The Dawn of Ancient Greek Heroism

The unwitting defeat of Leonidas and the thousands of Spartans at the Battle of Thermopylae has confounded the minds of many historians and has compelled them to deduce any possible logical explanation.Sparta was a superpower at the time of ancient Greece. The Greek historian Xenophon, stated that it â€Å"had the greatest power of any Greek community but also one of the smallest populations† (Powell, 2001, p. 218).The Spartan society was known for its patriotism, and courage in war.1 The way of education of the society was unique for Sparta, where it emphasized the development of the physique thru compulsory military training for both boys and girls at a very early age.2 This intensely strict mandate has produced the psychology of dying rather than defeat at war.3 The outstanding accomplishment that was born out of this way of living was a supreme military. Sparta seemed unconquerable with a population who would choose death over loss at battle and a military feared by other polis. The strength of heart of the Spartans, however, was put to the test during the famous Battle of Thermopylae.King Leonidas lead an army of 4000 to defend the straits of Thermopylae from the attacking Persians. They fought courageously, giving big losses to the army of Persian emperor Xerxes but suffered defeat when a Greek traitor told Xerxes of an alternative trail to attack the Spartans. Upon knowing this treachery, Leonidas sent away most of his army and faced the Persians with the remaining 300. Leonidas and his army fought with all courage and died as heroes.4That point of Greek history was arguably â€Å"Spartan’s finest hour† (Caltredge, 2002) and became an outstanding source of inspiration to poets and literary figures who tried to immortalize that event. Francois Rene de Chateaubriand (Bernard 2003) described the event, thus:I cannot describe the confused feelings which overpowered me. The hill at whose foot I stood was, then, the hill of the citadel of Sparta†¦. I dismounted, and ran all the way up the hill of the citadel. As I reached the top, the sun was rising behind the Menelaian hills. What a beautiful spectacle! But how melancholy! †¦ I stood motionless, in a kind stupor. A mixture of admiration and grief checked my steps and my thoughts; the silence round me was profound. Wishing, at least, to make echo speak in a spot where the human voice is no longer heard, I shouted with all my might, â€Å"Leonidas!† No ruin repeated this great name, and Sparta herself seemed to have forgotten it. (p. 1)Herodotus attributed that courageous decision of Leonidas and his army to die to the fulfillment of the oracle at Delphi, where Sparta would decide to sacrifice its king or to suffer the obliteration of the whole city.5 However, it would be unreasonable to always accept the truth of the oracle since it is only a conjecture, an alternative explanation to the fiasco caused by man’s wrong decision-making so he may n ot be blamed.6 In order not to attribute events to the supernatural, one must therefore, peruse the history book again, look for the most possible and grave explanation, and find the reasons that would satisfy logic.One can look at two things: the form of government and the way of life. These are mutually inclusive ideas however these are looked upon as factors that would affect the standards of morality of society. The Greek historian Theopompus sees democracy, the political system of Sparta, as a way leading â€Å"to luxury and dissolute living, and luxury is thoroughly corrupting† (Flower, 1994, p.79), assuming this is true for Sparta, democracy would not explain the heroism of Leonidas and his army.The Spartan way of life however, revolves around the education of its young to become the warriors that could protect its city. Therefore, the education of the Spartan society would explain the rationale behind this tragic decision.   Every man in Sparta underwent rigorous ph ysical training, and in this process, patriotism was being built. The decision to die for society was being taught along the process. When one sees death better to taste than defeat, it would become easy to die and accept the reality of dying. For this society, it is scornful to be a coward and glorious to die at the battlefield.Caltredge (2002) cited in his article:Spartan wives and mothers were not shrieking violets. They openly berated and chastised any hint of cowardice in their sons. They wept tears of pain if their son or husband came back safe but defeated from battle, tears of joy if he died in a winning cause.The Spartan way of educating their citizens that the way to glory is thru death at battle has driven Leonidas and his men to carry on fighting until death, because only then can they show that indeed, it is glorious to die for a good cause rather than be defeated.Notes1 See Pomeroy (1999, p.132).2 See Starr (1965, p. 258) for a detailed description of the education of men; Caltredge (2002) for the description of the education of women.3 See Caltredge (2002).4 See Platts (1865, p. 258).5 See Hodkinson (1994).6 See the footnote on Dyer (1894, p.52).ReferencesBernard, A. (2003 Spring). Common Place Book: Ruins.American Scholar, 72(2), 1.Cartledge, P. (2002 August). To Die For? Paul Cartledge Sees Ancient Spartan Society and Its Fierce Code of Honour as Something Still Relevant Today. History Today, 52(20), 1.Dyer, L. (1894). Studies of the Gods in Greece at Certain Sanctuaries Recently Excavated: Being Eight Lectures Given in 1980 at the Lowell Institute. New York: Macmillan and Co.Flower, M. (1994). Theopompus of Chios.New York: Oxford University Press.Hodkinson, S. (1994). The Shadow of Sparta.New York: Routledge.Pomeroy, S. (1999). Ancient Greece: A Political, Social andCultural History. New York: Oxford University Press.Platts, J. (1826). A New Universal Biography.London: Sherwood, Jones, and Co.Starr, C. (1965). A History of the Ancient World.N ew York: Oxford University Press.

Sequencing Objectives

Sequencing objectives within classes and courses within curriculum is important because much of what we learn is developed through building blocks of knowledge. For example, In my current field, one must know medical terminology and anatomy and physiology In order to begin a coding class. If one does not know where the perform sinus Is In the human body, one cannot assign â€Å"history of perform sinus cancer† the correct V-code. One would assume that since the word â€Å"sinus† Is In the phrase, the V-code would be included in the nasal cavity and sinus grouping.The horrify sinus is actually located in the pharynx; therefore, the V-code would be in the grouping with oral cavity and pharynx. Sequencing of the Course and Curriculum Regulate and Stein refer to macromolecule sequencing, giving the students an overview (epitome) that outlines the fundamental aspects of the course first. Instruction progresses with each Idea being more detailed and elaborating upon the previ ous one. Objectives are developed to Insure that prerequisite skills are covered before advancing to the next objective. Sequencing of Skills wealth the TopicBasic skills are taught first within each topic, building upon each other. Analyzing Topic Objectives to Determine Learning Outcomes This approach examines the relationship between the course map and the unit map. This approach looks at objectives from different learning domains and the relationship between each, sequencing to insure that prerequisite skills are covered in earlier lessons. Sequencing of Skills within Lessons This mapping Is more detailed oriented. Objectives are sequenced In more detail, broken down Into Individual skills required wealth the lesson presented. Learning Hierarchies and Instructional SequenceAccording to Eagan, when the proper sequence of prerequisite skills is established, intellectual skill instruction is easily managed by the teacher. Knowledge-Based Sequencing Instructional design is represent ed as organizational patterns on the concept map and then used during the development phase to automatically generate instructional maps. Sequencing Content for Online Learning This Involves sequencing knowledge units and learning tasks within those units. Spiral Sequencing of the curriculum. And example of this is in foreign language instruction. Basic grammar skills are revisited continually as the student progresses.

