To what extent is Essay Example for Free

To what extent is Essay We can see this in the novel with Frankensteins professor, he died because ordinary people had very little knowledge of medical that could be provided and what good it would do them, and when trying to give someone a injection to benefit there health, he unfortunately didnt see it like that and stabbed the professor, who died as direct result. The monster we can see is remote and friendless because he is so detestable, ugly and abhorrent, people attack him when they see him, and his only friends didnt know that he existed, till they too saw him and attacked him. He explains this to Frankenstein when they meat, solitude was my only consolation-deep dark, deathlike solitude Using alliteration to stress the solitude. The third main character that we see is again lonely because she is left behind for years at a time when Frankenstein if off creating his monsters. We feel great sympathy for Elizabeth, who is portrayed as pure, aerial and racial beautiful. Her hair was the brightest living gold her face so expressive of sensibility and sweetness This is where we first hear of Elizabeth, where she stands out from all the other children because she is so innocent and pure. writes in a feminist slant when Elizabeth is concerned, this could be influence from her mother Mary Woolstonecraft who was a feminist. As in most gothic genres writings there is a twist, when Frankenstein meats with the monster, the reader expects the monster to be vicious and violent, with Frankenstein composed and collected, however the opposite is true. Be gone vile insect! Or rather, stay, that I may trample you to dust is said by Frankenstein when enraged, but the monster is not shocked by this and stays calm and answers with great intelligence, to the extent that the monster even tries to calm Frankenstein Be calm! I entreat you to hear me before you give vent to your hatred on my devoted head Here we see a total character switch and not something the reader would expect. Leading on from this language also plays a important role as the monster has to learn to read, rite and become intelligent again which is not something you would expect from a typical monster. So communication is important as the monster learns to get across his views to Frankenstein and therefore request a feminine partner. (Needs more) The setting of Frankenstein both starts and ends in the same place, which is typically cold, dark and lonely stretched our in every direction, vast plains of ice which seemed to have no end, this ties in well with the gothic genre as well as the romantic period as there are many descriptions of nature and the setting outside. The weather the reader sees has a large impact on the setting and Pathetic fallacy has a large impact on the weather. Whenever the monster comes to clam a victim the weather mirrors the mood and normally the weather takes the form of a fierce storm Flash of lightning illuminated the object and discovered its shape plainly to me; its gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy demon to whom had given life. this is yet another trait of the gothic genre. The atmosphere in this novel is typical to a large extent of the gothic genre, suspense is built up all over the book. Most of the chapters in the book are left on cliff-hangers making the reader want to know more. Suspense is also greatly built up around the death of Victors friend, Henry Clerval, the reader knows that someone has died but for some time we dont know who it is. There is also a lot of suspense built up around the fact Frankenstein new there was more suffering to come. I wondered like an evil spirit, for I had committed deeds of mischief beyond description and more much more was yet behind This leaves the reader feeling that you want to know what is the much more that he talks about. I think Mary Shellys novel of Frankenstein is to a great extent typical of the gothic genre, it has a lot of the techniques used by gothic writers and uses a lot of the affects. However the novel is not totally typical of the gothic era because there is no proper good verses evil, the monster is meant to be evil but we as the reader feel far more sympathy for the monster and less to Frankenstein. Frankenstein is the protagonist and main character so we are typically meant sympathise with him, but the novel looses the gothic edge when we start hearing things from the monsters view and so start to feel sorry for him, and roles switch like they did when the monster and Frankenstein met the reader does not really know who to sympathise with towards the end. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The role language plays in teaching and learning

