Rebelz page :: essays research papers

his dramatic works, Shakespeare has provided insights into human nature which, in the opinion of many of his disciples, equal those of the greatest modern psychologists. The impact of the Bard's insights is compounded by a masterful use of the language which makes him the mostly widely studied English writer. Church records indicate that William Shakespeare was baptised in Stratford-upon-Avon, Warwickshire on April 26, 1564. April 23 is widely accepted as his date of birth. His father was a respected tradesman (a glover who was involved in a variety of commercial activities) who held several important municipal offices. Shakespeare was probably educated at the local grammar school. He would have viewed local theatrical productions by groups of travelling players. When he was eighteen he married the twenty-six year old Anne Hathaway. In May of 1583 she gave birth to their first daughter, Susanna. In 1585, twins, named Hamnet and Judith, were born. Shortly thereafter, Shakespeare left Stratford. It is speculated that he was fleeing prosecution for poaching deer on the property of a local nobleman. By about 1587 he had arrived in London and begun his career as an actor and playwright. His success earned him the jealousy of rivals such as Richard Greene who condemned him as "an upstart crow" in 1592. The following is a chronological listing of Shakespeare's canon of plays and poetry: 1588-93 - The Comedy of Errors 1588-92 - Henry VI (three parts) 1592-93 - Richard III 1592-94 - Titus Andronicus 1593-94 - The Taming of the Shrew 1593-94 - The Two Gentlemen of Verona 1593-94 - "The Rape of Lucrece" 1593-1600 - "Sonnets" 1588-95 - Love's Labor's Lost 1594-96 - Romeo and Juliet 1595 - Richard II 1594-96 - A Midsummer Night's Dream 1590-97 - King John 1592 - "Venus and Adonis" 1596-97 - The Merchant of Venice 1597 - Henry IV (Part I) 1597-98 - Henry IV (Part II) 1598-1600 - Much Ado About Nothing 1598-99 - Henry V 1599 - Julius Caesar 1599-1600 - As You Like It 1600-02 - Twelfth Night 1600-OI - Hamlet 1597-1601 - The Merry Wives of Windsor 1600-OI - "The Phoenix and the Turtle" 160I-02 - Troilus and Cressida 1602-04 - All's Well That Ends Well 1603-04 - Othello 1604 - Measure for Measure 1604-09 - Timon of Athens 1605-06 - King Lear 1605-06 - Macbeth 1606-07 - Antony and Cleopatra 1607-09 - Coriolanus 1608-09 - Pericles 1609-IO - Cymbeline 16IO-II - The Winter's Tale 16II - The Tempest 16I2-I3 - Henry VIII 16I3 - The Two Noble Kinsmen In 1594, Shakespeare joined The Chamberlain's Men, a theatrical company which enjoyed the patronage of the royal court.

Emily Brontës Wuthering Heights :: essays research papers

The purpose of this paper is to assess the novel, "Wuthering Heights," by Emily Bronte, particularly within the context of the character, Catherine. Catherine plays a prominent role throughout "Wuthering Heights." For the most part, it is her love of Heathcliff which represents the crutch of the human struggle encountered by Catherine, as well as other characters throughout the story -- but especially Catherine. Curiously, relationships of that period were more often than not governed by social convention. The relationship between Catherine and Heathcliff is an exception to this...while, ultimately, one Thrushcroff Grange attracts Catherine, and thusly leads her to stray from her true nature. It is difficult to separate the character from the author, noting that the author's childhood was basically isolated and gloomy, and Catherine herself, is a truly private individual. It is this sense of privacy, in my opinion, that supersedes any other factor throughout the story. To understand this sense of inwardness, one must explore the novel itself. The story begins in the early 1800's (c. 1801) and one Mr. Lockwood removed from the narrative. The novel begins to take shape, only after some degree of reading, when we realize what is happening at Wuthering Heights in conjunction with Thrushcroff Grange. Soon afterwards, Nelly Dean makes her appearance, while she herself is somewhat unpreceptible. Overall, content and structure is rather fractured, although a so-called Satanic hero begins to emerge as a creature of darkness as well as rebellion and passion. Conversely, pressures on Heathcliff are internal. Results of his life emanate from his orphan years in Liverpool and his horrific treatment at Wuthering Heights. The author underscores the violence and darkness of man...even to such a primal and universal degree that it is impossible to overcome. In the beginning, Mr. Lockwood visits his landlord. He is a new tenant at Thrushcroff Grange and find s himself to be most unwelcome. His treatment by the landlord, Mr. Heathcliff, the servants, and even the dogs is less than welcoming. Heathcliff is something of a paradox. He exhibits the manners of country squire, urbane and handsome although aloof and private. Wuthering Heights itself is basically an old farmhouse and its namesake comes from the weather which it has had to endure. Overall, I found this book to be extremely personal, and almost eccentric. By eccentric, I mean the views that are put forth are very private and even difficult to understand.