Do Not Weep Maiden, for War Is Kind

â€Å"Do Not Weep, Maiden, for War is Kind,† was written by the poet Stephen Crane. The poem is a bitter and emotional protest of the horrors of war. It gets much of its strength from using simple but highly descriptive words in contrast with innocence, and also through the use of repetition and sarcasm. The poet portrays bitterness and innocence in the first stanza. It is strongly shown in the lines â€Å"Do not weep, maiden, for war is kind, because your lover threw wild hands towards the sky† (1-2). The maiden is obviously a grieving woman who has received the terrible news of the loss of her lover. It is however the sense of description in the second line which is evoked from the word â€Å"wild† that really describes the awful, vivid moment of death. Constant repetition throughout the poem is also utilized for maximum effect, in particular the deeply sarcastic phrase â€Å"war is kind† and the line â€Å"do not weep† which works well to emphasize the objective of the poem by discouraging the passions of war. The machine of war marches on like a great â€Å"Battle-God† but it is the poor souls who are left behind who suffer. It is the mourning wives, girlfriends and children who are left with nothing but memories of the brave soldiers who have given their lives to the killer machine. The flashiness of war is ridiculed in this poem. Words and phrases such as† booming drums of regiment† (6) and the â€Å"Swift blazing flag of the regiment, eagle with crest of red and gold† (18-19) have a strong, orderly and official glory which is deeply contrasted to that of suffering displayed throughout the poem. The moving tragedy of the story draws to a rapid conclusion with the mother whose humble labor has now produced nothing but a shroud for her son to lie in, along with the other thousand corpses. To further push the point home Crane uses the pronoun of â€Å"your† to directly relate to the reader. In many ways this type of poetry is a type of silent protest of war. It is an expression that has the ability to really get to the heart of the situation as much as a vocal protest. Even if war is an ever present aspect of society, works such as these ensure that its true horrors never fade. By reading such poetry we ensure that even if the brave fallen are gone, they are not forgotten.

Banking Technology in the Fight against Money Laundering in UK Private Essay

Banking Technology in the Fight against Money Laundering in UK Private Banking - Essay Example Banking has gone a long way since this was practised in Italy during the Renaissance Period. In other parts of the world, the ancient Persians and Arab traders had used a primitive form banking facilities to ply their commerce. China even had some form of checking facilities where the traders from faraway areas could encash a check for their use while in foreign lands. Globalisation in trade and commerce has made banking a crucial part of a modern economy. The fast growth in world commerce and finance has also brought with it new challenges not seen before. Along the heels of globalisation is the growth of crime syndicates and certain individuals who find it convenient to use modern banking facilities to move large sums of money around. This attempt to hide the monies is known as money laundering and it is the purpose of this research paper to explore how the use of modern banking technology can help in the fight against this pervasive crime. The amount of money being laundered in an estimate given by Asian Development Bank (ADB) is about $2.17 to $3.61 trillion annually or around 3%-5% of the total world gross domestic product. This represents a huge security risk to international finance and presents social, economic and political concerns due to narco-politics. 1.1. Early use of Technology in Banking The early uses of technology in the banking industry were for efficiency and accuracy. At that time, security was not yet a major concern. Use of electronic banking has also gone a long way from initial use of computers to keep customers' records, compute for interest and other transactions. Information and communications technology (ICT) resulted in great strides in efficiency in the financial and banking services sectors but this also spawned cyber-crimes (Shroff, 2007) related to money and banking such as identity thefts, illegal transfers of money or fictitious accounts. The use of computer technology was meant to be a tool for competitive advantage such as improving customer service. The adoption of computer technology in the industry was related to needs of information technology such as creating a niche strategy for bank branches (Violano & Collie, 1992). 1.2. Objectives The primary research question of this paper is to investigate the effectiveness of using banking technology in fighting money laundering in private banking in the United Kingdom. In particular, this research objective is of great importance considering that London is one of the biggest financial centres in the world in terms of banking, investments and fund flows. A lot of the world’s funds pass through the London banking system and the criminals use this opportunity to mingle their funds with legitimate funds of local and foreign investors. Additionally, subsidiary research questions are posed in relation to the main question: 1. What are the steps involved in the money laundering process and what methods are used to launder money (the various ways to cover the tracks of its origin)? It is important to know what steps are involved in money laundering so it is easier to catch the criminals. The point is to disrupt the money flow and catch the criminals as early as possible and it takes knowledge of the money laundering process to do it effectively. 2. What existing banking technologies are used in the fight against money laundering? Existing banking technologies using modern computers are found to be inadequate in detecting money laundering. The urgent need is to use a far more sophisticated technology that is effective in detecting certain patterns from among thousands of seemingly-unrelated transactions. 3. What are the areas that are susceptible to money laundering in UK private banking? There are several areas in which money laundering can be done through the facilities and services of private banking. It can include practically the whole host of investment areas where large sums of money can be profitably invested and more importan tly, in the areas where it does not attract unwanted attention

Art Appreciation- Principles of Design Essay Example | Topics and Well Written Essays - 750 words

Art Appreciation- Principles of Design - Essay Example Constable continued to study and copy the work of his predecessors for as long as he lived, constantly measuring their interpretations of the natural world against his own experience of it. His main interest was scenes from nature, despite earning money painting portraits for the rich. Although largely ignored by the English art community in his lifetime, Wilson (n.d.) reports â€Å" The Hay Wain and View on the Stour near Dedham went to the Parisian dealer Arrowsmith in 1824 and created a lively, if short-lived, interest in France.† Since his death the true value of Constable’s has been recognized by all of the art community. ‘Stoke-by-Nayland’ is a dark figure emerging on a path from a shady forest on the right, with the village of Stoke-by-Nayland located on the right. A partially cloudy sky covers the right sky above the village with the left side having a smaller visible sky in proportion with the whole painting. The scale and proportion used allows Constable to make the forest seem in the forefront and the village farther away. The directional forces pull the eyes toward the figure and forest first. Even the brushstrokes seem to be coming from the right. The emphasis is on the mysterious forest. The subordination is the village in the background. The contrast between the colors is obvious with the white clouds and dark greens of the forest. The two most important principles are scale and proportion and contrasts. These two principles define ‘Stoke-by-Nayland’. Constable uses scale and proportion to create a forefront nature scene with a figure emerging and a background village. Constable often used the technique common at the time of sketching actual nature scenes before going back to the studio to paint (Wilson n.d.). This would entail making the sketch using scale and proportion, and then transferring the scale and proportion onto a larger canvas. However Constable accomplished this, he did an

Ethical Dilemma Of Joe Darby Essay Example | Topics and Well Written Essays - 1500 words

Ethical Dilemma Of Joe Darby - Essay Example The ethical dilemma of Joe Darby solved in terms of the ethics of care framework underlines that Darby's choice was an embodiment of his ethical background. The result of Darby’s decision turned into a vulnerable and threatening for his wife and himself. Darby wanted to become famous and he succeeded. On the one hand in the beginning of the story he wanted to stay unidentified, but finally, his name became renowned. Once he decided to air the ill-fated photos, he should have considered probable outcomes of his decision. In the framework of the ethics of care, the results of one’s choice were damaging and unhelpful to his family. In reference to laws of the ethics of care, which underline protecting the vulnerable and limiting damage when large forces collide. On the contrary, personal choice of Darby was guided by ethical issues. His own judgment of violation and atrocities at Abu Ghraib underlines the seriousness of his attitude to military oversight. Straightforward a ctions of Darby, who could have appealed to his command or who could have waited for a certain judgment from an international, make an emphasis on his personal disregard of American military system. Ideals instilled in him from the very beginning of his service were scattered off. Darby decided to initiate a struggle with injustice himself. Therefore, ethics of care can be applied to this ethical dilemma while it’s focused on individuality and his choice; the attention is the aid to the central place of individual interests in making choices.