The role language plays in teaching and learning The role that language plays in the teaching and learning of mathematics is one of some of the important debates in the current literature in mathematics education. In this chapter, I review literatures related to this study, giving particular attention to the manner in which teachers engage students in the exploration of mathematical concepts and procedures, in order to explore different and existing kinds of patterns of interaction observed in multilingual mathematics classroom in South Africa. Aspects reviewed include the following sub-headings: Linguistic situation in South Africa; Teaching and learning mathematics in multilingual classrooms in South Africa; Does language impact teaching and learning of mathematics? And the role of the teacher and Learner participation in classroom discourse. LITERATURE REVIEW Linguistic situation in South Africa Post-apartheid South Africas new constitution of 1993/1996 embraced language as a human right and multilingualism as a national resource, raising major African languages to national official status alongside, English and Afrikaans (Hornberger Vaish, 2009). This has led to multicultural student populations in classrooms, schools and universities nationwide. The Language in education policy that was adopted in 1997 recognises all eleven official languages. According to this policy, learners have the right to study in any of the official languages of their choice (Department of Education, 1997). According to Hornberger Vaish (2009), South African scholars have documented ideologies favouring English in Black African communities of South Africa. She further claims that Zulu, Xhosa or other Black parental demands for English-medium instruction for their children are fuelled by the perception and reality of English as language of power; parents are simultaneously drawn to English by it h egemonic status and away from mother tongue education by a deep suspicion born of apartheid. I have seen in my experience as a learner and a teacher, parents taking away their kids from townships schools to former Model C schools where English is the most dominant language. The study done by Setati (2008), revealed that learners and teachers preferred English as the language of learning and teaching (LolT) and that learners and teachers choice of language was informed by the fact that English provides access to social goods such as higher education, employment, etc. Teaching and learning mathematics in multilingual classrooms in South Africa Previous and current studies on teaching and leaning in multilingual classrooms have indicated that teaching and learning in multilingual classroom is very complex. Barwell (2009) describes multilingual classrooms by saying these classrooms are considered to be multilingual if two of more languages are used overtly in the conduct of classroom business. And mathematics classrooms are also considered to be multilingual if students use two or more languages to do mathematics. There is a continuing debate regarding which language should be used for teaching mathematics in multilingual classrooms in which neither the teachers nor the learners main language is English which is the LoLT in their schools (Setati, Molefe Langa, 2008). This is typical situation in South African classrooms; teachers and learners come to classrooms with different levels of proficiency in two or more languages other than English and yet are not proficient in English. The research done by Setati, Chitera Essien (2009) shows that teachers in these classrooms face a major task of having to teach mathematics and English at the same time, while learners have to cope with learning mathematics, as a discipline of knowledge and also as a way of communicating, in English, a language that they are still learning. This research also claims that this places additional demands on mathematics teachers in multilingual classrooms and their learners who learn mathematics in a language that is not their home language. Does language impact teaching and learning of mathematics? The importance and the impact of language in learning and teaching of mathematics has long been acknowledged by the research literature (Howie 2002, 2003, 2004; Boulet 2007; Essien 2010; Barwell 2009; Setati 2008). Based on her analyses of the poor performance of South African learners in the mathematics component of the Third International Mathematics and Science Study (TIMSS), Howie (2002, 2003, 2004) suggested that the key factor responsible for the poor performance by South African learners was due to the low proficiency in English language and she suggested a solution to this could only be to develop the learners English language proficiency. Furthermore she argues that pupils who speak the language that is used in assessments more frequently, are likely to attain higher scores on mathematics. And if their language proficiency is higher, the learners are likely also to attain higher scores in Mathematics. Say more The role of the teacher and Learner participation in classroom discourse Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defence of mathematical ideas becomes a defining feature of quality classroom experience (Anthony Walshaw, 2008). According to Boulet (2007) researchers in mathematics education agree and encourage teachers to involve learners in mathematical discussions, as communication is essential to the learning of mathematics. Specifically from the perspective of mathematics learning, by articulating the principles, concepts and rationale behind the steps of a particular problem solution, students have the opportunity to reinforce and deepen their understanding of higher-level knowledge structures in mathematical content. Furthermore, Moschokvich (1999) maintains that the important functions of productive classroom are uncovering the mathematical