Online Learning Environment Essay

The recent shift towards intensive use of computer technology in educational practices has already become so powerful that computer-based learning is no more perceived as something new. Whether it is computer laboratories in the primary schools or Internet-equipped computer facilities in the high-school, computers have turned into unalienable part of students’ life. However, such rapid and overwhelming spread of the new technology raised serious questions concerning positive and negative aspects, new opportunities for students and teachers, age peculiarities, and gender specifics of computer-based learning. The latter seems to be one of the major focuses of contemporary research in computer-based learning. Article â€Å"Gender differences in the use of computer mediated communication by post graduate distance students† written by Barrett and Lally (1999) investigates into the gender aspect of computer-mediated education, namely the use of Computer Mediated Communication (CMC) in a specific learning context by a small group of postgraduate (MEd) distance learners and their tutors. Taking into consideration the fact of steadily growing audience of students involved into online educational practices, relevance of such research can hardly be questioned. Although the number of participants is rather small – probably the first and foremost drawback of the research – the authors have managed to collect comprehensive amount of data using students’ electronic diaries, questionnaires and transcripts of all their online contributions. Barrett and Lally (1999) apply content analysis – arguably the most popular method in psychology – to evaluate on-line dialogues between members of the group. Specific attention has been paid to studying learning and socio-emotional pattern of behavior demonstrated by participants, since the major hypothesis of the authors is that male and female students differ significantly on this dimension. The choice of method seems absolutely correct keeping in mind the hypothesis posed by the authors. Key outcomes of the study supported the authors’ hypothesis: content analysis of the available data has revealed serious difference in behavior of men and women put into the online learning environment. Firstly, male students tend to send more messages than their female counterparts. Secondly, messages written by male students were on average twice as long as messages written by female students. And thirdly, male students tend to write socio-emotionally oriented messages, while female students exhibit interactive orientation. These three findings make it possible for the authors to establish strong correlation between student’s gender and his/her behavior in the online learning environment. Despite seeming plainness of this study, it seems rather difficult to give it a univocal assessment. On the one hand, there is a small sample group, which raises the issue of the study’s reliability, and simple research design, while on the other hand, there is exceptional relevance of the study (keeping in mind that it was published in 1999) and important findings, which have shown right direction for further research. Although there may be another point of view, the second component outweighs all drawbacks of the research: while the drawbacks relate to formal aspect of the study (e. g. insufficient sample size, poor data capturing techniques, etc), the content (hypothesis and findings) is really great. Newness of the author’s ideas has turned the article into a good starting point for other researchers, whose works help develop the most optimal learning and teaching strategies designed according to specific learning behavior of both sexes in a mixed online learning environment. Although newness is the most important characteristic of Barrett and Lally’s (1999) work, they apparently relied upon a number of previous studies. As soon as the overall subject of their research is concerned, the study can hardly be addressed as absolutely original: a number of studies dealing with the impact of computer technologies on the learning environment of classrooms (including the learning activities that take place in the classroom, and various educational strategies designed to make them more effective) were written throughout the 1990s. Although none of them paid serious attention to gender differences that might characterize behavior of students in computer learning environment, they definitely revealed a number of specific features of computer-based (including online) learning and teaching practices. For example, Richards (1996) conducted one of the first studies of the influence of computer-based environment on student motivations. His research conducted as a part of the Bell Atlantic’s World School Program revealed that computers and the Internet significantly improved students’ motivation. Thus, 92 percent of the respondents in Richards’ program classified the Internet as an effective learning tool (Richards, 1996). Findings of another research performed by Follansbee (1996) and his colleagues the same year stand in line with those of Richards. Comparison of the learning outcomes of students doing a task with access to the Internet demonstrated much higher level of confidence in conducting and presenting the research task. Besides, the study discovered that students with access to the Internet demonstrated better diversity and inventiveness presenting their tasks, could better integrate various perspectives, and presented their answers/projects more accurately (Follansbee 1996). In 1997, Proost and Lowyck (1997) published a study devoted to gender aspect of computer-based education. The sample group of the study was impressive: traditional and distance learning university students – a total of 1368 students (945 males and 416 females) over 18 years of age (Proost and Lowyck, 1997: 371-372). However, that study dealt only with the gender differences in perceptions of and preferences for computer based learning environments, while Barrett and Lally (1999) went deeper into the subject. Thus, Proost and