The American Institute of Certified Public Accountants Research Paper

The American Institute of Certified Public Accountants - Research Paper Example The organization sets up policies and standards to control the acts and non-acts of Certified Public Accountants within the United States. The standards include the Code of Professional Ethics for Certified Public Accountants. The American Institute of Certified Public Accountants organization takes a pivotal role to ensure all information transmitted by corporate America to the general public is fairly presented. The organization institutes policies to ensure all its members prepare fairly presented financial reports. noncompliance may result to either minor penalties or major penalties. The organization plays a vital role in crafting and implementing accounting standards. The members of the organization are required to implement all the sections enumerated in the organization’s sets of accounting standards. One of the accounting standards is Generally Accepted Accounting Standards (GAAP). The standards set the guidelines on when and how much of each account should be recorded in the financial reports. The financial reports include the balance sheet and income statement. The accounts listed in the balance sheet include the asset accounts, liabilities account, and the capital accounts. The accounts listed in the income statement include the revenues (sales), cost of revenues (sales), administrative expenses, and marketing expenses (Wlytok, 2011). The organization’s Council implemented the AICPA Code of Professional Conduct. The AICPA organization that established the accounting standards is the Financial Accounting Standards Board. The AICPA organization regularly distributes its AICPA Accounting Research Bulletins (Wlytok, 2011) The American Institute of Certified Public Accountants benefits the general public in several ways. The organization sets up the auditing standards. The accountants are required to comply with all the sections listed in the auditing standards. Likewise, the organization ensures that the corporate financial reports

Validity in Quantitative Research Design Assignment

Validity in Quantitative Research Design - Assignment Example Biasness in the research is one of the major threats to validity, in order to strengthen careful and reflective approach in the study, to minimise the influence of personal ground of the interviewer in study. Furthermore, through proper selection of the sample size based on the degree of knowledge and experience affects the validity of the study, as one participant experience and status differ with respect to the other. Moreover, through implementing proper strategy, the descriptive validity will be ensured, as audiences will have high interaction with the entire study. Contextually, interpretive validity will be ensured if there is no biasness during proper selection of sample. Through providing proper evidences in the study theoretical validity can be explored to actually fit with the data (Lund Research Ltd, 2012; Metheny et al., 2010). In this regard, neglecting the aspects of validity in the Advanced Practice Nurses (APN) study creates negative consequences, which leads to a research gap and major limitation in the overall study. Moreover, through having research gap and less trustworthiness in the study the patients safety and quality healthcare gets highly affected, as APN studies is undertaken to provide proper evidence to the other research works (Hughes, 2008). Hughes, R. G. (2008). Patient safety and quality: An evidence-based handbook for nurses. Retrieved from

Guns and school violence Essay Example | Topics and Well Written Essays - 1500 words - 1

Guns and school violence - Essay Example that any profile of a student shooter would fit too many students, since it has emerged that while some are children of divorcees, others are loners while still others are children of an ideal American family (Cavanaugh, et al, 317). However, the fundamental aspect of the Guns and school violence is the fact that; as opposed to the act of shooting the students being a snap action, the acts of shooting other students have been found to be premeditated and planned, since the student shooters were found to acquire the weapons well in advance, and even follow a considerable public path of violence (Redding and Sarah, 297). While some of the student shooters were found to plan their acts quietly, others were found to make their plans well known over a period of time, through consistent threats that eventually turn into the actualization of the violent act of shooting. The major concern is the motivating factors that drive the gun violence to increase at such a significant rate in schools. While it is worrying to think that guns can find way into schools and be used for violence perpetration, the truth is that the case is affirmative, and the incidences are even higher than could be anticipated. In fact, such occurrences have made many students and parents fear schools, preferring to undertake their learning at homes or in different private settings. According to the indicators of school crime and safety 2011 report by the Bureau of Justice Statistics, 6% of high school students in the USA stayed home for the feeling of being insecure either at school or on their way to school (Cavanaugh, et al, 322). This fact serves to indicate how the gun and school violence have affected the education sector in the USA, and it is threatening to paralyze public learning, especially in areas where crimes and gang violence are rampant. The report also indicated that around 7% of students in school between 9th and 12th grade admitted to have been threatened with a weapon within the

Education Research Paper Example | Topics and Well Written Essays - 750 words - 1

Education - Research Paper Example However, there exist some issues or problems related to this field which need to be resolved in order to end all concerns about education. Benefits of Education Education brings both personal and professional benefits for a person. Some of the most considerable benefits that education brings for a person include development of increase in self-confidence, development of a good personality, development of peer relationships, increased awareness of various social and political issues, and increased awareness of different professional fields of life. Along with these benefits, some professional benefits of education include increased number of job opportunities, career evolution, attractive salary package, increased opportunities to excel in professional life, and improved ability to raise knowledge-based. Current Issues in Education Education is a vast field related to family and consumer science. It gives light to a number of issues that need a proper resolution. Authorities related t o the field of education need to examine both sides of those issues in order to find proper solutions. Some of the current issues related to education include discipline and security, single language or bilingual education, use of technology to enhance students’ learning, use of social networking websites, race and equality, religion based studies, use of zero tolerance policy for students, private versus public education, teasing and bullying, and use of standardized testing system in education. Moreover, use of effective teaching strategies is also one of the key educational issues. Concept learning can be used in combination with deep learning to promote effective learning (Buntting, 2006). Education of undocumented immigrants is also becoming a major issue for most of the developed countries (Connor, 2011). Although all of the above-mentioned issues are of critical importance from the educational perspective, but some of them are a little more significant and need a quick resolution. Those issues include use of technology to enhance students’ learning, need for bilingual educations systems because of increasing cultural diversity, and private vs. public educational systems. Future Research Areas in Education Apart from current issues, there are some educational issues that need advanced research. Some of those issues include evolution of online educational system, use of proper grading mechanisms to assess special students’ performances, and allowing or restricting sex education for young students. Online Educational System As the world has become a global village, education has also become accessible to people at their doorsteps. An online learning environment is one in which there is a distance between teachers and students and they interact with each other mainly through the internet. In a dissertation, Ivankova (2002) found that distance education has become a possible alternative to the traditional form of higher education in many parts of the world. However, online education also gives rise to some complex issues, such as, less interaction between teachers and students and difficulty in understanding the concepts. In a dissertation, Gallogly (2005) found that online students usually do not feel satisfied with the timeliness of instructional feedback as compared to traditional classroom students. Grading Mechanisms for Assessing Special Students’

