Equity and social justice in the teaching and learning of mathematics

Equity and social justice in the teaching and learning of mathematics Equity and Social Justice in the teaching and learning of Mathematics Equity and Social justice are important issues in Mathematics teaching. This essay explores the relevance of how Mathematics Education may be a necessary factor in determining the social justice of a childs upbringing, and consider how equity can be used to ensure an education that is fair in its opportunities for all children to achieve progression in their learning. Social Justice in Mathematics Education Watson has confidence that all children are capable of learning ‘significant Mathematics given appropriate teaching. She believes that there is a ‘moral imperative that children are educated well in Mathematics in order to ‘realise the full potential of the human mind and that there is empowerment when a child realises that they can enjoy learning Mathematics.It is a matter of ‘social justice to teach Mathematics to all children as their achievement in the subject is judged throughout their life and can participate in determing future prospects. Grades achieved in Mathematics can affect future studies and career paths. For example, to enter university, usually a minimum of grade C GCSE Maths is required, and this requirement varies depending on the course. In Mathematics, setting is used to group pupils according to their ability and students are entered in for an exam tier depending on what set they are placed in, which determines the maximum grade they can achieve. Usually in secondary schools, the sets are formed in year 7 or in year 9 after SATs and these sets rarely change and so even if individuals make progress over the years before sitting the GCSE paper in year 11, it does not make a difference as the maximum grade that they can achieve will not reflect their capability. Only a maximum of grade D can be attained in the lower sets.(Day, p. 165) As a result, children in these sets will not be able to go to university, may not get into a particular course or will have to take their GCSE Mathematics again at a later stage, rendering their first grade D useless. This seems unfair for the lower setted students, whose full potential may not have been realised and who surely deserve the chance to achieve a higher grade if they are abl e to progress over the year. Every Child Matters A UK government initiative programme called ‘Every Child Matters has the aim of helping ‘every child, whatever their background or circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being.The idea behind this scheme is that all institutions that affect a childs life work together to create a stable and supportive environment for their development educationally and socially. The education institutions aim to help a child achieve mathematical learning but also try to develop mathematical learning and thinking on a wider level, supporting all areas of life.(website 2) The question to be asked is if setting in mathematics classes really contributes towards that aim or, more likely, hinders it? Setting by ability Mathematics teaching is in two forms; mixed ability teaching, where all students learn together, or setted classes, where students are split into groups in terms of ability level. Higher sets are taught more advanced Mathematical concepts, topics and skills as they are thought to have the potential and basic knowledge to understand it. The lower sets are taught more basic Mathematics and at a slower pace to allow them enough time and practice to learn and understand and so their learning and depth of Mathematics is restricted. Students are entered for a GCSE Mathematics exam paper appropriate to their level, depending on what set they are in. However, lower sets can only achieve grades D-G which are not usually accepted as being high enough to enable the student to study further and may prevent them from studying a particular course. In this way, the GCSE examination itself is split into tiers, with only the higher sets being allowed to attain ‘good passes of grades A*-C.(Archer, Hutchings and Ross, 2003, p. 139) There are many questions concerning the fairness of such an arrangement. As students in lower sets would not have covered the content that would be examined in the higher tier, it is not appropriate to enter them for the higher or intermediate tier. Therefore, as a result of mathematics setting, ‘those in lower sets are less likely to be entered for higher tiers, consequently harming their future study and job opportunities. Also, some children have an advanced grasp of Mathematics due to an advantaged background, parents help or private tuition. This could mean that setting is unfair as it is biased towards early developing children or those who have been given extra help outside of the classroom. My experience In secondary school, even after attaining Level 7 in year 9 SATs, I was put in set 2 as set 1 was full. This meant that I was entered for the GCSE Mathematics intermediate tier which only allowed me to gain a maximum of grade B. After scoring over 95% in two of the module exams and discussions between my parents and teacher, I was allowed to move into set 1 as my achievement was higher than those who were already in set 1 so it was unfair to restrict me from sitting the higher paper and having the chance of getting an A. As the higher set moves at a faster pace as it has a bigger syllabus to cover, I had to spend 3 months catching up on work that I had missed. In the end, I ended up with an A* in GCSE Mathematics and studied a degree in Maths. This proves that higher achievement is possible, if given the opportunity. Advantages of setting by ability The ex-Prime Minister, Tony Blair, agreed with setting children by ability. He states: ‘The modernisation of the comprehensive principle requires that all pupils are encouraged to progress as far and as fast as they are able and that ‘Grouping children by ability can be an important way of making that happen. The main advantage of separate ability grouping is that all students get the chance to learn at a pace suitable for them and they are not distracted from students of a different ability level with different educational needs. With setting, students are only given the work that they are capable of completing otherwise it could harm the childs confidence and self-esteem levels, resulting in dissatisfaction and frustration for both pupils and teachers, class disruption and lower attendance levels. Alternatively, people argue that mixed ability groups are more productive for all students. Evidence from research suggests, ‘all pupils gained socially from working in wide ability groups because, ‘such groupings allowed pupils from a wide variety of backgrounds, as well as abilities, to work together, strengthening social cohesion. Disadvantages of setting by ability There is a big question of authority about who can decide on appropriate setting in the first place, and how? In schools, the setting system is supposed to be purely based on ability level. However, in reality, streaming could be decided upon for other reasons. For example, two areas of prejudice encountered can be social class and ethnic dimensions.Bartlett, Burton and Peim point out that often ‘lower class pupils were deemed to have a lower intellectual ability than middle class peers purely due to unrelated social issues such as accent or parents jobs.Sukhnandan and Lee (1998) comment on the fact that lower-ability sets consist of a high number children from low social-class backgrounds, ethnic minorities, boys and children born in the summer, who are at a younger age for their school year. (website 1) Harlens study (1997) suggested that ‘teachers with substantial experience of teaching mixed ability groups frequently used whole class methods inappropriate to mixed ability groupings and that teachers retained largely fixed views of ability and intelligence.