Lowyck (1997) found out that female respondents had, on average, more negative perception of computer based technology and a preference for traditional methods than male respondents (p. 380), but did not try to answer the question whether male and female students demonstrate different behavioral patterns in the online learning environment or not. While Barrett and Lally (1999) relied on a number of previous researches, their own findings were further explored, confirmed, corrected, and extended by later studies. Kelly (2000) used Barrett and Lally’s (1999) assumption that girl pay more attention to the interactive aspect of computer-based communication and learning to explain why girls normally have little interest to computer science. In her account, computer does not involve a lot of teamwork and social interaction and, therefore, is less interesting than traditional communication and learning. In the same way Kelly (2000) explains why absolute majority of the computer games are designed according to tastes of male audiences and emphasize things (violence, intensive action, speed) that are not attractive to women. Therefore, boys feel more attraction to computers and computer-based learning and â€Å"†¦ with more males getting into careers in the computing industry, they perpetuate this cycle of catering for the needs of a predominantly male audience who gain an entry point into the computing world via games and later take up careers in the computing industry† (Kelly, 2000: 156). Similarly, Passing and Levin (2000) explored gender difference amongst pre-school students trying to reveal their preferences to various designs of multimedia learning interfaces (in order to improve outcomes of learning). The study involved a sample of 90 children (44 girls and 46 boys), and its major outcome was significant difference in boys and girls’ preferences: boys demonstrated more attraction to movement while girls paid more attention to visual elements. Shin and Chan (2004) also cite Barrett and Lally’s (1999) in their study of the effects of online learning on distance education students. The authors assume that there is a direct relationship between students’ involvement in online learning and distance learning outcomes taking into consideration gender aspect as the major factor that affects online learning (p. 277). Riding and Grimley (1999) investigated how differently the same computer multimedia affects cognitive style and performance of boys and girls (11 years). The study involved 40 boys and 40 girls and was conducted in two stages: firstly, participants underwent the procedure of assessment which revealed their cognitive style; secondly, they were offered a multi-choice recall test after studying a science topic with the help of computer and CD-ROM (p. 44-45). Upon completion of both stages the authors compared computer-based scores of the participants with scores given for similar topics learned with the help of traditional educational methods. The authors reported that â€Å"with regard to the mode of presentation of the multimedia materials, girls who were Wholist-Imagers and Analytic-Verbalisers were better with presentations which had picture and sound than those which had only picture and text. Those who were Wholist-Verbalizers and Analytic-Imagers were better with presentations which had picture and text than those which had only picture and sound. The results were the opposite for boys. For both gender groups performance was best with presentations which combined picture, text and sound† (Riding and Grimley 1999: 55). Evidently, the article written by Barrett and Lally (1999) can hardly be addressed as a classic work which has already become the basic reference point of modern studies in computer-based teaching and learning. At the same time, it is far from being a mediocre and irrelevant study that has absolutely not scientific value. The truth is somewhere in between: the article is a well-written piece of work which stands in line with previous research, has an element of newness and, therefore, opens new opportunities for scientists. REFERENCES Barrett, E and Lally, V. (1999) â€Å"Gender differences in an on-line learning environment† Journal of Computer Assisted Learning 15, 48-60 Follansbee, S. , Gilsdorf, N. , Stahl, S. , Dunfey, J. , Cohen, S. , Pisha, B. and Hughes, B. (1996) The role of online communication in schools: a national study . Peabody, MA: Center for Applied Special Technology. Kelly, Karen. (2000) â€Å"The Gender Gap: Why Do Girls Get Turned Off to Technology? † The Digital Classroom, ed. D. T. Gordon, The Harvard Education Letter, Cambridge, pp 154-160 O’Hara, S. P. (1998) â€Å"A case study of attitudinal effects of Internet use in a middle school integrated science curriculum†. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA, April 19-22, 1998 (Eric document ED417978). Passing, D. & Levin, H. (2000) â€Å"Gender Preferences for Multimedia interfaces†, Journal of Computer Assisted Learning, 16: 64-71 Proost, K. , Elen J. & Lowyck J. (1997) â€Å"Effects of Gender on Perceptions of and Preferences for Telematic Learning Environments†, Journal of Research on Computing in Education, Summer, 29(4): 370-384 Richards, F. C. (1996) â€Å"The impact of the Internet on teaching and learning as perceived by teachers, library media specialists and students† Masters thesis, Salem-Teikyo University (Eric document ED410943)

Tale Tell Heart and Goose Girl