content in student contribution and bringing different ways of talking and point of views into contact. She further explains that in many mathematics classrooms, students are no longer primarily grappling with acquiring technical vocabulary, developing comprehension skills to read and understand mathematics textbooks or solving standard word problems. But students are now expected to participate in both verbal and written practice such as explaining solution process, describing conjectures, proving conclusions and presenting arguments. However, there are difficulties or drawbacks that can make it difficult for communication to run smoothly in classrooms. This can definitely prevent learners from accessing important aspects and concepts of mathematics or voicing their ideas. Most of our learners are not speaking English as their first language, whereas English is used as a medium of instruction in our schools, therefore a focus on correction of vocabulary or grammatical errors in what students say and the variety of ways that students who are learning English do can become problematic in learners mathematics acquisition. Now, the question is what do teachers do or can do in situations like this, to ensure and encourage learner participation in classroom? New curricula demands a lot from teachers. Worldwide, policy makers are placing increasing demands on schools and their teachers to use effective research-informed practices. The study done by Essien (2010) reveals that, in any classroom, the teacher plays a key role in the management of the communication in the classroom. He further argues that well-structured questions (unlike procedural questions requiring procedural answers) can provoke extended dialogue in the classroom, thereby creating opportunity for meaningful participation by learners. Furthermore, the study shows that the teachers ability to draw on learners linguistic resource: one of which is structuring questions to allow learners to sufficiently express their thinking, is therefore important in creating a classroom environment where learners are effectively participating in the creation of and fostering of their own knowledge. Walshaw Anthony (2009) maintain this by arguing that effective teachers facilitate classroom dialogue that is focused towards mathematical argumentation. They elaborate more on this by saying that students need to be taught how to articulate sound mathematical explanations and how to justify their solutions. Furthermore, encouraging the use of oral, written and concrete representation, effective teachers model the process of explaining and justifying, guiding students into mathematical conventions. THEORETICAL FRAMEWORK In this study, I use the work of Jina and Bridie (2008) as a theoretical framework to take the work on patterns of interaction observed in South African classrooms further by explaining learner participation and teacher-learner interaction in classroom discourse. The motive behind the choice of this theoretical framework is that this study was done in South African schools on the topic: Teacher questions and patterns of interactions in the new and old curriculum. The study reveals that two patterns of interaction emerged, namely, funnelling and leading through a method. This study also expanded more on teacher questioning and how teacher questions can support learners thinking. Chin (2006) supports this argument by saying that questioning is a prominent feature of classroom talk. Teacher questioning should be in such a way that elicit what learners think, to encourage them to elaborate on their previous answers and ideas, to help learners construct conceptual knowledge. Thus, questioning is used to diagnose and extend learners ideas and to scaffold learners thinking. Campbell Erdogan (2008) claim that teacher questions can disrupt the flow of what is going on in the learners mind, so that the learners attention can be focused on instructional objectives. However, they claim that if used appropriately, teachers questions can engage learners in the vicinity of instructional objectives, help move instructional objects to the forefront of students attention, and promote learner translation and processing of instructional objectives. However, the deficiency of this study is that it does not take the forms of listening the teacher uses during classroom discourse. As I have discussed in chapter 1 of this study that, Davies (1997) outlines three forms of listening, and further argues that listening is a very powerful tool and should be used to foster teaching and learning of mathematics. Listening to others explanations gives learners opportunities to develop their own understandings. By listening to others, learners can become aware of alternative perspectives and strategies. Concluding remarks In this study I have discussed the difficulties of learning and teaching mathematics in multilingual classrooms. As Setati and Adler (2001) claim: There are numerous, distinct mathematical discourses that require navigation at the same time. Moving between language and discourses in moments of practice is significant challenge for mathematics education research and practice. These arise out of the South African context and have specific relevance in the current educational debates in South Africa. Multilingual mathematics classrooms are, however, an increasing urban phenomenon in many other counries. (p.244) Little is known about how educators experience and implement a new curriculum and instruction in contrast to what they used to know and apply. It remains uncertain what kinds of teacher knowledge are necessary to support and facilitate learning mathematics in a setting where main language of the teacher and pupils differs and where the language of instruction and teaching methods makes it difficult for mathematical discourses that promote conceptual understanding.