(Capel and Leask, 2005, p. 155) A clear disadvantage of setting is that children can be stuck in one set for years and are then branded as holding a set ability for the rest of their education. (Ollerton, 2002, p. 264) Setting prevents children from mixing with other ability levels in the classroom environment, giving them an unrealistic expectation of future life and general working environments. The problem of self-esteem is an issue for the lower setted pupils, who feel dejected that they are perceived as having weaker ability. Self-esteem is also an issue for higher setted pupils, who can be ‘developmentally damaged in a different way by their high set ‘over inflating their self-esteem. Sukhnandan and Lee believe that setting in this way causes ‘social divisions. (website 1) Self-esteem is essentially important for children in learning Mathematics. If a child has lowered self-esteem they could convince themselves that they are not bright enough to understand and so underachieve due to their negative attitude. Equally, high self-esteem in Mathematics can make a child overly-relaxed and over confident causing them to slack. Research has shown that setting pupils has ‘a direct impact on the pupils perceived mathematical competenceand children can be affected psychologically about what they can or cannot do and learn. A student who is setted is ‘branded and this branding can affect the students perception of themselves and others peoples perceptions and judgement of them. Gender Issues Boaler points out that setting children by ability can cause anxiety about exam performance among the more able pupils and underperformance, in particular, from girls. (Boaler, 1997) Boaler suggests this underperformance is due to crumbling under the pressure which affects girls more than boys because girls have ‘a tendency to lack confidence.Ollerton supports this idea that setting by ability ‘creates the conditions for under-achievement, a view also believed by Boaler and William (2001). Another issue of children being streamed based on their achievements and not on their potential means that ‘underperforming, very able pupils and pupils who are hardworking and perform well on tests can easily be placed in the same achievement group.Indeed, an able pupil who is underachieving would be placed in a lower set than their ability should demand, whereas a lower ability pupil who has the ability for performing well under pressure in exams could be placed in a higher set than their natural ability would normally allow. In a similar way, behaviour could also cause unfairness in setting as boys often mess around in the classroom but perform well in exams. They could be placed in a lower set due to their bad behaviour and lack of attention, but their ability in Maths could be worthy of a higher set. Research shows, for boys in particular, that ‘the set they were in reflected their behaviour more than their ability.Girls tend to do better in communicative tasks and enjoy writing more than boys who ‘often dont enjoy â€Å"writing up† courseworkand research conducted has shown that girls tend to do better in coursework compared to exams whereas boys do not do well in coursework but perform well in exams. Modularisation in Mixed Ability Teaching The main concern in a mixed ability class is for the teacher to decide what to teach and how to teach to a wide spread of abilities, which is still a concern in a setted class. Sukhnandan and Lee (1998) comment that a modular approach would benefit a mixed ability class. They suggest that schools should try to teach pupils in relation to their individual needs rather than streaming by general ability, with equity in teaching more easily achieved ‘through greater modularisation of the curriculum, an increased emphasis on independent learning and improved library and information technology resources. It seems that ‘what goes on in the classroom and ‘the teaching strategies used, is likely to have more impact on achievement than how pupils are grouped A teachers goal is to encourage progression of learning Mathematics in the classroom for all students. In order to achieve this, Ollerton suggests that this modular approach to teaching Mathematics creates the feeling of having a fresh start to every section of learning, therefore, helping self-esteem as everyone can ‘embark upon a journey to learn, say trigonometry. This progressive idea challenges the view of the hierarchical structure of mathematical learning, (Ollerton, 2002, p. 266) where everyone can start at the same level. Differentiating Teaching Content Tomlinson comments on the importance of differentiating the content of a Mathematics lesson in a mixed ability classroom. She points out that this includes adapting ‘what we teach and modifying ‘how we give students access to what we want them to learn.Giving different ability level students different tasks appropriate to their ability is differentiating what they are learning. Tomlinson explains that giving students, of higher ability, time to read part of a text on their own while taking time to go through the text with the lower ability pupils separately differentiates their access to learning as they are learning the same thing in different ways, appropriate to their ability level. (Tomlinson, 1995, p. 72) It appears that Mathematics would benefit from an approach that considers differentiation in what is taught rather than how it is taught. Some Mathematical concepts would be too difficult for some children to understand, so the teacher must differentiate between the content suitable for the weaker students from stronger students. For example, ‘trigonometry is only introduced to students in higher groups (Boaler, p. 7)   Equal Rights and Equity in Mathematics Education In the context of teaching, the issue of equity is often confused with equality. According to Zevenbergen, ‘equity refers to the unequal treatment of students in order to produce more equal outcomes. This contrasts equality which means ‘the equal treatment of students with the potential of unequal outcomes . For example, students who have disadvantaged backgrounds could be