Jack Mitchell Mr. Glen Smith English1302 Oct 10,2012 Compare/Contrast Essay Assignment #2 The unnamed narrator in Edgar Allan Poe’s â€Å"A Tell- Tale Heart† and the chambermaid in the Grimm Brothers â€Å"The Goose Girl† both possess strikingly similar characteristics. Both show aggression and use violence to get what they want but are very careful of how they go about it and covering it up. In Poe’s story, the unnamed narrator kills an elderly man that he is caring for because the old man has a foul looking eye that is covered with a white film.This is what is slowly driving him insane but afterwards he ingeniously decides to hide the body incase someone heard the noise of the olds man body. This is so he does not get arrested for his murder and when the police do stop they believe his story and do not suspect anything, until he gives them a reason. The chambermaid on the other hand forcefully and violently makes the princess, who she knows wont stand up for her self, switch places with her simply because she wants to live the life of the princess.She also makes the princess swear to secrecy so she never has to worry about her true identity being unveiled. Later, she cleverly kills the princess’s talking horse, which was the only witness to what happened between the chambermaid and the real princess’s. In Poe’s â€Å"The Tell-Tale Heart† the unnamed narrator is caring for an elderly man who isn’t capable of taking care of himself. The elderly man has a bad eye that has a silky film over the top of it. The narrator becomes sickened and essentially afraid of the eye.He decides that the only way he can get rid of these feelings is to kill the old man thus getting rid of the eye forever Originally, he is hesitant to actually go through with his plan, but he knows it is the only way to end his torture. â€Å"I made up my mind to take the life of the old man, and thus rid myself of the eye forever† (303). He waits until the time is right when the eye is open to kill him â€Å"I did for seven long nights every night just at midnight, but I found the eye always closed; and so it was impossible to do the work† (303).He feels he must kill the man with the evil eye open because â€Å"for it was not the old man who vexed me, but his Evil Eye† (303). Once he finally kills the man, he decides to hide the body incase someone heard the noise or the beating of the man’s heart, which is now driving him even more insane. However, when he was finished cleaning up someone rang his doorbell and when he opened it, â€Å"There entered three men, who introduced themselves, with perfect suavity, as officers of the police† (305). The narrator gave the police a very believable story and they were satisfied.He was almost scott free, but then he starts to hear the thumping of the mans heart and starts going crazy. Convinced the police heard the noise too he ripped up th e planks revealing the body of the elderly man. In the Grimm Brothers â€Å"The Goose Girl†, the chambermaid of the princess so desperately wants to the live the lavish care free life of the princess she decides to test her fate by taking action. This is when her violent behavior is seen for the first time, when she decides to forcefully and violently begin to curse at the princess to dress up as a chambermaid so she can take the princess’s place.She also made the princess to swear to never tell anyone what happened. â€Å"Then with many harsh words, the chambermaid ordered the princess to take off her own royal clothing and put on the chambermaid's shabby clothes. And in the end the princess had to swear under the open heaven that she would not say one word of this to anyone†¦Ã¢â‚¬ (406) When she finally arrives at the castle and marries the king, she asks him for a favor. â€Å"Send for the knacker, and have the head of the horse which I rode here cut off. â €  (408) This is her way of making sure that there are no loose ends and that there is no one or thing that can revel her true identity.However, she does not know the horse can still talk after its’ been beheaded. This small overlooked detail is the root cause to her downfall. The Narrator is portrayed as an insane man who starts to lose control of whatever sanity he has left once he comes into contact with the elderly mans grotesque eye that he thinks is evil. Even though he is portrayed as crazy, in reality he has not lost his mind completely, in he fact that he actually watches the man, investigates the room, and checks the eye to see if it is open â€Å"every night just at midnight†(303). He did this for seven nights, hich clearly shows that he has not completely lost his grip on reality. By waiting for the perfect chance to strike shows patience, mentally and physically. Another sign the narrator was not totally insane was that he had a face-to-face conversatio n with three police officers. In the end, â€Å"The officers were satisfied† and believed his alibi. There is no way a person said to have lost his mind completely could have fooled three trained police officers. On the other hand, the chambermaid in â€Å"The Goose Girl† is seen as a cunning, tough character throughout the story.However, towards the end of the story her true colors begin to shine. By her sending out the knacker to â€Å"have the head of the horse which I rode here cut off, for it angered me on the way. †(306). This shows that she has started to worry and stress over her secret getting out. By her having everything and everyone who could tell her secret around her taken away is the first sign of weakness from her. It is a sign of weakness because she is doing everything possible to save herself and only herself.Lastly, the reason why both the chambermaid and the narrator both got caught and failed to get away was due to them. The narrator was ho me free until he started to panic, thinking the guards could hear what he was hearing he finally lost it â€Å"dissemble no more! I admit the deed! —tear up the planks! here, here! —It is the beating of his hideous heart! † (306). The chambermaid had it done what she had set out to do. However, if she would have stopped and trusted the promise the princess gave her from the beginning she would have been fine.She instead decided to take things into her own hands and had the talking horse beheaded. Finally, the reader can see that both of the characters used every means necessary to get what they wanted which included violence to get what they want but are also very careful of how they go about it and covering it up.Work Cited Grimm, Jacob and Wilhelm Grimm. â€Å"The Goose-Girl. † Kinder-und Hausmarchen. 7th ed. D. L. Ashilman, trans. Berlin: n. p. , 1857. Print Poe, Edgar Allan. â€Å"The Tell-Tale Heart. † The complete Tales and Poems of Edgar All an Poe. New York: Random House, 1975. Print.