World of Warcraft (WOW) Essay -- essays research papers fc

World of Warcraft (WOW) Introduction According to the World of Warcraft Community Site, World of Warcraft is â€Å"a massively multiplayer online game†¦enabling thousands of players to come together online and battle against the world and each other. Players from across the globe can leave the real world behind and undertake grand quests and heroic exploits in a land of fantastic adventure† (â€Å"World of Warcraft Guideâ€Å"). Although the origins of MMORPGs can be traced to the 1970’s, the release of Ultima Online and Everquest, commonly called UO and EQ respectively, in the late 1990’s brought MMORPGs to a broader PC gaming audience. Since the release of UO and EQ, MMORPGs have become a multi-billion dollar market. World of Warcraft went live in November of 2004, and its community has since grown to over 1.5 million players. Effective community management was made a staple in the industry by its two most notable pioneers. Community management is vital to the success of a MMORPG, and WoW i s no exception. Need for Player Representation in MMORPGs A system of communication between the players and developers has the potential to directly influence customer satisfaction. Jeremy Kelly points out â€Å"it is assumed that developers seek to maximize profits† (Kelly). From a developer’s standpoint, knowing the thoughts and feelings of the player base is one of the most important parts of the ongoing development MMORPGs are known for. Joshua Hong states that the key difference between a MMORPG and other online or offline videogames is the existence of a persistent world (6). Creating a MMORPG costs upwards of 15 million dollars, and this figure does not even include the cost of continued support after the game launches (Hong 8). â€Å"These games demand virtual worlds, significant hardware requirements from the developer (e.g., servers and bandwidth), and dedicated support staff† (â€Å"MMORPG†). Due to the unusually large investment needed to develop a MMORPG compared to normal games, MMORPGs only thrive financially through longevity. It is therefore imperative that good communication exists so customer satisfaction can be kept high. As seen in Figure 1, 63.5% of MMORPG players consider the most important aspect of the game to be influenced or directly controlled by mechanics coded by the developers (â€Å"Making friends† and â€Å"Pretending to be someone else† are considered to be primarily soci... ...esentation system for World of Warcraft similar to the systems used in other leading MMORPGs. Works Cited â€Å"Blizzard Entertainment Announces World of Warcraft Street Date – November 23, 2004.† Blizzard Entertainment - Press Releases. 4 Nov. 2004. Blizzard Entertainment. 13 May 2005. Hong, Joshua. â€Å"Play for Keeps.† Play for Keeps. 2003. Juniper Networks. 13 May 2005. Kelly, Jeremy. â€Å"Play Time.† Anthemion.org – Words. 8 Feb. 2004. Anthemion. 13 May 2005. MMORPG. 2003. Absolute Astronomy. 13 May 2005. â€Å"Team Leads.† The Camelot Herald. 2005. Mythic Entertainment. 30 April 2005. â€Å"Who are Correspondents and What do They Do.† Station.com: Star Wars Galaxies. 2 Nov. 2004. Sony Online Entertainment. 30 April 2005. â€Å"World of Warcraft Guide.† World of Warcraft Community Site. 2005. Blizzard Entertainment. 30 April 2005. â€Å"World of Warcraft Sets New Milestone with 1.5 Million Subscribers Worldwide; Blizzard's MMORPG Achieves Unprecedented Global Success.† TMCnet News. 17 March 2005. TMCnet. 13 May 2005. â€Å"WoWCensus - WoW Classes.† WoWCensus. 10 May 2005. 13 May 2005. Yee, Nick. â€Å"The Daedalus Project.† The Daedalus Project: The Psychology of MMORPGs. 11 May 2005. 13 May 2005.