offered extra help to catch up with their advantaged peers in order to hopefully achieve ‘parity in the outcome for all students. The alternative method of equality would mean that all students are given equal treatment and the same opportunities to succeed. However, some students would take more advantage of the opportunities and the results may be more unequal than with an equity programme. Equity programmes are ‘designed to be more proactive and seek to redress differences in prior experiences , whereas equality programmes are more conservative in their approach and acknowledge that some students will achieve more than others. If children are taught in a way that meets their individual needs then justice in education, a prime aim of Every Child Matters, can be achieved. English as a Foreign Language Language competency is an issue for students who speak English as a second language, causing them to underachieve in Mathematics. In order to read text books and understand verbal instructions, students must work within the language of instruction. Educational progress is enhanced depending on whether a students first language is that of their instruction or not.   (Zevenbergen, 2001, p. 15) Mathematics has many words particular to the subject, for example, ‘integral, differentiate, matrix, volume and mass. This can be confusing for non-native English students, as they have to learn new meanings in the context of Mathematics.   (Zevenbergen, 2001, p. 16) The same word can be interpreted in different ways by non-native English students, causing misunderstandings which affects learning. Teachers may find that this lack of language background can make a Maths class very difficult to teach. For example, the words ‘times normally is related to the time on a clock, not to multiplication; the words ‘hole and ‘whole sound the same but have different meanings, in maths meaning a whole number. (Gates, p. 44) Students with language issues may work more slowly or misunderstand questions and hence, be setted at a lower level in Maths, which is clearly unfair. Special Educational Needs (SEN) Children with special educational needs require different teaching methods. Learning disabilities which need to be considered in the maths classroom include dyscalculia, where the child cannot grasp the meaning of number, poor numeracy skills, problems such as Aspergers syndrome and autism, or physical disabilities and sensory impairments. (Cowan, 2006, p. 202-203) For these students, the teacher needs to be aware of using simple and precise instructive language, a clear method of presentation, modified content of difficulty and work structured with reduced quantity. (Cowan, 2006, p. 203) How Equity can mean Social Justice for all Learners It is clear that ‘the tiering of mathematics papers is likely to have an important impact on student development and pupils often ‘make more progress if taught in a higher set rather than a lower set . This means that in mathematics teaching, the same topic should be addressed in a mixed class and tasks can be organised according to needs level. The National Numeracy Strategy (NNS) advises planning a lesson using three stages: pre-active phase, where necessary prior knowledge is identified and presentation planned; interactive phase, where teaching takes place and tasks are worked through, including a plenary at the end summarising the lesson and the evaluative phase, where the teacher reflects on the lesson and on learning successes or difficulties. (Cowan, 2006, p. 59) By following a structured lesson plan, ‘using a range of tasks comprising different levels of difficulty but addressing the same topic or theme within the one class, (Cowan, 2006, p. 212), equity can be achieved for all students of different ability level. In this way social justice is maintained for all students in mathematics teaching and learning. Conclusion The governments Every Child Matters initiative supports the view that equal rights for all children means equal opportunities for all children. It seems that in order to achieve this kind of social justice, every child needs to be given the chance to take an examination paper that allows them to achieve an A grade. In doing this, each child will have an opportunity to go on to further study should their ability and interests allow. Setting by ability not only makes this difficult, but actually increases problems in the classroom, such as damaged self-esteem and under-achievement and can even encourage some prejudice regarding race and class. Setted classes are not necessarily easier for teachers to teach either, as they will still need to differentiate content for different class members. It therefore seems that a strong lesson structure incorporating modularisation and appropriate differentiation in teaching content will provide a more effective environment in which equity can be us ed to maintain social justice in the teaching of Mathematics to children in a mixed ability classroom.

Engaging with God: A Biblical Theology of Worship Essay

As is well known, the urge to worship is an innate drive of humankind. Through the ages, people from all walks of life have appealed to a deity for assistance, protection, and salvation. Then, through various ceremonies of praise and thanksgiving, countless societies have expressed appreciation for the bounties of life. Further, chapter seven blatantly stresses that the idea during the ancient times in building the church and the assembly of the people for service to God has been a consistent aim in providing the needs of humankind in the most spiritual sense of sagacity. As the Roman Empire crumbled and Christianity ascended, early Christians adopted the basilica as a temple for worship, adapting a secular dwelling to religious needs. The dominance of its form and the dignity of its purpose in accommodating the liturgical needs of the Church seem to have appropriately reflected the triumph of Christianity. But Paul’s use of the word â€Å"justification† has been greatly misunderstood in contemporary theology. For Paul, justification does not denote an event or process by which one is saved. Justification is not â€Å"so much about soteriology as about ecclesiology. † It’s far more concerned with discerning â€Å"who is in† rather than the process through which one â€Å"gets in. † Justification is concerned about how one can discern â€Å"who is a member of the covenant family. † Faith is the â€Å"badge of covenant membership, not something someone ‘performs’ as a kind of initiation test. † The law court is the â€Å"metaphorical mean through which the covenant purposes of God are fulfilled. Some people may even call God different names but the level ground that all these people have is the belief in something higher than the mortal soul. Although some may refute this as merely assumptions but investigating the self clearly, there is this certain uncertainty of being a mortal, of being a mere human being. However, this may be beside the point. Religious tolerance can not only promote appreciation for other