Case Study Reflections Analysis Education Essay

This paper will research information presented from EDSL 673 and EDSL 671 from the Teaching English as a Second Language ( TESL ) plan. The information presented will research the five top thoughts that have generated to most fascinate over the continuance of these last two classs. Information will be discussed as to the importance of these thoughts and the deductions they will hold on future instruction. This paper will besides research ways that these thoughts can be implemented in current instruction under the preexistent conditions of the teaching assignment. Explanations will besides be presented to show what could potentially be the immediate consequences every bit good as the long-run consequences expected for holding implemented these thoughts within the current instruction assignment. These thoughts are relevant to instructors that will profit from information refering to direction of English Language Learners ( ELL ) or English as a Second Language ( ESL ) pupils. Contemplations There are so many different facets of instruction that are necessary in order for pedagogues to be effectual and to guarantee that all pupils are larning to their fullest potency. This is no exclusion for instructors of ELL or ESL pupils. However, due to the nature of kids and the manner each kid learns, instructors need to cognize the best patterns for direction based on the demands of their pupils. There are several different techniques and methods that may be utilized with ELL and ESL pupils in order for these kids to be successful in their acquisition ; and hence to go successful when working with their equals within the schoolroom. Based purely on the information being presented from the last two classs, there were several different constructs and thoughts that were being introduced. Although many of these impressions are familiar to experient instructors, there are several thoughts that may standout to persons as they may hold higher deductions to their instruction than others. There are five thoughts from these two classs that present the highest deductions, and they are the constructs of Natural Order Hypothesis, Affective Filter Hypothesis, Culturally Responsive Teaching, Schema, and Accessing Prior Knowledge. The construct of Natural Order Hypothesis presents pedagogues with the order that persons get linguistic communication accomplishments. There are predictable phases for primary linguistic communication acquisitions along with predictable phases for the acquisition of secondary linguistic communications. Primary linguistic communication is acquired following these phases: babble ( 6 – 8 months ) , holophrastic ( 1 twelvemonth ) , two-word phrases ( 1 – 2 old ages ) , and multi-word ( 2 – 5 old ages ) . A individual ‘s 2nd linguistic communication is acquired following these phases: soundless receptive or preproduction ( 6 – 8 months ) , early production ( 6 months ) , speech outgrowth phase ( 1 twelvemonth ) , and intermediate linguistic communication proficiency ( 1 twelvemonth ) . Having an apprehension of the Natural Order Hypothesis allows pedagogues to develop an apprehension of where their Ell or ESL pupils may be in respects to their linguistic communication acquisition. Therefore, by understanding this thought, the instructor may develop lessons that are better suited for the pupil. This will besides help the instructor in the creative activity of activities that are completed in the schoolroom so all pupils are able to take part. Teachers that are able to link this construct to their English linguistic communication scholars are besides able to help these pupils when working in little differentiated instructional groups, and hence doing the acquisition much more meaningful for these pupils. Developing an apprehension of Affective Filter Hypothesis will assist pedagogues present themselves along with their schoolroom construction and lesson thoughts in a mode that will set their English linguistic communication scholars at easiness with the information they are showing. This will help these pupils from making a filter that could hinder larning. Students that are in structured environments with instructors that genuinely care about their acquisition keep a low degree of emphasis, and pupils are more likely to be motivated and confident, and hence a batch of linguistic communication acquisition can take topographic point. Teachers that have been able to make an environment that focuses around the Affective Filter Hypothesis are able to help their pupils in higher degrees of linguistic communication acquisition. Students that are so able to bring forth a larger degree of linguistic communication acquisition are so able to stand out at greater rates within the schoolroom. The deductions of Affective Filter Hypothesis in instruction is high in order to guarantee pupils are larning. Helping pupils maintain a low affectional filter is an of import measure in the confidence that pupils are traveling to get the linguistic communication skills they need in order to go successful in the schoolroom. Culturally Responsive Teaching is a teaching method that recognizes the importance of including pupils ‘ cultural mentions in all facets of larning. Culture is the deeper degree of basic premises and beliefs that are shared by members of an organisation, that operate unconsciously and specify in a basic ‘take for granted ‘ manner an organisations position of its ego and its environment. Culture contains both external and internal elements. External elements of civilization contain those such as ; nutrient, festivals, vacations, dances and vesture. Internal elements of civilization are those such as ; values, beliefs and forms of non-verbal communicating. By acknowledging the value of Culturally Responsive Teaching, pedagogues are able to demo pupils that they value their civilization and hence will observe their heritage in the schoolroom. This shows pupils that they are valued as persons and at the same clip could even bring forth a low Affective Filter. Culturally Responsive Teaching is of import in order to demo pupils that as the instructor, you value where they come