Outline for arts speech - story of Hamlet Essay Example for Free

Outline for arts speech story of Hamlet Essay IB TOK R3 1. Story of Hamlet A. Hamlet son of late king Claudius, mother remarried less than 2 months after her husbands death. B. Ghost of late king visits Hamlet and tells him that the new king murdered him. C. Hamlet lashes out at everyone around him, including his love Ophelia. D. Hamlet plots to kill king E. Hamlet stages a play called The Mousetrap, in which a king is murdered by his brother, who then takes up with his wife, Claudius freaked out and Hamlet Claudius is guilty. F. Hamlet visited his mother and derides her for taking up such man. G. Polonius, Ophelias father, hid himself in Gertrudes, Hamlets mother, room behind a curtain. When he calls out for help, Hamlet kills him thinking that it is the king. See more: outline format for essay H. Because of the murder, Hamlet is sent to England and when he returns to Elsinore, he sees a funeral-taking place, he finds that Ophelia has drowned. Her brother Laertes, blaming Hamlet for the death his father and sister, challenges Hamlet to a duel. I. At the duel, Laertes poisons his blade to make sure Hamlet will die. At the same time, Claudius inserts a poison pearl into a wine cup in hope that Hamlet will drink it. J. Every important character dies: Gertrude gets to the cup first, and dies. Laertes wounds Hamlet with the poison blade, Hamlet mortally wounds Laertes. Hamlet then finds out that Claudius put poison in the cup and he goes after the king and kills him. Then Hamlet lies down and dies. K. This play is often referred to as the one in which everybody dies. 2. Differences between the two A. Mel Gibson version directed by Franco Zeffirelli 1. Starts differently 2. Only 135 min. cut out huge sections. 3. High number of extra- King actually seems to have power 4. Color -can relate 5. Play-in-play with spoken words- much more importance- used by hamlet as proof. 6. Seemed to be made to retell an old story 7. Switched around to make it more entertaining 8. Said by a critic to be written for the masses a. short b. cut out dialogue- easier for common people to understand c. fun to watch B. Olivier as hamlet directed by himself 1. Starts as the play does 2. Less extras- King seems to rule no one 3. 155 min -missing huge sections 4. Play-in-play in mime less importance done to jab at the king and queen for what they have done 5. New interpretation of an old story 6. Black and White cannot relate to lack of color as well 7. Friends of Hamlet left out a. Rosencrantz and Guildenstern not in b. Allows Hamlet to be less insane 8. Better sword play- build more suspense as to who will win 9. Cinematography changes feeling Darker a. castle is dark and so is the sky, see more of the dark sky b. Humor is cut out 3. Differences in Hamlet A. Soliloquies in Olivier to self allows him to get closer to subjects, inner turmoil, in Zeffirelli it is out loud, insanity 1. Kill Claudius when praying 2. To be or not to be B. In Zeffirelli- acts much more insane- wild eyed, over the top. C. In Olivier- much more reserved, caustic when speaking. 4. Other differences in characters A. Queen Gertrude 1. In Olivier a. actress is 29 years old Olivier is 41- looks strange b. drinks the poison knowing that she will die- to save Hamlet, a noble death 2. In Zeffirelli a. Devastating and tragic death- didnt knew that the cup was poisoned, more of an impact on viewers. B. Ophelia 1. In Zeffirelli a. Completely mad, gives out bones and sticks and calls them flowers 2. Olivier a. Semi-mad, more out of it than insane C. Dead King 1. Zeffirelli a. King looks like he is alive and is just back visiting not freighting 2. Olivier a. Never see the face of the king, comes surrounded in fog b. Scary c. See the murder acted out 5. Conclusion A. Way the director influenced my perception of the story 1. Same story, many of the same lines, same characters, but different feelings emitted from both. a. Zeffirelli humorous, have fun watching it makes the ending more tragic more of a dramatic change b. Olivier is dark always fell that something terrible is going to happen end not as devastating c. Polonius: Words, words, words B. Olivier version constitutes what I believe to be a masterpiece when following Clarks definition from unit four of our book. 1. follows all of the guidelines a. The original play by Shakespeare that it is based off of fills the first 5 requirements as well as the last. b. Oliviers version creates the feeling of complete supremacy of the artists art. Whereas Zeffirellis is entertaining but not a masterpiece. c. Oliviers version won 5 Oscars, Zeffirellis, none. Show preview only

Tragedy story Essay Example for Free

Tragedy story Essay A View from the Bridge is a story that ends in tragedy. A tragedy is a disaster or misfortune, which was never supposed to happen. This play ends tragically as Eddie dies because Marco killed him in self-defence. The immigration finds Marco and Rudolpho, therefore the whole family splits up. Marco may be put in prison or sent back to Italy this will make him unable to provide for his family and will split it up. Eddie and Beatrice have brought up Catherine. Since the death of her parents Eddie has been like a father to her. However as she gets older, his feelings for her might have turned into adult love. Eddie does not like the fact that Catherine is growing up and she goes out all dressed up in short skirts and high heels and gets attention from other men. It seems as though he is jealous. Catherine is a teenage girl soon to become an adult; Eddie just cant accept that. At the beginning of the play on page 6, Eddie comments on the way that Catherine is dressed he does not like it and also how she walks. You are walkin wavy! I dont like the looks theyre givin you in the candy store  He says this as though he is concerned for her, like a father. He also does not want her to be so friendly with other men as they might get the wrong idea. These are the first signs that reveal his jealousy.  On pages 9-11 Catherine has been offered a job, far away from her house, she is really happy and is proud of herself. Eddie does not want her to leave and is trying to say things against her working there. He wants her to work in a nice place and also nearby. Maybe a lawyers office someplace in New York in one of them nice buildings.  Catherine is quite upset as she had her heart set on that job. Eddie eventually changes his mind because of Beatrice. Eddie is controlling Catherine therefore he does not want her to move away.  I support you this long  This shows that he is the breadwinner. If he has supported her for this long he will not stop now. It also means that he is the man of the house and in charge. Beatrice realises the feelings that Eddie has towards Catherine. On pages 29-31 Beatrice is telling Catherine that she needs to act grown up infront of Eddie. Beatrice is saying it because she does not want Eddie to get he wrong impression as she knows what he is like. She does not want Eddie to treat Catherine like a baby anymore, as she is old enough to make her own decisions.  Eddie and Beatrices marriage is not going well at all. Eddie never listens to Beatrice whenever she tries to talk to him. She tries to talk to him on page 24 about the relationship but he does not respond as Catherine is on his mind. Beatrice suspects that he has unnatural feelings towards Catherine. On pages 62-63 Beatrice is trying to get Eddie to calm down but he does not listen to her at all. She then tells him about the love that he has for Catherine, but he denies it. You want somethin else, Eddie you can never have her!  Alfieri says in his speech that the play will take its bloody course. This tells the audience that something terrible will happen in the play. Alfieri also realises the feelings Eddie has towards Catherine; he gives him advice not to get to close to Catherine. Alfieri knows that Eddie loves her more than he should. If Eddie loves Catherine romantically, then the relationship between them is bound to end unhappily, because of the family ties between them. Eddie is aggressive with Beatrice and Alfieri whenever they bring this up. The arrival of the cousins acts as a catalyst and all the tensions that already existed are brought to the surface. When Rudolpho and Marco first arrive at the house Eddie is being extremely kind and welcoming to them both but soon after, he is only really talking to Marco. When Rudolpho starts singing he tells him to stop. I think this is because he thinks that men should not be singing the way he does. He may also want him to stop singing because he knows that Catherine likes the way he sings and does not want Catherine to fall for him. He says it as though he does not want the immigration to catch him.  Look, kid; you dont want to be picked up, do ya?  He also does not like it because Rudolpho is spending a lot of time with Catherine, he is jealous.