religions but it could also stop religious conflicts. People have tendencies on neglecting what is basic on the Commandments of God, it on love thy neighbors and if this love would necessitate tolerance then peaceful interactions could be attained. However, Paul remained in the belief that through the structure of the church, and the gathering of the people in edification, what is seemingly important in such scenario is the idea that these individuals come together in the light of praising God—that whatever it is that may have possibly been â€Å"different† within each other, is not a hindrance to praise one God and spread the word to humankind in that instance. Moreover, incorporating certain characteristics of Greek architecture, but often surpassing it structurally, the ancient Roman temple was likewise a magnificent work of stone visually representing the important role of religion in society. Reflecting the values of secular society, the Roman basilica, a court building and meeting hall, similarly evolved into an imposing form, also prominently situated, while the exterior of the Classical civic temple projected monumentality appropriate for a central public building, the interior, with its spatial organization of narthex, nave, and chancel, echoed solemnity of important functions, including religious ceremonies. Rows of columns defining side aisles adjacent to the nave effused dignity of purpose while rhythmically moving the eye forward to the chancel with its sacred altar. Review on Chapter Nine What is going on around them, in the social and political life of their power of false religion? In most part of the world, Jesus Christ is not a stranger in concept and in fame. Some books in the Holy Bible were even devoted to discussing and retelling the life of Jesus Christ. It could be seen then that the main writers or proponents regarding the accounting of Jesus’ life and works were written by Matthew, Mark, Luke and John. Few words are as deeply freighted as â€Å"religion,† and few raise so many questions. If the first is â€Å"What is the meaning of life? † others follow rapidly. At the pedestrian level of empirical discourse, some obvious ones arise. Is religion one or several? If the latter, what do they have in common, and why are there so many of them? How did they arise? Why are they so different? What has determined their content and their demographic boundaries? What distinguishes religion or religions from other types of human conduct? Why do particular religions emerge and disappear? Is religion a social phenomenon or a property of individuals? Are all individuals religious? Is religion a delusory form of wishful thinking or a kind of understanding? Is it an unavoidable aspect of human existence or a characteristic of one phase of human history? To all these questions and more, different people will give different answers, but one thing is certain: the answers we give on the empirical level will depend on the way we conceive of our humanity. In the light, â€Å"religion† came to designate something apparently common to all peoples: their avowal that they were obligated by supernatural powers to act in certain ways. But beyond that vague similarity, the term had no specific content. Religion was only real, observable, and meaningful in its concrete instances, Latin polytheism, Judaism, Catholicism, Lutheranism, and so forth, and that rich meaning was provided by the adherents of each of those religions themselves. â€Å"Religion† had no ontological status beyond that of a convenient term to point to an amazing variety of real, but mutually contradictory, sets of beliefs about gods or god and the conduct by which they were expressed. One of the most notable conflicts that have been debated by many scholars since the medieval ages is the controversy regarding the place of philosophy and religion in a society. The two have been used to attack each other in order to uphold their own credibility. The study of Philosophy is directed towards the speculation of the things that govern the world and its processes, and the nature of man and his relationship with other individuals as well as with the world (Gasset, 1964). Philosophy attempts to scrutinize and make rational explication of almost everything that can be grasped by the human mind. Yet, it does not really provide sufficient and concrete answers to all its queries. Religion, on the other hand, focuses its scope on explaining things and phenomena that cannot be explained by science and at some point even those that cannot really be made explicit by philosophy. It tries to give reason for everything that is happening. Its justification for every reason that it provides is primarily founded on faith (Nasr, 1996). Hence, by faith, it need not be verifiable. A strong faith or believe could suffice one’s doubt and hesitation.

Racism Without Racists, By Jordan Peele - 797 Words

The concept art imitates life is crucial to film directors who express their views on political and social issues in film. In regard to film studies, race is a topic rare in many films. Like America, many films simply refuse to address this topic for various reasons. However, more recently, Jordan Peele’s 2017 box office hit Get Out explicates contemporary race relations in America. In the form of an unconventional comedy horror, Get Out is intricate in its depiction of white liberal attitudes towards African Americans. In short, Get Out suggests a form of covert racism existing in a post- Jim Crow era. Similarly, Eduardo Bonilla- Silva’s book Racism Without Racists acknowledges the contemporary system of racism or â€Å"new racism,† a system†¦show more content†¦Furthermore, this scene also depicts racial profiling in America. According to Silva â€Å"blacks and dark-skinned Latinos are the targets of racial profiling by the police,† (2). In man y cases, blacks are automatically assumed criminals and â€Å"always up to no good.† Soon after this first incident, Chris and Rose arrive at her parent’s house and he is immediately welcomed. While touring the house, Rose’s father, Dean, tells Chris that â€Å"I would have voted for Obama for a third term if I could.