from, and wish to observe that with the remainder of the category. All pupils should be able to portion with each other their civilization and heritage. This creates a schoolroom of culturally antiphonal pupils and helps the pupils understand that their backgrounds are of import. Teachers that partake in this pedagogical pattern create unfastened and receptive environments where pupils feel welcome when they enter the schoolroom. Last, scheme and accessing anterior cognition are of import factors that can act upon larning within the schoolroom. Schema is the organisational form or construction ; the conceptual model that pupils possess. Teachers that are able to entree a pupil ‘s scheme are more likely to be successful in assisting that pupil develop an apprehension of the constructs that are being taught. Teachers that are able to understand the deductions of scheme are so able to use this cognition into their schoolroom and their lessons. By showing to pupils how different accomplishments build upon one another will help these pupils in doing connexions between one construct and another. Accessing anterior cognition is manner for the pupils to take what they already know, and so use that cognition to the stuff they are presently larning. Teachers that focus on accessing their pupils ‘ anterior cognition are more likely to hold pupils that are able to retain information. Bing able to entree one ‘s anterior cognition is of import when working in the country of bring forthing illations. Bing able to do illations is an highly of import accomplishment when increasing reading comprehension. Bing able to use what one already knows to what the writer is connoting will assist the pupil in holding a greater apprehension of equivocal constructs. Both scheme and accessing anterior cognition are impressions that all instructors should implement in their schoolroom course of study. Constructing a pupil ‘s scheme while at the same clip holding the pupil entree their anterior cognition will further a greater apprehension of the thoughts that are being taught in the schoolroom. During the continuance of these two classs, I was able to develop a greater apprehension of these constructs and recognize how of import they are in being implemented in the schoolroom on a regular footing. Although these constructs are ideals that I presently posses, these classs have presented extra methods for execution in order to better pupil accomplishment. I will go on to implement these thoughts in my schoolroom environment with the end of continued pupil betterment. Currently, I do n't hold pupils in my schoolroom that are coded as being English linguistic communication scholars, and hence do non use the tactics for teaching English linguistic communication scholars in the schoolroom. However, I have had English linguistic communication scholars in old categories, and hence reexamining this information will help me with the continued execution of these techniques. The major benefits of these constructs are that they work with all pupils, and non merely those pupils that are considered to be English linguistic communication scholars. The immediate consequence of implementing these thoughts in the schoolroom would be the hope of increased accomplishment on the behalf of the pupils. The continued reappraisal of these constructs will bring forth a better apprehension of these thoughts, and hence a deeper apprehension of how they may be implemented into the schoolroom construction on a regular and ongoing footing, therefore holding a continued impact on pupil larning. Long-run effects of the execution of these thoughts will be the long-run apprehension of the different impressions covered within the schoolroom. By constructing on the pupils ‘ scheme, therefore increasing the pupils ‘ anterior cognition will take to them holding a greater keeping rate for their future class work.

Qing China and the consequences of the golden age Essay

The â€Å"Prosperous Age† was a period where Qing China experienced a drastic increase in population, flourishing trade and commerce, and a remarkable level of social and political stability during the reign of Emperor Kangxi, Yongzheng and Qianlong. However, its brilliance was overshadowed by its subsequent consequences and China was soon at its breaking point in the 19th century. This essay would then evaluate on the implications of the â€Å"Prosperous Age† and how the long-term consequences proved to be more negative in the 19th century due to a string of crisis, and subsequent problems that continued even in modern China of the 20th century. Negative Unanticipated Long Term Consequences Reversal of Trade Fortunes with Britain During the 18th century, there was mounting European demand for Chinese goods (Hung, 2011). Britain in particular, had strong liking and demand for Chinese goods especially tea. Hence, it led to the outflow of British silver into China, but little inflow of silver back into the British economy resulted in China enjoying a trade surplus (City University HK, 2007) while Britain suffered from a trade deficit. To redress this deficit, Britain began to smuggle and sell opium in China (City University HK, 2007). China’s attempt to prohibit opium then resulted in the Opium Wars and suffered a tragic defeat. The defeat in the Opium War led to the signings of unequal treaties . Upon signing of the unequal treaties, much Chinese marked it as the beginning of a century of shame and humiliation. Although China was never formally colonized, the lack of ability to defend its basic sovereign rights and ability to govern its own country made it look like a like semi-colonized state of Britain. Consequently, the Qing government was seen as weak and inefficient to combat against the foreigners and much Chinese lost faith in the Manchurian Qing government. As a result, this gave rise to the Boxer Rebellion (1899-1901) where violent revolts and attacks were targeted against foreigners as a sign to resist their influence. Boxers, supported by China, suffered a yet another defeat and were forced to sign yet another unequal treaty: Boxer Protocol, where the reparations drastically crippled the Chinese economy till the