Using Roleplay To Help Students Learn English

Using Roleplay To Help Students Learn English 1. INTRODUCTION The more students talk, the better they learn; Speaking skill is not given special significance in the teaching of English in Vietnamese universities. Traditional English education in Vietnam focuses heavily on reading skill. Also, many Vietnamese students and even teachers have examination-orientation. In the first semester, students start the elementary level with the textbooks Lifeline set (Hutchinson, 2001). The textbook cover four skills: speaking, listening, reading and writing. The assessment at the end of each semester is based on a written test involving reading and writing skills only. As a result, pre intermediate students spend more time improving reading and writing skills and mostly ignoring listening and speaking skills. This fact happens at not a single university in Vietnam but across the country. In the first semester, pre intermediate students do not have many chances to communicate in English; therefore, their speaking skill is restricted with lack of naturalness, reaction and pronunciation. Many are shy to speak out in English as they are afraid that listeners cant understand well what they say. Role play is considered one teaching method which motivates pre intermediate students to get involved in speaking lessons. In opinion of James G. Clawson (1997, p.2), role play is a superb vehicle for bringing the distiction between concept and reality to the fore. During role play, students are motivated to perform and act and speak in English class. They are challenged to use their English words in mind to apply into simple conversation in daily life. This indeed enables them to get familiar with normal conversation in their real life. Also, motivation influences how and why people learn as well as how they perform (Chin Chun Shih, 2001). While role play contributes to affect students attitudes positively and improve their English speaking skills, there is little research examining its effectiveness towards pre intermediate students in universities. In Vietnam, much of the research focuses on role play aiming at junior high schools students in foreign countries like Hong Kong, Japan and Korea. There is little research that indicates how role-play could influence students learning attitudes directly. Scarcella Oxford (1992, p.54) also pointed out that most researchers talk about using cooperative learning activities or student-centered learning in order not to put too much pressure on an individual student in front of the class. Therefore, this particular research is intended to focus on the effectiveness of role play in teaching speaking skills for pre intermediate students. Based on the above rationale, this research tends to seek answers to two below research questions: What are pre-intermediate students attitudes toward the role-play activity? In what way does role play improve pre-intermediate students speaking skills? Generally, this research aims at making clear two important aspects of role play: affecting attitudes positively and improving speaking skills properly. Firstly, this research shows how role -play has a direct effect on learners attitudes. Secondly, this research intends to point out how role play help improve their speaking skills in particular. The structure of this research includes the context and methodology as the qualitative method. Data will be collected via oral test, interview and observation, which will then described and analyzed in item data analysis. Next, the content of reflection shows what is gained and which possibly further research questions are. 2. LITERATURE REVIEW Definitions of terms Role-play can be divided into role and play. Gillian (2002, p.7) refers role as to play a part (either their own or somebody elses) in a specific situation. He also indicates that Play represents the role is taken on in a safe environment in which students are as inventive and playful as possible (p.5). This teaching method enables students to enjoy the experience of having conversations with people in real life so as to develop their social communication. The function of role-play in language learning Teaching English in Vietnam mostly concentrates on grammar translation methods and is examination oriented. Adian Doff and Maxwell (2002, 1997) pointed out the problems of those English teaching methods, and argued that there is a need to develop more diverse English teaching methods or activities. Vietnamese students have common weakness reportedly as their speaking ability. They have little chance to practice conversation, even in the second language classrooms. In order to encourage students to speak in public, role -play is often used by teachers as one of the teaching methods. Maxwell (1997) holds the opinion that the purpose of role-play is to improve students verbal and nonverbal communication skills and to link and use previously built schemas, in both structured and improvised situations (p.1). This viewpoint shows that role -play could improve students in verbal or nonverbal communication while they are performing the roles in the dialogue. James G. Clawson (1997, p. 4) pointed that A common theme in the benefits of using role play is that the techninque can bring abstract discussions alive, make them live, and in so doing, open up students willingness to learn When taking part in the dialogues created by teachers or extracted from the text books, students will be required to act as the characters in the dialogues, therefore, they will find it easier to use the conversation in daily lives. Daily conversation will create lots of unpredictable situations that make students confused how to deal with. As noted by Salies (1995, p.6), role-play helps learn ers to deal with unpredictability, motivating them by adding emotion and increase the awareness of the listeners. Accordingly, role-play helps create a safe environment for students to practice their language skills. The influence of role play on attitudes Attitude plays an important role in learning English speaking skill. Without adequate and appropriate attitudes, pre-intermediate students are usually unwilling to learn what their teachers try to teach them. To make a change about students learning attitudes, teachers can use role play to increase their confidence because role-play proves to be a good choice for them to understand and handle the learning content. James G. Clawson (1997, p4) indicated that role play helps improve learners abilities to communicate their thoughts and feelings in effective and productive ways among peers. They will find themselves better motivated to learn if they are recognized as a part of the class. Motivation is important because it helps create good start. Role-play can also help reinforce students knowledge gained through constant practice and acting. Also, students learn to how to cooperate well with each other through working and discussing English together, which will lead to mutual affection. He pointed that emotional climate is a good motivation during learning process (Ray, 1992, p.9). Students can gain more confidence in a safe environment brought by role play method. The learning environment ha s become particularly important for students. Ray (1992) also agreed that students prefer a consistent learning environment with good order at which they feel safe. (p.5). In other words, students can learn better in a little pressure environment. Furthermore, role-play helps create peer relationships which have become very important in improving attitudes. Ray said that the main motivational factor for pre intermediate students is the social incentives reflected in peer relationships (1992, p.13). The speaking and practicing subjects would be their classmates, who are familiar to the students and cause them less pressure and nervousness. Students work in small or big groups and there is a competitiveness among these groups. By this kind of stimulus, students are able to increase their learning attitudes, and to learn the second language further. Therefore, in the context of this research study, the findings above show that role-play could affect students attitudes positively in four aspects: improving students confidence, motivating their participation, creating interest in speaking lessons, and improving peer relationships through moderate competition. In conclusion, the literature above may lead to the fact that the main function of role-play is to help students improve speaking skills. Below context will indicate that there is a need to examine how role-play can facilitate students speaking ability in Vietnams education environment. 3. CONTEXT In Vietnam, the teaching of English has been criticized with lack of practice and heavy focus on written examination. In most universities in Vietnam, students are tested in written form, meanwhile, oral tests are ignored since they are time consuming and too difficult for students. Many pre- intermediate students are reported with lack of English communicative ability due to their emphasis on the written exam in previous grades. Adian Doff (2002) stated that teachers would look at prior tests to assure that they covered the subject matter of the test or test objectives (p.2). The Entrance Exam is the main examination for high school students to enter university. There are two parts of questions. The first part include multiple choice grammar questions for each of which students must choose the best answer. The second part is a reading comprehension assessment that includes cloze tests (Ministry of Education and Training, 1999). Thus, students focus on writing and reading rather than speaking skills. Also, starting their learning in universities, pre-intermediate students are lack of chance to improve their speaking skills. They feel shy and can hardly speak and listen to English in their daily lives. Although they are taught the curriculum Lifeline set (Hutchinson, 2001) with four skills, the speaking skills are often ignored due to limited time in one period. Grammar or reading exercises are taken greater priority. Besides, teaching speaking seems to put a lot of effort into and not every teacher will be successful in a speaking lesson. As a matter of fact, so many teachers of English in Vietnam universities are trained with grammar translation method. That is the reason why