The Rastafarian Movement :: essays research papers fc

The Rastafarian Movement Since its founding in the 1930s, the Rastafarian movement has grown to the point where it has become a major cultural and political force in Jamaica. During its existence, the movement has challenged Jamaica's neo-colonialist society's attempts to keep whites at the top and blacks at the bottom of the socio-economic structure. Because of its controversial actions, the movement has evoked responses from observers that range from "hostility" to "curiosity" (Forsythe 63). On one hand, Rastafarians have been criticized because of their belief that Haile Selassie, the former emperor of Ethiopia, is God and that marijuana (ganja) should be used as a religious sacrament. On the other hand, the Rastafari have been praised for their continual resistance to and confrontation with oppression, racism, and the exploitation of the poor and underprivileged (Campbell 1). Unfortunately, most early studies of the Rastafarian movement create a distorted image of the group. Jamaica's national newspaper, the Daily Gleaner's, anti-Rastafarian perspective led many to conclude that the Rastafarians were Black Marxist "racists" whose "criminality" was linked to drug-addiction. As an example of the distorted image, Morris stated the following: They are vehement in their attacks on the government, the white man, imperialism and Christianity, and their eloquence is touched by that naivete which derives...from an almost total ignorance of the world, economic affairs, and any sense of history. This is not to say that they do not have a cause; it is simply to state that whatever case they may have, they parody it with their odd speech, dress and behaviour. (89) Despite the often negative image projected in the press and other writings, the Rastafarian movement has grown at a rapid rate. In 1977, an estimated 75,000 native Jamaicans were followers of Rastafari (Davis and Simon, Reggae Bloodlines, 63). By 1988, Barrett conservatively calculated the membership of the worldwide movement to be 300,000 (2). Forsythe observed that Rastafarianism "represents a growing force wherever sizable West Indian communities are found--in Britain, Canada, the USA and in the Caribbean" (63). There are several possible explanations for the rapid growth of Rastafari. One major factor in its expansion was the emergence in the late 1960s of reggae music, a derivative of American rhythm and blues and Jamaican ska. Reggae helped spread the philosophy of Rastafari to the wider Jamaican audience and the world. During that period of time, Bob Marley and the Wailers were the principal popularizers of reggae.

Genetic Engineering: The History of Gene Therapy Essay -- Expository E

The History of Gene Therapy In today’s society, the demand for perfection is strong. Imagine the possibility that you could choose the traits your child would possess. As technology increases, eventually humans could be able to create the ‘perfect’ child, with a ‘perfect’ behavior by replacing one gene with another. Vision the possibility that diseased or mutated genes could be replaced, ridding the world of hereditary diseases. In order to do this, technology must be increased in the area of gene therapy. Gene therapy has come a long way in its short existence. Genetic enhancement of humans may someday be possible, following the successful completion of the Human Genome Project. According to an article in New Statesman (v. 127) by Caroline Daniel, the Human Genome Project is an ‘international scientific collaboration’. The project was started in 1990. More than two billion Pounds, was funded by the European public. The United States is the main country in favor of this research. Organizations such as the National Institute of health and the US Department of Energy are among those in favor. Though this research might sound promising and exciting, much more needs to be learned about genes and the composition of DNA. DNA is a double helix with nearly three billion chemical letters of genetic text, located in more than one hundred thousand different genes. The difficult part is not identifying each individual gene, but rather to figure out how each gene works, their reactions to disease and response to the environment. The Human Genome Project’s goal is to sequence every human gene before the year 2005, and surprisingly it is right on schedule. In late 1997 50,000 genes had been mapped. Originally, the th... ...t all. In closing, though the science of gene therapy has only been around for just more than a decade much progress has been made. Through this research, helpful information about genes and diseases, what links them, and how to cure them, is being uncovered. As long as gene therapy is used solely for the purpose of curing disease, or helping the overall health of mankind, then I am not against it. This is a new technology that someday could help extend the average life span of human beings. Man-kind could really benefit from this research. As the days pass, we are making progress in this field. Only time can tell when genetic disorders will be unheard of. Works Cited Adelman, Ken. â€Å"Changing who we are.† Washingtonian v. 35 no. 11 (2000): 25-28. Daniel, Caroline. â€Å"Human Genetics: the dinner-party guide.† New Statesman v. 127 (1998): page 30.