† This statement is striking in revealing the true attitudes of white liberals; race no longer is an issue because a black man served as president (Silva 257). By vocally supporting Obama, white liberals are seemingly aligning themselves with blacks, in contrast to white conservatives that outright declare their hostility towards blacks. In essence, common expressions â€Å"I have black friends† or â€Å"I’m color blind† are used to appear neural and not a threat to blacks. Forwardly, Chris is having dinner with Rose’s family. Rose’s brother, Jeremy, and Chris discuss sports. In an uncomfortable conversation, Jeremy tells Chris that with his athletic abilities and genetic makeup he can do great things. It is true, African Americans have a predominance in sports as evident 80% black in the NBA and 65% black in the NFL, however this fact prompts the common stereotype that African Americans are onlyShow MoreRelatedEssay On Racism In America1904 Words   |  8 PagesRacism is one issue that is most current and at the same time most ancient issue that American has been experiencing. There were many attempt to abolish racism; however, action of treating and judging one for his or her’s skin color never did got abolished but occurred in different forms. This issue was ‘assumed’ as resolved in the modern days; however, it was only neglected from being spoken by the people. Famous black comedian, Jordan Peele, produced his new est and first movie Get Out to inflameRead MoreWarning : The Following Review1052 Words   |  5 Pagescontains spoilers, I’m telling you now so you don’t pretend to be outraged later. I have to be honest here, when I first saw the trailer for Get Out, I legitimately thought it was a joke, like seriously. It looked so ridiculous that when I saw Jordan Peele’s name on it, I thought â€Å"ok good one, you got me†. To my surprise, it wasn’t a joke and suddenly I went â€Å"That’s a funny trailer†¦it s serious Oh dear God†¦Ã¢â‚¬  If you can imagine my shock of this being a real film, you can imagine my shock thatRead MoreGet Out Film Analysis1978 Words   |  8 Pages Jordan Peele’s Get Out uses the premise of an interracial relationship to create a smart horror film that critiques the treatment and fetishization of African American culture. Chris (Daniel Kaluuya), a black man, agrees to go to meet the parents of his white girlfriend, Rose (Allison Williams) for the weekend but is made uncomfortable by their progressive-white-liberal personae. They eagerly tell him of their adoration for Barack Obama and Jesse Owens and a re quick to dismiss his worry about having

Tips to Improve Your French Verb Conjugations

Conjugating French verbs in a workbook or letter is one thing, but remembering individual verb conjugations when youre speaking is another matter entirely. Here are some tips to help you get better at conjugating French verbs. Learn the Conjugations Before you can even start to worry about speaking French with correctly conjugated verbs, you have to learn the conjugations. There are hundreds of pages on this site that can help you learn how to conjugate French verbs: Present tense conjugations - lessons to help you learn the conjugation patterns for regular verbs, reflexive verbs, stem-changing verbs, impersonal verbs, and compound tensesTop 10 French verbs - lessons on à ªtre, avoir, and the next eight most common French verbsVerb timeline - table of all the French verb tenses and moods, with links to conjugation lessons Practice Conjugating Once youve learned the conjugations, you need to practice them. The more you practice, the easier it will be for you to grab the right conjugation during a  spontaneous discussion. Some of these activities might seem boring or silly, but the point is simply to get you used to seeing, hearing and speaking the conjugations - here are some ideas. Say Them Out Loud When you come across verbs while reading a book, newspaper, or French lesson, say the subject and verb out loud. Reading conjugations is good, but saying them out loud is even better, because it gives you practice both speaking and listening to the conjugation. Write Them Out Spend 10 to 15 minutes every day conjugating verbs along with the appropriate subject pronouns. You can practice writing either the conjugations for several different tenses/moods of a single verb, or all of the, for example, imperfect conjugations for several verbs. After you write them out, say them out loud. Then write them again, say them again, and repeat 5 or 10 times. When you do this, youll see the conjugations, feel what its like to say them, and hear them, all of which will help you the next time you are actually speaking French. Conjugations for Everyone Pick up a newspaper or book and look for a verb conjugation. Say it out loud, then reconjugate the verb for all the other grammatical persons. So if you see il est (he is), youll write and/or speak all of the present tense conjugations for à ªtre. When youre done, look for another verb and do the same thing. Change the Tense This is similar to the above, but this time you reconjugate the verb into other tenses you want to practice. For example, if you see the third person singular present tense il est, change it to il a à ©tà © (passà © composà ©), il à ©tait (imperfect), and il sera (future). Write and/or speak these new conjugations, then look for another verb. Sing Along Set some conjugations to a simple tune, like Twinkle Twinkle Little Star or The Itsy Bitsy Spider, and sing it in the shower, in your car on the way to work/school, or while washing the dishes. Use Flashcards Make a set of  flashcards for the verbs you have the most trouble with by writing a subject pronoun and the infinitive on one side and the correct conjugation on the other. Then test yourself by looking at the first side and saying the subject and its conjugation out loud, or by looking at the conjugation and deciding which subject pronoun(s) its conjugated for. Verb Workbooks Another way to practice conjugations is with specialized French verb workbooks, like these: French Verb Drills by R. de Roussy de SalesFrench Verb Workbook by Jeffrey T. Chamberlain Ph.D and Lara Finklea  compare pricesThe Ultimate French Verb Review and Practice by David M. Stillman and Ronni L. Gordon  Compare Prices Improve Your French Improve your French listening comprehensionImprove your French pronunciationImprove your French reading comprehensionImprove your French verb conjugationsImprove your French vocabulary

The American Dream as Shown Through Jay Gatsby Essay

Jay Gatsby becomes so enthralled in his American Dream and the immoral means that he would use to obtain it, however, that he could not see foreboding events around him. He acts in a manner of obliviousness when many of the people whom he associates with mock him, such as when and an unnamed woman in Gatsby’s house in Chapter VI gives an insincere invitation for Gatsby to come to dinner and, after Gatsby naively accepts the invitation, Tom ridicules him by asking Nick, â€Å"Doesn’t he know she doesn’t want him?