mid 20th century (Zheng, 2009). Thus, we can see that the initial trade surplus, a sign of â€Å"Prosperous Age† resulted in British to redress the situation by selling opium to the Chinese led to the Opium Wars and the unequal treaties which greatly weakened Qing China internally and externally in the 19th century. China’s failure to counter foreign influence led to their continued defeat in the Boxer Rebellion at the end of 19th century, where another unequal treaty continued to cripple her till mid 20th century , thereby demonstrating the long term consequence of the â€Å"Prosperous Age† was indeed negative in the long run, especially since the consequences did not confine just to the 19th century but even stretched to the 20th century. Reforms did not keep up with population boom During the â€Å"Prosperous Age†, China’s population tripled from less than 150 million to over 400 million (Perkins, 1969). Civil Service Exam however continued its strict quota for passing (Bentley & Ziegler, 2003) and that meant a lower ratio of scholar to population passes. The frustration of students led to the rise of influential leaders like Hong Xiuquan who sought for reforms which led to the Taiping Rebellion . Coincidentally, the backbone of his rebels were the poor peasants who were forced out of arable lands and were socially upset and frustrated, which was also due to the consequence of the population boom. The consequence of the Taiping Rebellion led to a weakened Qing as they were forced to decentralize power to provincial elites to deal with the crisis and this power was never fully recovered even after the rebellion was suppressed (Sng, 2011). Provincial elites who did not return the power were a growing sign of defiance and could have the possibility of rising up against the imperial court. The unneeded civil unrest caused by Taiping Rebellion also served to exacerbate subsequent crisis like the Northern Chinese Famine (1876-1879) where the government was severely blamed for not providing sufficient aid. The excess unrest and loss of power proved to be detrimental in the 19th century as it crippled China and the country with no official political bloc stepping up to assist with the problems and crisis. In short, China was in a total disarray and chaotic. Lack of technological advancement Qing China favoured political and social stability over technological innovation which they feared would lead to unsettling changes. Furthermore, the vast population available to firms was a cheaper alternative to increase output, rather than investment of new technologies which was costly (Bentley & Ziegler, 2003). This proved to be adverse in the 19th century when China engaged in wars. In the Opium Wars, the Qing military was no match against the British who utilized better technology to triumph (Tanner, 2010). The first defeat resulted in Treaty of Nanjing which ceded Hong Kong to Britain. Subsequent wars like the First Sino-Japanese War (1894-1985) had China suffering a crushing defeat against a more superior and modernized Japanese army. China then ceded Taiwan, Penghu and the Liaodong peninsular to the Japanese. It clearly implied that China could not defend its own sovereign ground and indicated how backward the Chinese army. It questions the right of China to even claim rights over those territories if she could not even defend it properly. The problem gets exemplified into the 20th century when China continued to suffer several defeats to the Japanese in the Second Sino-Japanese War . Even with the Self-Strengthening Movement (1861-1895) which was embraced to modernize China was insufficient. The subsequent defeats to Allied forces in the Boxer Rebellion and Japanese in the Sino-Japanese Wars marred the success of the movement. Especially significant was the defeat in First Sino-Japanese war as for the first time in over 2000 years of history, regional dominance in East Asia shifted from China to Japan (Johnson, 2010). Coupled with the defeat, China’s international and regional standings were challenged and staged subsequent revolutions that led to other problems and the eventual demise of Qing. Positive Long Term Unanticipated Consequences Building a new foundation based on common people The end of Taiping Rebellion inspired nationalists (Del Testa & Lemoine & Strickland, 2001) to fight for the betterment of Chinese. It was because of the consequence of the â€Å"Prosperous Age† that led to the decisive rise of nationalist to seek for reforms. An example would be the decentralizing of power, which meant many parties would be involved in decision-making process, rather than just the monarch government. This would ensure that concerns are taken into deliberation before decision-making that will benefit majority of the Chinese, rather than the imperial court only. The nationalist dream then culminated in the 1911 Revolution in the early 20th century, where the Qing was overthrown and the Republic of China was established. Nevertheless, the dream of the nationalist was short-lived due to a power struggle within. Even though election was scheduled for 1913, but it soon became clear than Yuan Shikai wanted to establish his own power base. Sun Yat Sen was then forced into exile after he stepped down as head of the newly formed Kuomintang (Foster, 2007). The new government was then monopolized by Yuan and led to decades of political division and warlordism, including monarchy restoration (Blecher, 2010). Therefore we can see that the perceived benefits from the consequence of â€Å"Prosperous Age† in the 19th century did not fully materialize in the 20th century. Monarchy restoration was attempted and defeats the purpose of the promised sharing of power with the people initially. Political and social unrest persisted even with the new government which culminated in the May Fourth Movement (1919). Hence, we can see that China did not become better even with the end of Qing. It would be judgmental to argue that the initial rise of nationalists had resulted in a better China. It would be fairer to argue that the initial rise of nationalists led to more power struggle and dissident movements like the Chinese Warlord Era (1916-1928) as there