words. Wing mentions that some students translate their meaning from Chinese to English directly, they do not think in English way.After a period, Wing finds that dairies writing have some shortcoming. For example, sometimes teacher is hard to control what student write. Sometimes what students write are not teacher want to assess. Sometimes Wing finds that it is quite difficult to comments or analyses her students diaries, because diaries is their own experience.Therefore, Wing changes her assessment method in the other way. She ask all of her student to read a series of books BOOK WORMS which was published by Oxford Unive rsity Press. This series of books are the simplification of many world far-famed works. Every time she will layout a book requires students to read at home, and then write impression of the book. she wants to find out the difficulties her students had with a summary assignment they had been given, so she requested that her students write in their diary, talk about the difficulties they had when they did the assignment. However, Wing also finds out that if she too frequently requires students to do like that, by the time the students have lost all their motivation for writing diary.According to your teaching experience of students, summative and formative assessment, which kind of assessment do you think is good for language teaching and learning? Why?Because Wing works in a Cram school, each student in this school has a goalthat is to summersault the exam. This invisible to students a great deal of pressure, will definitely affect their learning effect. She believes that formative assessment is good for language teaching and learning.Consider the other methods (you mentioned at question 3) that you prefer using to assess your student again, which is your purpose of this assessment method? Formative or summative?Formative assessment. Wing think that it could be for summative assessment, but she think there is intense pressure on her students from exam, she does not want to put more pressure on her students. Therefore, she always assess her students by formative purpose.In your classroom, what teaching methods do you usually use?Grammar translation approach or you can say that is PPP (Presentation, Practice and Production) module.When you assess your students language learning, how many factors do you consider? You have some choice linguistic (Grammar and Vocabulary), interest, culture background, motivation, teaching approach, to foster learning ability.Wing states that she will consider grammar and vocabulary at the first place, because all of her teaching a nd assessment are examination-oriented.Do you think that your main teaching approach will make up ones mind you to assess your students?Wing says that it is difficult to answer this question. She want to say yes, because her teaching goal is examination-oriented, she use grammar-translation approach, therefore, she is unable to control herself to consider linguistic (Grammar and Vocabulary) when she assess her students.Teacher B LindaWhat is Lindas belief about the effects of assessment on learning English experience?Linda works in a private high school, she has approximately 2 years teaching experience.What is assessment?Linda always use language assessment in her classroom, she regards language assessment as a way of keeping a check on the student learning. She always carry out an assessment with recording-keeping, to discover learners achievements.Do you think examinations could reflect student learning better than the other type of assessment? If yes, give a reason. If no, plea se take one instance.Linda thinks that examination is not the only way that could reflect student learning. She cannot decide which one is better.Besides testing, what are the other methods that can be used to gather information about the knowledge and performance of language learners? That is to say, what are the other methods that you prefer using to assess your student? You have some choices teachers observation, interview, journals/ reflective logs/diaries, oral presentations, portfolios.Linda indicated that she always use interview and oral presentation to assess her students. Compared to other skills, Linda pays more attention to speaking skill during she assess her student. She suggests dividing her process of assessment into two partsIf it is the first time she meets a student, she prefers to interview s/he face to face. Regard to her all class, Linda think oral presentation is not only benefit for students learning, but also good for team cooperation spirit.According to you r teaching experience of students, summative and formative assessment, which kind of assessment do you think is good for language teaching and learning? Why?Formative assessment. In the process of learning, keep abreast of student mastery of knowledge, correct errors in a timely manner, to amend his mistakes early is better than the final.Consider the other methods (you mentioned at question 3) that you prefer using to assess your student again, which is your purpose of this assessment method? Formative or summative?For interview, Linda think formative assessment will be her purpose, because it focus on what are the next steps in learning. For oral presentation, summative assessment will be h