they will face a big challenge to create an environment in which students are given more opportunities to use English as a means of communication. It has become more and more difficult for Vietnamese teachers when they have to work with large classes which are more suitable to give lectures instead of asking students to work in small groups. Teachers of English make it impossible to control such large classes if they have intention of teaching English in communicative way. A serious problem teachers in Vietnam have to tackle is that although there is a number of a method of teaching speaking skill, it is not easy at all to find out appropriate methods which help Vietnamese students, especially those at pre-intermediate leve l make some improvements in speaking skill. Researchers argue that role-play can help learners improve it. Firstly, role-play helps improve students listening ability. In viewpoint of Salies (1995, p.8), role-play makes students aware of the listener. Therefore, listening ability is as important as speaking ability and role-play might help to improve this skill. Secondly, role -play contributes to improve speaking ability. In order to speak well in a daily conversation, one should take consideration about the pronunciation as well because clear pronunciation helps speaking become two-way communication. In this case, while students are performing in speaking lessons, teachers will be able to listen to each students pronunciation and correct him/her individually during speaking sessions. In conclusion, the context above is critical because it indicates that there is a need to examine how role-play can facilitate pre intermediate students speaking ability in Vietnams universities. 4. METHODOLOGY According to C. Pope and N. Mays (1995), the goal of qualitative research is the development of concepts which help us to understand social phenomena in natural (rather than experimental) settings, giving due emphasis to the meanings, experiences, and views of all the participants. In the researchers viewpoint, qualitative method is proper to discover pre-students attitudes towards role play and how role play motivates them in speaking lessons. This part presents subjects, data collection instruments consisting of oral tests, interview and observation via two role play activities. 4.1. Subjects Participants Six students are randomly chosen. All are between the age of 19 and 20 and study English at pre-intermediate level. Students at pre-intermediate level but not other levels are chosen as they have more chance to take part in communication activities. In order to get an exact result, the participants English speaking ability is different. The backgrounds of participants are stated below. Name Sex Background English Level Nam Male He is quite good at English. He performs enthusiastically and confidently in English class. Good Mai Female Her English is at medium. However, she is willing to learn and perform in class. Medium Trung Male He is a person who is enthusiastic in English lesson even though his English is not as good as others. Medium Hoa Female Her English level is medium. She is very shy. She likes English, especially English speaking skill. But she is too shy to perform in class. Medium Sy Male He likes taking part in all games in class. Although his English is not good, he is not afraid to speak English. Not good Phuong Female She likes to talk loud in class, but not in English. Due to her weakness at English she seems to be very quiet in English lessons. Not good Teaching materials The main pilot teaching material is The New Headway Pre-intermediate textbook compiled by Liz John Soars. There are two dialogues used in this research. The researcher asked the informants to play the roles of the dialogues. Students are voluntarily encouraged to contribute their own ideas to make the play role activities more creative and interesting. 4.2. Instruments of data collection 4.2.1. Oral tests and Interviews Two oral tests and interviews were conducted for this study with the participation of six students. The first oral test was done before the two-week experiment, and the second oral test was held after the experiment of the two-week experiment. Moreover, during the interview the researcher asked them related questions to clarify the purpose of the study. Yes-no questions and WH- questions that students have to answer are included in oral test questions. Yes-no questions are for students who can not have long answers, and WH- questions are for students who are at better learners. The questions are displayed in Appendix A. After finishing the pre-oral test, the study proceeded to the main part, which was role-play. During role-play, I interviewed every student individually. The interview questions were based on some basic questions but might be changed to adapt the situations and students reactions (see Appendix C). Moreover, students were interviewed in their mother tongue so that they felt at ease to express their feelings. When the pre-oral test, two role play activities and interview were finished, it was time to examine how students improve their speaking ability. And the post-oral test was done to compare the students performances from the beginning to the end (see Appendix A). 4.2.2. Observation The researcher observed six pre-intermediate students participation during two role play activities. The observation in this study was done via my note-taking or keeping diary, and tape-recording through the pilot teaching. The purpose of this part is to see what pre-intermediate students behaviors are when role play is employed as a speaking activity. Furthermore, during the pilot teaching, tape recording was also carried out to get the data for the research. The students utterances were recorded and analyzed later to find out how the role play was used and how it motivated students. 5. DATA ANALYSIS Descriptive data are analyzed by qualitative method. 5.1. Descriptive data of oral tests The oral tests were arranged and conducted at the participants convenience. The oral tests (see Appendix A) were given before and after the two-week experiment. In order to give descriptive data of oral tests, interviews and observation, I have based on seven criteria to review pre-intermediate students English speaking ability including: 1) the influency of speaking, 2) the frequency of using words that have been taught, 3) the accuracy of grammar application, 4) the listening skills absorption, 5) the anxiety of students, 6) the accuracy of pronunciation, 7) the pause while interviewing. The oral tests showed that students speaking ability did improve after the use of role-play. Specifically, three fourth of the participants spoke more fluently. While doing the oral test, I also felt that students would try hard to answer in English. They might not give complete sentences, but they would manage to use the words they had learned. They also tried to use correct grammar when giving answers. However, some students who were not good at English such as Sy and Phuong sometimes produced wrong grammar sentences. Moreover, students not only understood what I asked during the oral tests, but also tried hard to listen to whole sentences and digested them. I, myself, had a strong feeling that students tried very hard to pay attention to the post-oral test, because most students had enthusiastic responses with me. Moreover, students anxiety had been decreased during the second oral test. One of the reasons that the researcher postulated was that students were familiar with the res earcher, and might not be afraid to speak English. They also learned how to pay due attention to their pronunciation while performing in front of their classmates. This also made them have better pronunciation during the oral tests. Some of them even tried to improve their pronunciation by making repetition of what they spoke. The pause frequency of interviewees was really high during the first oral tests, but it seemed lower during the second. Some students said I dont know or I have no idea when they could not find the answers to the questions. In general, the oral-tests showed that role-play had a positive influence on pre-elementary students speaking skill. Most students might not have the ability to answer in complete sentences, but they showed positive attitudes during the oral tests. They paid due attention to the questions, and answered the questions using the vocabulary they had learnt, which showed their willingness to attempt to learn English in general and speak English in particular. Therefore, I can conclude that role-play not only stimulated students when they learned English in speaking lessons, but also made them eager to learn more. 5.2. Descriptive data of observation In order to assess the participation and effectiveness of using role-play in speaking lessons, I based on four levels: 1-3 (bad), 4-6 (medium), 7-9 (good), 10 (excellent). In this part, I would like to use two dialogues and asked participants to play role (see appendix B). For the first role play activity, the researcher used the telephone conversation between the receptionist and client in book New Headway Pre-intermediate by Liz and John Soars (p.77, unit 9). I asked the participants to work in pairs which mean three couples did the same role play. In order to make the role play more effective and to have an exact observation, I asked Nam to work with Mai, Trung with Phuong, and Sy with Hoa. Nam, Trung, Sy played the role of the receptionist whereas Mai, Phuong, Hoa played the role of the client. The researcher instructed first and three pairs presented in turn. During the role play activity, I would observe, take notes, and record. The first role play is easy and simple so that students can feel comfortable and confident to take part in. The results of observation basing on the four levels are presented as below. For the second role play activity, the researcher used a more difficult role play activity which was extracted from the book New Headway Pre-intermediate by Liz and John Soars (p.57, unit 7). This role play was an interview with the band Style. Participants had to play the role of an interviewer a journalist and the role of two interviewees Suzie and Guy. In this part, students worked in group of three. Nam, Mai, Sy were the first group. Trung, Hoa, Phuong were the second group. Nam, Hoa who are better at English were the interviewers. The rest were the interviewees in which Mai, Phuong played the role of Suzie, and Sy, Trung played the role of Guy. Similar to the first role play, the researcher instructed first, and the two groups presented in turn. The results of observation from the second role play activity basing on the four levels are stated as below. The second role play After experiencing the two role-play activities, the researcher found that the pre-elementary students English speaking ability has been improved. Specifically, four out of six participants made a clear progress in the influence of speaking ability, and the ability of expressing him/her self. Moreover, half of participants used grammar more correctly. Also, half of participants became more confident such as Mai, Trung, Sy. In addition, Nam the best participant at English speaking improved his vocabulary. Thus, the observations results show that pre-students English speaking skill has been improved when the researcher uses the role play in speaking lessons. 