†(Fitzgerald 103). Such an honest reaction, however, could only be expected from the man who went about his business of illicitly acquiring money differently than he did his personal life. Despite reservations of the narrator, readers†¦show more content†¦Traditionally something that would be attained through morality, honesty, meaningful drudgery, and respectability, the American Dream for Jay Gatsby was a pursuit doomed to futility from t he moment when it lost its virtue by relying on achieving success by bypassing the necessary labor and ingenuity needed to make an honest living. Therefore, Gatsby’s version of the American Dream would only lead to corrupted results because of its unscrupulous foundations. When taken as a whole, this information leads to Indeed, so engrossed was Jay Gatsby in his version of the American Dream throughout the novel that he deliberately blinded himself to circumstances or facts that contradicted his hopes; his passion so overpowered his power of reason that he was unable to comprehend the true precariousness of his situation and the futility of his chase for the love of a woman who, in her inconsequential, meaningless, and depravity-ridden life, could never fulfill the elated expectations that Gatsby never faltered in obstinately regarding as already being hers. The very fact that Jay Gatsby, one of the most indispensable characters in the novel, acted in accordance with such a contorted view of the American Dream emphasizes the cumulative role that Gatsby was intended to fulfill. If there is any character in The Great Gatsby who is the primal example of the downfall of the American Dream, then that character would be theShow MoreRelatedAspirations And Greatness : F. Scott Fitzgerald s The Great Gatsby 1436 Words   |  6 Pagesand Greatness; The Case of Jay Gatsby Dedication and tenacity are examples of attributes that allow one to accomplish a societal label for effort shown towards attaining goals and dreams. Through his work The Great Gatsby, F.Scott Fitzgerald used the protagonist, Jay Gatsby, to demonstrate the American Dream and greatness. Gatsby was a mysterious character, commonly mistaken as a mere criminal; but actually, he was a victim of his perseverance and the American Dream. Despite his criminal activitiesRead MoreThe Death Of A Salesman By Arthur Miller1497 Words   |  6 Pagesprotagonist Willy stops at nothing to achieve what he believes is the American dream in spite of encountering many costs. 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Scott Fitzgeralds The Great Gatsby Essay1190 Words   |  5 PagesThe Great Gatsby The main theme of the novel â€Å"The Great Gatsby† focuses on the American Dream and it is portrayed through the life of Jay Gatsby. Through Gatsby’s life we see the withering of the American Dream, a tragedy that struck Jay’s near finished dream. The American Dream is what many have hoped of achieving, it has existed in the past and is in the present. The American Dream gives people a goal that they can work towards, it also gives them a purpose in life. The American Dream representsRead MoreComparison of the American Dream in The Great Gatsby and â€Å"Winter Dreams†953 Words   |  4 Pagesof â€Å"Winter Dreams† was written around the same time that Fitzgerald was developing ideas for a story to turn into a novel. 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Modern or Herbal Medicine, which is better Free Essays

The United States is a country which revolves around innovation, inventions, and furthering our society to make a profit. Many people come to America to work, and make money. One very profitable, and very popular industry is drugs. We will write a custom essay sample on Modern or Herbal Medicine, which is better? or any similar topic only for you Order Now From illegal to legal, completely natural to completely synthetic, the list of drugs is endless. Large drug companies produce many drugs daily. Some of these drugs make it to the consumer market, and others are rejected. Drugs can be very costly, and at the same time very dangerous. Every time an advertisement for a new drug arises, the list of side effects are endless. I will center my paper on the history of medicine, and compare natural medicines versus modern medicines. Is one truly better than the other? Any problem somebody might have, the doctor will have a pill to fix it. How bad are these pills? And could natural state forms of medicine be better? Medicine, and other forms of medicine, came about many centuries ago. Even before the Romans and the Greeks, each society of people had their own forms of healing. Although these forms differ drastically from our modern medical practices, they did have benefits. Back in the time of the Romans, there was no germ theory, and they simply believed that illness occurred from not keeping a healthy body and mind. They did not make any connections between diseases and germs, but they did try to stay physically fit. A well known Roman named Celsus once said â€Å"A person should put aside some part of the day for the care of his body. He should always make sure that he gets enough exercise especially before a meal† (Medicine in Ancient Rome 7). The Greeks and Romans shared some of the same concepts on health, and even traded slaves that were known as the doctors of the day to be used in each household. Although they did not use much in the way of medicine, their persuasion on public health was beginning to start a medical revolution. The Romans large focus on public sanitation and staying healthy would later give a boost to medical advancements once each society of people has become more advanced. Advancements in medicine and technology seem to be divided by country. For the Americas, physicians and other medical enthusiasts began finding and iscovering cures for diseases which would later turn into our modern medicine with pills and injections for almost anything. China was another big player in the medical field, and their focus seemed to be more on natural medicines. As time goes on, whether each culture had a stronger focus on natural medicines or modern medicines, both topics seemed to have blended into each society. M odern medicines are more widely used today than most herbal remedies, and this may be from the convenience, the benefits, the wide availability, or just because it is what we are used to. Most people today if asked what herbology is, they would be clueless. People may look at the study of natural remedies as â€Å"primitive† or â€Å"ineffective†, but in reality it is the center stage for what our modern medicines have become. According to Dr. John R. Christopher, a 30 year veteran herbalist, â€Å"in 1965, over 130 million prescription drugs were written which came from plants†¦ that over 75% of the hormones used in medicine today are derived completely from plants† (Herbs vs. Modern Medicine 3). According to dictionary. com, herbology is the study or use of the medicinal properties of plants. Herbology predates any other forms of medicine, even before humans written history. This has been proven with the discovery of a neanderthal found in Shanidar Cave, Iraq. A neanderthal, which is just before humans in our evolutionary line, was buried approximately 60,000 years ago surrounded by great quantities of pollen of multiple plants. The astonishing part about this discovery, is 88% of the substances found in the burial are still used in modern herbal remedies (Solecki 880). Natural remedies have proven highly successful in China over time, with much credit given to the Yan Emperor, or Shennong. He was given the name Shennong because it means â€Å"the divine farmer†. Throughout his life, he tasted hundreds of plants to discover medicinal purposes, and was very influential upon his people to encourage farming. He was credited with discovering hundreds of medicinal and poisonous plants, which were later published in The Divine Farmers Herb-Root Classic. This publication lists 365 medicines derived