Life and Works of Rizal Essay

He continued his studies at the Universidad Central de Madrid, Spain, where he earned the degree of Licientiate in Medicine. He also attended the University of Paris in France and earned second doctorate at the University of Heidelberg in Germany. Having travelled the world extensively, Rizal became conversant in at least twenty-two languages. He was a prolific poet, essayist, diarist, correspondent, and novelist whose most famous works were his two novels, Noli me Tangere and El Filibusterismo. These works fearlessly exposed the injustices committed by the Spanish civil and clerical officials in the Philippines amd spurred the militancy of armed revolutionaries and reformist against more than 300 years of Spanish rule. Rizal was proponent of institutional reforms by peaceful means rather than violence revolution. But he was associated with the growing insurgency movement and declared an enemy of the state by the Spanish authorities particularly because of the publication of his novels. He was deported to Dapitan in Zamboanga then incarcerated at Fort Santiago. When the Katipunan exploded into the full-blown revolution, the authorities were quick to incriminate him. After a mock trial, Rizal was convicted and sentence to die by firing squad at Bagubayan on December 30, 1896. Eventually, his martyred death proved to be the catalyst that precipitated the Philippine revolution and the downfall of the Spanish colonial rule.

Describe how the British government used propaganda to in fluency the British people in the First World War

Propaganda is information designed to get people to believe a certain point of view. It does not have to be lies. It can be the truth, though it is only one part of the truth. The British government started to use propaganda at the before the world war one. They used it to make the British people dislike the Germans and support the war. Propaganda was used in world war one to promote the war effort. The government used propaganda for many deferent reasons. The government used propaganda at many different times in the war for many different reasons and some of the propaganda was not needed by the end of the war like recruitment poster. Recruitment propaganda was used from the start of the war until conscription was introduced in 1916 .The British government made many recruitment posters to get people interested in signing up to fight in the war. The government used many different and my favourite one is a man sitting in an arm chair and has his daughter asking him â€Å"daddy what did you do in the Great War?† this was made to get a normal family to sing up for the war it had a very big impact on many family men it would make them feel a bit guilty to his family that he did not help to protect the country. The government made theses posters to get people to sigh up for the war because the British army was very small about 250,000 men compared to the French and German army what where conscription army's. We need help to beat the evil Germans so we put up posters asking people to join the army. Women were also the target from propaganda either. Propaganda was targeted at them to try and get them to take up work in the places left by the vast number of men what went to fight in the war. Or to try and make their husband, fight in the war. The news papers published Atrocity stories about atrocity stories what happened in Belgium. This stories where to tell to build up hate toward the Germans. It was based on true fact and most of it was real but got mixed on the way to your ears. But other stories are just made up. They were successful because people wanted some thing to hate the Germans for and this was a good thing for the British government. A British spy was killed by the Germans what was a very good piece of propaganda .But the newspaper told us that she was a middle aged nurse working at the western frontline serving our troop in the war in the Germans lines. It was in all of Germany power to kill her because she was spying and helping British solider in prisoner of war camps escape to the frontline .It was a great pieces of propaganda for the first world war . But after the war the Germans did emit that it was a very big mistake to kill her but she could have been put in a prison. Raising money for the war became increasingly difficult throughout the war. The government tried many different ways of raising money. At first they simply spent less money elsewhere in the county or raised taxes a bit. However as the war kept on growing they didn't have enough money to fund the war. The government found its self, borrowing money from other countries to fuel the war. They decided to issue an appeal for money in the way of propaganda to get the wealthier families and households to donate money to them. They asked people to take out war bonds that could be paid back at the end of the war. This was also coped by the US in WW2. The British army did have a secret weapon of the First World War it was the tank. The Tank was a propaganda persons dream their was many new stories about it in the paper and many different pictures of it in the paper at first it was not that impressive in the war. But after time the army used them goodly and did much damage with them but. The tank did build up much national pride and gave British people hope that we where going to win the war. The government did not only want to influence the views of Britain, but also those of friends and enemies abroad. America would be a great help if they would join the war for the allies. To help mobilise America for war the Foreign Office, who were in charge of propaganda to neutral audiences, printed hundreds o books and leaflets to send to American newspaper editors. When the Luistania was sunk by a German U-boat's torpedo in 1915, British propaganda made sure it was told about a lot. Without the propaganda the country would might not have won the war. It helped us many way . It was one of the crucial factors of us winning the war although be may of gave up on the war but the government used their ever growing wisdom in know what we want to see and hear about the war (was better wisdom in them days).