5.3. Descriptive data of interview The interview was conducted during and after role play. All the students were interviewed once. Additionally, the interviews were conducted in Vietnamese. During the interviews, the whole procedure was recorded and taken notes. The questions of interview are available in Appendix C When being asked to compare the traditional teaching method most of the students answered that they really like the role-play teaching method. They explained that role-play gave them a joyful feeling and avoid being sleepy in class. In general, most students feel that role play is an interesting teaching activity and they really like it. In other words, their feeling of this teaching method is positive. For example, one of the interviewees, Hoa, expressed that: Well, I extremely like this teaching activity. It helps me be more confident in speaking English. Especially, it makes me more interested in lesson instead of being sleepy. I always feel bored and sleepy in lessons which are given in a traditional way. Another participant Nam said that: I think using role play in speaking lessons is good because we get more confident when playing role and speaking in front of other friends. I like this teaching method than the traditional method. For the second question Do you think that your speaking skill has been improved after doing role-play in class? all participants answer Yes. For example, Sy pointed out that role-play can help him improve his speaking skill: I thinkà ¢Ã¢â€š ¬Ã‚ ¦ my speaking is better after doing role-play several times. My speaking ability seems to be more fluent. Andà ¢Ã¢â€š ¬Ã‚ ¦.I feel more confident. When replying this question, Trung also determined that his speaking English skill had been improved. He said Ummà ¢Ã¢â€š ¬Ã‚ ¦.You know that now I can speak English a little bit fluently. I feel more confident to speak in front of other students. Does it mean that my English speaking skill has been improved? Furthermore, I asked the participants whether there are any negative sides when applying role-play in class. And most of them answered that the problem is the class order was not very good in that case. Sometimes, there was too much noise for students to act in class. Participants, however, still show a positive attitude. Mai said: I think noise is unavoidable when we learn speaking skill. I really like this kind of teaching activity. It is fun. It makes me want to study English and want to speak English in class. However, in order to add to the negative sides of using role play in class, Hoa stated that Sometimes role play takes much time. In my opinion, it is a negative side of role play. I asked the students if it was tiring or stressful for them to plan the dialogues beforehand. As a result, most students showed a positive response to the preparation. Phuong who is not good at English expressed that I feel difficult to have a good preparation at first. My English is not very good. I can not study it at home without teachers instruction. However, after preparing for the class for several times, I start to feel that preview is really important. I know the lesson prior to class and I can understand what the teacher talks about in class. Furthermore, as I have had preparation before class, I become less nervous and shy when speaking on the stage in English. Similarly, Trung said eagerly: Well, my teacher also asked us to prepare in advance. For the first time I felt quiet tired because I didnt get familiar with this learning method. But for the third time, everything seemed to be better. And now I have no problem with preparation in advance. When observing participants doing the first role-play, the researcher recognized that some of the students were very extroverted. However when they were asked to perform the role play in class, they started to keep avoiding from this opportunity. I wanted to know what resulted in such a reaction. Some students told me that they were really shy; some of them could not find out the proper way to act. However, after doing the second role-play the participants responses seemed to be more positive. They participated to the activity more enthusiastically. They did not appear to be shy any more. For example, Trung said that I am an extroverted person. However, I dont feel confident when speaking English in class because I know that my English is not good and as a result, I dont want to speak English in class. But now I feel better. After doing the first and the second role-play activities I recognize that theres no reason to be shyà ¢Ã¢â€š ¬Ã‚ ¦please take part in the activity, please spea k. Wellà ¢Ã¢â€š ¬Ã‚ ¦it is really good. In short, most of the participants hold the positive attitudes to the role-play teaching activity in speaking lessons. For example, students showed more interest in learning speaking English with the role -play activity, students agreed that role-play helped improve their speaking skills, and they showed higher willingness to perform in public. 6. REFLECTION This study was designed to research the effectiveness of using the role-play to motivate pre-intermediate students in speaking lessons. There were six participants in the research. Also, the researcher used qualitative method to do the research in which oral tests, interviews, and observation are used to collect data. Based on the results of the study, the findings have been drawn. These findings are: (1) participants have a positive attitude to role-play in speaking lessons. (2) Role-play motivates pre-intermediate students in learning speaking. Moreover, the findings of this study may offer three practical implications for English teachers in Vietnam to help students develop speaking ability. The first implication for English teachers is that they should apply a communicative teaching technique in English speaking classes such as role play. However, role play should be merged with the traditional English teaching. The second implication is that teachers can affect students learning attitudes/motivation positively by lively activities. The last implication is to provide a safe environment with tender discipline in class because this will make student feel more comfortable and eager to learn, especially to speak English in class. In other words, English teaching in Vietnam should be added lively and interesting communicative teaching methods in class, especially in English speaking class. I believe that the study is successful. Also, it is proper to use the qualitative method for this study. However, there is one limitation which may influence the outcome of the study. The limitation referred in this study is time limitation. Because of limited time, I can only give two role-play activities to experience and test the effectiveness of role-play on pre-intermediate students. Suggestions for further research In order to have a more accurate and complete result, further study can be done with the cooperation of the involved students English teacher. Working with the English teacher is advantageous as he/she might help me understand every students English level in a short time. Moreover, it would be better to have two instructors to review students during oral tests and performances. Besides role-play, I would like to add some other activities to class and think of some interesting topics for students to act in role-play. It would be boring if the whole period of class was proceeding in the role-play teaching activity only, thus, added activities may help students concentrate in class more effectively. The dialogues in students textbooks did not really attract them. Students already had those contents in their regular English classes. It would affect students attitudes/motivation positively if there were more interesting topics for students to discuss and act. Last but not least, in a future research, I may have more chances to videotape the whole process of the experiment which includes the oral tests, interviews and performances. Students gestures, facial expressions or body languages could serve as the sources to interpret their intentions as well. Besides, some non-verbal languages could appear beyond expectation, so those expressions are also important for descriptive data. 7. CONCLUSION I would like to conclude my research in two aspects. Firstly, role play is not beneficial only for the pre intermediate students but even students of upper levels as well as lower levels. Role play proves to be a good way to motivate English learners to speak out what they want to say. In fact, students have to experience different situations in real life. The final and the most important goal of teaching English is none other than helping students use English in those situations. Role-play creates many daily situations for students to practice their English. In addition, it really creates a safe environment and productive learning environment in language class which would be interesting to absorb knowledge. Secondly, although role play works well in speaking lessons as well as with pre-intermediate university students, it is not the only method for teachers to apply in every lesson. In other words, there are numerous different ways Vietnamese teachers are offered to apply to motivate students communicate in English naturally and effectively, to affect their attitudes positively and to increase s