from minerals, plants, and animals, and is one major reason why Chinese herbology has been so successful (Historical Figures 1-3). With such an extensive time-line using natural medicines, why has our society taken such a drastic turn to newly synthesized drugs? Synthesized drugs are the golden egg of the modern medicine of today. Modern medicine has many parts to it, but the two main parts I see important are the drugs, and the procedures. As advanced as our society is within the medical field, there is much to be hidden. With herbology, many of the discoveries of new medicinal plants and substances were literally from self experimentation, such as the work of Shennong. With western modern medicine, it is not just that simple; they do not just use natural plants and minerals. With the help of modern technology and years of medical advancements, scientists can pinpoint certain compounds, and tweak them in the lab to get the desired effect of the drug. Much credit needs to be given to the people who develop drugs, because they do have positive outcomes for treating and curing diseases/illness. However, if you ever watch a commercial for a new drug, at the very end they read off the side effects very fast, and sometimes the negatives outweigh the positives. Given that Americans love money and the commodities that can be acquired with money, drug companies are truly out for the profit to be made on drugs. For example, think about Ian Read. He is the new CEO of Pfizer, the worlds largest research based pharmaceutical company. He made a grand total of twenty five million dollars in 2011. Pfizer has been recognized in many countries for being green, efficient, and a great work environment for employees. They are largely recognized for the drug maraviroc, which is used to treat HIV successfully (FiercePharma 1). Although this company is successful in making drugs, do they do it for the money or to help people? To answer this, we can take a look at Ian Read again. What does he enjoy more: helping sick people, or getting that 25 million dollar paycheck? The answer is obviously money, because he is cutting the companies budget by 1 billion, including dropping 4200 employees, and cutting severance packages (FiercePharma 2). Nothing about Ian in any description of him shows him actually helping people, because his company is so large he only has time to focus on the money. The ethics of large drug companies in western medicine are flawed terribly. Ian Read is a good example from drug industries of modern medicine practices because he is widely known, and the company he controls is looked at as a â€Å"better† drug company. But just to show the flaws in this, take a look at David Winston; the founder of Herbalist Alchemist. With almost 40 years of training in Cherokee, Chinese, and Western herbal traditions. He has had a clinical practice for over 30 years and is a herbal consultant to physicians throughout the USA ad Canada. President of Herbalist Alchemist, Inc. an herbal manufacturing company, he is also founder/director of David Winston’s Center for Herbal Studies, which features highly respected Two-Year Clinical Herbalist Training Program. He is an internationally known lecturer and teaches frequently at medical schools, symposia and herb conferences (Herbal Therapeutics 1). David, unlike Ian Read, is very active in his studies. He is constantly teaching others, and practicing what he teaches. A web search for David will show his accomplishments and how much he is devoted to natural medicine. However, a web search for Ian brings up everything money related to his business. These two individuals differ greatly in the field of medicine, and expose the beliefs and goals of both sides of medicine. Differences aside, they both work towards the same goal; healing. Western medicine and herbal medicine can be looked at as brother and sister. A brother and sister share the same bloodline, as does western and herbal medicine. However, the shared â€Å"bloodline† for modern/herbal medicine would be the active chemicals and compounds in the drug/herb. Many drugs that are created in a lab are derived from a compound found in nature. For instance, compare the drug quinine of western medicine to Peruvian bark of herbology. The drug quinine is derived from Peruvian bark, although it has been slightly modified in a lab. Both of these are used to reduce fever, specifically malarial fever. However, if you take too much quinine, you can go deaf or die. If you use too much of the Peruvian bark, there are no side effects. The tweaking of a natural substance in a lab to create a smaller more convenient drug may have the same healing properties of the natural substance, but there will be side effects (Herbs vs. Modern Medicine 7-10). When comparing two medicinal substances, whether a drug or an herb, one factor affects its use; culture. Western culture differs greatly from that of other countries. Americans live for today, and whatever happens tomorrow happens. When the subject of medicine is brought up while comparing different societies of people, it truly shows why each society chooses their methods. The American way of life is full of commodities and luxuries not needed for survival, and it is what we have grown accustomed to. Our thought process is lineal, being that all we look forward to is progress. The care for nature and the environment is not one of our biggest priorities, because we are too busy focused on furthering our society. Now when looking at Chinese herbalists, the Aztecs, the Cherokee, or any other people who practices natural medicine, the thought process is completely different. As opposed to the linear thought of the west, they portray more of a circular thought process. The value and importance of life is completely different within these cultures. Lifestyles differ greatly because they hold a higher respect for nature, and thoroughly care for the environment. Western thought is highly affected by our high technology society, because we live life so fast. Naturalists on the other hand, native Indians, and many other cultures whose society isn’t as advanced have a more simplistic view on life. What an American takes for granted, others may greatly appreciate. These different thought processes affect every part of each different culture’s lifestyle, even down to each different form of healing. Western culture is so fast paced and careless that even taking a simple drug for an illness can be taken for granted. When we get sick, we can go to the nearest drug store a block or two away, and get the necessary drugs. They are prepackaged, and ready for consumption. Even for a simple headache, the average American will just take an aspirin. On the other hand, an herbalist may use the bark of a white willow, containing a natural form of aspirin (Herbs vs. Modern Medicine 11). Modern medicine in the west has become so successful because of the convenience, and it fits perfectly with our linear thought process. Indigenous people of underdeveloped countries who still currently practice