Femininity against Masculinity in A White Heron Essay -- Sarah Orne Je

Since its first appearance in the 1886 collection A clean-living Heron and Other Stories, the short story A White Heron has catch the most favorite and often anthologized of Sarah Orne Jewett. Like most of this regionalist writers works, A White Heron was inspired by the people and landscapes in rural New England, where, as a little girl, she often accompanied her doctor father on his visiting patients. The story is about a nine-year-old girl who falls in cognize with a bird hunter but does not tell him the white herons place because her love of nature is much greater. In this story, the author presents a scrap between femininity and masculinity by juxtaposing Sylvia, who has a peaceful life in country, to a hunter from town, which implies her discontent with the modernization?s threat to the nature. distinguishable from female and male which can describe animals, femininity and masculinity are personal and human. That is femininity refers to qualities and behaviors associated wi th women and girls and masculinity is manly character, it specifically describes men. Femininity has traditionally include features such as gentleness, patience and kindness. On the contrary, men?s chief qualities are strength, courage and violence.Clearly images for two definitions above in A White Heron are Sylvia and the hunter. The hunter is friendly and easy-going while Sylvia is ?afraid of folks?. Sylvia is ?a little maid who had tried to grow for eight years in a crowded manufacturing town?, but she is innocent and purity. ?The little woods-girl is horror-stricken to hear a clear whistle not very far away.? ?Sylvia was much alarmed than before? when the hunter appears and talks to her. She easily agrees to help the hunter with providing food and a place... ...usting civilization upon it? (P. Miller, p.207). With all this, the author has achieved the vividness implication that aggressive masculine modernization is a danger to the gentle feminine nature. In the end of the st ory, Sylvia decides to keep the secret of the heron and accepts to see her beloved hunter go away. This solution reflects Jewett?s hope that the innocent nature could stay unharmed from the urbanization. In conclusion, Sylvia and the hunter are two typical representatives of femininity and masculinity in the story ?The white heron? by Sarah Orne Jewett. In the age of industrialization when rural life gradually was destroyed, the author as a girl who washed-out almost of her life in countryside could not help writing about it and what she focuses in her story - femininity and masculinity, which themselves contain the symbolic meanings - come as no surprise.

Buddhism Essay -- essays research papers

originally Buddha had started teaching, many people wereignorant of their feelings and could not understand a plentitude of their senses. Before Buddha, people sufferedwith pop understanding why. Buddha taught people how torelease themselves from this daily suffering. Theylearned that the pathway to self-righteousness wasbordered with the release from suffering. Buddha&8217s wayof life has benefited the whole field because to solar daypeople can choose to understand why we are suffering,and how we can be released from it.In the depths of India in C.563 b.c., a childwas born. His parents named him Siddartha Guatama, andit was prophesized that he would angiotensin-converting enzyme day become auniversal emperor or teacher. Siddartha&8217s father wasa wealthy ruler of an important tribe called &8220shakya1 untried Siddartha spent his early life enclosed withinthe walls of the palace, where he was sheltered fromanything but luxury, and serenity. He was notsatisfied with just now material possessions. Siddarthafelt standardized he needed something else in his life. So hepleaded to his father that he could become a followerof the polytheistic piety that was at that time theonly religion in India. When his father refused,Siddartha stood in one place for days on end, until hisfather agreed. So Siddartha left his enclosed palaceand set out on his own. Not long after he started ... Buddhism Essay -- essays research papers Before Buddha had started teaching, many people wereignorant of their feelings and could not understand alot of their senses. Before Buddha, people sufferedwithout understanding why. Buddha taught people how torelease themselves from this daily suffering. Theylearned that the pathway to self-righteousness wasbordered with the release from suffering. Buddha&8217s wayof life has benefited the whole world because nowpeople can choose to understand why we are suffering,and how we can be released from it.In the depths of India in C. 563 b.c., a childwas born. His parents named him Siddartha Guatama, andit was prophesized that he would one day become auniversal emperor or teacher. Siddartha&8217s father wasa wealthy ruler of an important tribe called &8220shakya1 Young Siddartha spent his early life enclosed withinthe walls of the palace, where he was sheltered fromanything but luxury, and serenity. He was notsatisfied with only material possessions. Siddarthafelt like he needed something else in his life. So hepleaded to his father that he could become a followerof the polytheistic religion that was at that time theonly religion in India. When his father refused,Siddartha stood in one place for days on end, until hisfather agreed. So Siddartha left his enclosed palaceand set out on his own. Not long after he started ...