were no strong political forces to enforce stability and order until the Chinese Communist Party (CCP) came in 1949. Conclusion Hence, we can see that the consequences of the â€Å"Prosperous Age† proved to be more negative. The severity of the negative consequences shed light on the crises in the 19th century which crippled China internally and externally. The impact of the consequences was so overwhelming that it even snowballed to the 20th century and further crippled modern China. In contrast, the perceived positive consequences was that it built the foundation but the problem was that the foundation was weak and unstable which in turn led to more problems which culminated in more movements and revolutions. Furthermore, problems like sovereign issues were not solved by reforms or China’s surge in military strength but rather treaties that returned territories to her under imminent conditions . Thus, we can see that the long term consequences were more negative in the 19th century as it continued the crippling of China economically, socially and militarily and as well as set the stage for the movements and revolutions in the 20th century which did not necessary bring about stability and communal power amongst its people until the CCP came into power in 1949. References – Hung, H.F. (2011), Protest with Chinese characteristics: demonstrations, riots, and petitions (p24-26). USA: Columbia University Press – Qian Long Emperor’s Letter to George III, 1793, retrieved from Sanders & Morillo & Nelson & Elleberger (2005), Encounters in World History: Sources and Themes from the Global Past, Volume 2 (p289). McGraw-Hill – Sng, T.H (2011, Oct 4). Size and Dynastic Decline: The Principal-Agent Problem in Late Imperial China 1700-1850. – City University of HK Press (2007), China: Five thousand years of history and civilization (p109). Hong Kong: City University of HK Press – Perkins, D.H. (1969). Agricultural development in China, 1369-1968. Chicago: Aldine – Bentley & Ziegler (2003). Traditions and Encounters (p724-740). New York: McGraw-Hill – Tanner, H.M. (2010), China: From the Great Qing Empire through the People’s Republic of China 1644-2009 (p77). USA: Hackett Publishing Company, Inc. – Del Testa & Lemoine & Strickland (2001). Government leaders, military rulers and political activist (p86). Greenwood Publishing Group – Foster, S (2007). Adventure Guide China (p18-19). Hunter Publishing, Inc. – Blecher, M.J. (2010). China against the tides: restructuring through revolution, radicalism, and reform (p205). Continuum International Publishing Group – Johnson, R.E. (2010). A Global Introduction to Baptist Churches (p267). Cambridge University Press – Zheng, J.G. (2009). Historical dictionary of modern China 1800-1949 (p32). USA: Scarecrow Press

Foreign Direct Investment Essay Example | Topics and Well Written Essays - 2000 words

Foreign Direct Investment - Essay Example In essence, FDI gives the investor the power to operate a company in another country for the long term. Developed host countries are not too welcome to the idea on the premise that they fear foreign firms will end up dominating their local firms. In contrast to this, developing countries are more welcome to the idea on the grounds that FDI will bring additional capital, expertise and new technology into their country. (Contessi & Weinberger, 2009). Host countries record FDI flows as liabilities along with similar items in their balance of payments. In host countries like these FDI flows make up a large percentage of the total investment in the economy as compared to more developed countries; the effects of FDI on these countries differ as well, with developing countries showing a steady growth trend as compared to developed countries who showed boom and bust cycles as a result of engaging in FDI. (Contessi & Weinberger, 2009). Growth is normally measured by looking at the trends in p er capita GDP growth. Analysts relate FDI to per capita to GDP growth by looking at figures of gross FDI inflows and FDI inflows per capita to see if they have any impact on the economic growth of a country. Research has revealed a positive relationship between FDI levels and growth levels in an economy, in some cases these results have been insignificant as well but these variables have never shared a negative relationship. Extraneous variable have a magnitude changing effect on this relationship. It has been seen that, the more developed a country is, the better and greater positive effect FDI will have on its economic growth. (Contessi & Weinberger, 2009). Most studies that have analyzed the impact of FDI on the economic growth of the host country have found the results to be pretty elusive. Most established relationships are based specifically on the host country’s own specific economic characteristics. Thus it is difficult to generalize these effects and apply them to ot her countries as the findings of a study. However, the probable effects are not completely elusive, as the endogenous growth theory provides framework for the positive linkage between growth and FDI inflows. (Johnson, 2005). A study found that FDI can have a positive effect on growth, given that the host country promotes exports simultaneously. (Balasubramanyam et al, 1996). Another study showed that FDI had a positive impact on growth, but this effect was to be directly proportional to the host country’s level and quality of human capital. (Borensztein et al, 1998). A further study conducted on 50 developed and developing countries also found FDI to be positively impacting host country’s growth rate. (Olofsdotter, 1998). Research revealed that FDI and growth have a positive relationship, the magnitude of which depends on the specific economic conditions of the country in question. (Zhang, 2001). Another study based on research on Latin American countries also had simi lar findings. (Bengoa & Sanchez-Robles, 2003). Some studies on the other hand, found a weak link between FDI and economic growth based on research done on a mix of developed and developing countries. (De Mello, 1999). Other studies, like the one which conducted research on a mix of 72 developing and developed countries found that FDI