herbology as their primary form of medicine hold completely different values on life; nature is highly respected, and there is more of a focus on people and nature. Money and commodities play a lessor role, and it is almost as if life is more simplistic. Natural medicines are so successful in these cultures because with such a large focus on nature in their daily lives, herbology fits in perfectly. These two completely different cultures and ways of life can be looked at in two ways; constructive and destructive. Modern medicine is destructive in many ways, from acquiring the medicinal compounds, creation of the drug, the testing process, and the final effect the drug has on a person. From a naturalist’s perspective, it is destructive ecause many natural things are altered in the process, and ethics can be questioned. The entire process of creating drugs is just that of a culture who simply does not care about anything but the product. Any new drug to come to market has to go through many obstacles before it may become available to the public, and this includes experimentation and testing of the drug. â€Å"Much of conventional medicine has always been based on a lie, or a series of lies. Babies feel no pain. Lab rats feel no pain. Monkeys are not conscious beings. Health knowledge is gained by dissecting living beings and identifying their parts. Take your pick† (The Dark History of Modern Medicine 8). It is this testing of the new drugs on animals and living things that brings ethics into question. Although they have to follow rules set by our government, who is really watching what they do? But most people wont think twice about it, because all they care about is getting their prescription filled, instead of thinking of what has been done in the process of making their prescription. This is very destructive because animals are unwillingly subjected to these drugs, with uncertain outcomes. It is also destructive, because the drugs produced do have side effects. Side effects can range from something as small is getting a little drowsy, to death. Little about the process of creating drugs is beneficial to nature or the environment, and although it may help a person with sickness, there are still drawbacks. Natural medicine on the other hand is constructive because it is solely based on nature. Whether somebody grows their own herbs for medicine, or finds them out in nature, nothing is hurt in the mean time. Most of the testing of herbs and their medicinal benefits have been from people willing enough to take them personally, completely getting rid of the need for animal testing. Medicine in a natural state is also very beneficial because there is not a list of side effects, and typically can cure the same illnesses. From the facts on both of these forms of medicine, natural medicine appears to have way more benefits and positive outcomes for nature and people, however there are some drawbacks. How readily available are these natural cures? It varies by country, and in the United states availability of all the herbs and remedies the Chinese use are not so easy to come by. Modern medicine is attained much easier, and there is a much larger supply. Master herbalists can be found as easily as it is to find a drug store, but they are more scarce. Also, credibility can be questionable of most of these herbalists because most are self employed, and there are fewer regulations concerning natural remedies. The benefit of modern medicine is convenience for the general public, because instructions are given for each drug, its uses, benefits, and side effects. With natural remedies, you have to put a lot more trust in the doctor, because natural plants do not come with fine print on them, nor can they promise to have the same medicinal power consistently. How the herbs are grown, stored, and cared for can affect the final outcome, and sometimes to cure a certain problem using natural remedies, it takes a few tries in combination with time. Pills have grown to dominate the medical field for many reasons, for better or for worse. Unless western thought changes completely, or drug companies somehow run out of funding, modern medicine will continue to dominate over natural remedies. Herbs are more safe for curing/healing isolated problems within the body, but modern medicine is much better for helping cure and control widespread diseases and illnesses. It would be hard to come to a conclusion on which is better, because there are so many aspects to medicine. When it comes to the benefit of the environment and the people included, natural remedies prove to be much more valuable. They do not only work hand in hand with nature, but the ethics and morals behind the study of natural medicine is more complete and has proven through history to be very successful in participating cultures. Modern medicine offers a quick fix to an illness and coincides with western thoughts and ways of life, but dedication to natural remedies has proven to offer a lifetime of wellness while keeping people aware of the benefits of nature. So is one better than the other? Each culture would have a different viewpoint on this. Instead of picking a side, would it be possible to combine them? If you mix something destructive with something constructive you can reach equilibrium and balance. Is such a feat attainable in the world of today? How to cite Modern or Herbal Medicine, which is better?, Papers

Freudian Literary Criticism Literatures Lite Essay Example For Students

Freudian Literary Criticism Literatures Lite Essay rary Criticism Freudian Literary Criticism Like Marx, Freuds theories have provided literary critics with an interpretive structure with a level of meaning and significance left unspoken or undeveloped by Freud himself. Freud used theoretical language for a quantifiable therapeutic end: a rational understanding of the mind. Art was merely a sublimated form of the childish desire to play. Might we not say that every child at play behaves like a creative writer? (Freud 651). Rather than founding its ideas upon the assumption that all art is escapist and unhealthy, and all artists being essentially neurotic, Freudian literary criticism dedicates itself to the examination of the theoretical vernacular he applies to the human mind. In defining the aspects of the unconscious mind, the pleasure principle, the repetition-compulsion, Freud implies that the mind is a metaphor making machine. Freud discovered in the very organization of the mind those mechanisms by which art makes its effectswhich makes poetry indigenous to the very constitution of the mind (Trilling 17). By examining literature within these parameters, Freudian critics hope to better understand and explicate the fundamental connection between personal consciousness and art. Works Cited Freud, Sigmund. Creative Writers and Daydreaming The Critical Tradition. Ed., David H. Richter, New York: St. Martins Press, 1989. Trilling, Lionel. Freud and Literature The Liberal Imagination: Essays on Literature and Society. New York: Viking Press, 1968. .