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What is Stormwater Pollution?

When it rains, water flows from your roof, yard, and street into the gutter and down the drain. The stormwater drain carries this water into Lake Macquarie, wetlands, lagoons and the ocean along with all the sediment, rubbish, grass clippings, pet faeces, chemicals and fertiliser it collects along the way. The result is stormwater pollution. Last Modified: 20-AUG-2009 What impact is stormwater pollution having on Lake Macquarie? Volumes of stormwater in urban areas have increased up to 40 times above natural levels due to the increased area of impervious surfaces such as rooves, roads, and driveways. The increase in volume causes our creeks to rise higher and flow faster, eroding the banks and bed of the creek carrying increased sediment and nutrients into the Lake. It is estimated 57,000 tonnes of sediment is washed into the Lake each year, nine times more than when the Lake was surrounded by bushland. We all live in a water catchment and our every-day activities affect the quality of the Lake and ocean. When many people carry out the same activity, the cumulative effect can be great. For example, the 45,000 pet dogs in Lake Macquarie create about 9 tonnes of faeces every day. The impacts of stormwater runoff may include the loss of recreational amenity, the destruction of seagrass beds and aquatic habitat, and the growth of algal blooms. Last Modified: 20-AUG-2009 What is the Lake Macquarie Stormwater Management Plan? The Lake Macquarie Stormwater Management Plan (SMP) was prepared in 1999 in response to a directive issued to all NSW Councils by the Environment Protection Authority. The SMP provides a framework for improved stormwater management and establishes opportunities to promote cooperative action by Council, stormwater managers and the community. It outlines planning and strategy measures such as requiring new developments to reduce the flow of stormwater off their sites. It sets out specific works that are required to prevent erosion and water pollution, such as the construction of stormwater quality devices (SQIDs) around the Lake. It sets out monitoring programs to measure the amount and effects of stormwater pollution and the effectiveness of management programs. Education of the community to increase their understanding of the issues and to change behaviour is the fourth element of the SMP. Many actions in the SMP have already been implemented. In 2004 the remaining actions were reviewed and incorporated in the Lake Macquarie Environmental Action Plan. Related Information Lake Macquarie Environmental Action Plan(Publication) Last Modified: 2-SEP-2009 What are the main stormwater issues for Lake Macquarie? Stormwater issues were identified through a community workshop, catchment audit, and Council's estuary management program. They include: Environmental Issues Elevated nutrient levels – particularly in foreshore areas Elevated levels of bacterial pollution – particularly after rainfall Increased loads of sediment – causing plumes of ‘dirty' water after storms Accelerated catchment erosion – particularly in creeks and foreshore areas Loss of habitat values – due to impacts on seagrass and bushland environments Discharge of environmental pollutants – arising from industrial and commercial premises Litter pollution – mainly observed in creeks and foreshore areas. Aesthetic values of the stormwater system – amenity of concrete stormwater devices is generally low Community understanding of stormwater issues – changes in attitudes and behaviours are required to reduce stormwater pollution Managerial Issues Ad-hoc approach to stormwater management – consistent standards and policies required Lack of defined objectives for stormwater management – targets need to be established Stormwater system based on ‘hard' engineering designs and end-of-pipe solutions – source control and ‘soft' engineering options need to be implemented as a priority. Last Modified: 11-NOV-2010 How has the Stormwater Management Plan be implemented? Council, State, and Federal Governments have spent more than $1million each year since the SMP was adopted building stormwater quality improvement devices (SQIDs) and erosion controls. Award winning projects such as the Salts Bay â€Å"Save the Rainforest from the Rain† project have provided examples of how residents and Council can install sustainable stormwater systems. The new Development Control Plan 1 requires new developments to catch and treat stormwater on site. Stormwater management is a responsibility shared by everyone who lives, works or plays in the Lake Macquarie catchment. The community has an important role to play in the implementation of the Plan. This may involve changing everyday behaviours to reduce the potential for stormwater pollution, for example, by reducing fertiliser use when gardening. As well, government and non-government authorities have a key role to play including Council, Hunter Water Corporation (HWC), Roads and Traffic Authority (RTA), and Wyong Shire Council. Last Modified: 20-AUG-2009 What can you do to prevent stormwater pollution? We can all help to prevent stormwater pollution by preventing pollutants from entering the stormwater system. At home: Wash your car on the grass and use a small amount of detergent or none at all. Dispose of unwanted paints responsibly at an approved collection point for proper disposal. Place used cooking oil in a carton or jar and dispose of when full in garbage bin. Take used motor oil to service station that collects it for recycling purposes. Make sure litter cannot blow out or fall out of garbage bins or recycling containers. In the garden: Reduce use of garden fertilisers and ensure they do not runoff into gutters or drains. Collect and properly dispose of pet droppings down the toilet or put them in the garden. Ensure that you have good grass cover in your yard to prevent soil being washed into the stormwater system. Create a worm farm and compost your grass clippings and garden cuttings. Handweed or mulch to control weeds rather than using chemicals. Incorporate safe pest control into your garden practices. At work: Reduce, reuse and recycle waste products from your office including paper, milk cartons, glass, aluminium and vegetable scraps. In the neighbourhood: Help protect and repair natural wetland areas. Help protect and repair foreshore and riparian (creek-bank) areas. Put your rubbish in garbage bins provided or take it home when you are bushwalking, picnicing or at the beach. Get involved with a Landcare or Coastcare group and spend the weekend with friends restoring native vegetation in riparian lands, wetlands and beach dunes.

Methods of Presenting Arts

Certain methods of presenting arts are employed in order for it to be effective. In presenting his subject, the artists uses different methods to express the idea he wants to make clear. The following are the commonly used methods in presenting the subjects of arts: Realism Abstraction Symbolism Fauvism Dadaism Futurism Surrealism Expressionism REALISM It is the attempt to portray the subject as is. The artist selects, changes, and arranges details to express the idea he wants to make clear. The artist main function is to describe accurately what is observed through the senses. Examples of realism ARTS Giora Eshkol (Daydreaming) Willem ClaeszHeda (Banquet Piece with Mince Pie) ABSTRACT It means to move away or separate. Abstract art moves away from showing things as they really are. The art work is not realistic. Types of abstract art Distortion. The subject is in misshaped condition. Elongation. The subject is lengthened for protraction or extension. Mangling, Subjects are either cut, lacerated, mutilated or hacked. Cubism. Subjects are shown in basic geometrical shapes. Samples of abstract art Mary Capan (Title Unknown) Vincent van Gogh (Starry Night) SYMBOLISM The presentation of an invisible sign such as an idea or a quality into something visible. Sample of Symbolism Author Unknown (Memento Mori) FAUVISM Themes are either ethical, philosophical or psychological. Subjects express comfort, joy or happiness. Sample of Fauvist Art work Japanese Propaganda poster during ww II DADAISM A protest movement formed in 1916 by a group of artist in Zurich, Switzerland. They try to provoke the public with outrageous forms of arts. Came from the French word â€Å"dada† meaning â€Å"hobby horse†. FUTURISM Its’ works aims to capture the speed and force of modern industrial society and to glorify the mechanical energy of modern life. SURREALISM Founded in Paris in 1924 by French poet Andre Breton. It tries to reveal a new and higher reality than that of daily life. They claim to create a magical world more beautiful than the real one through art. It came from the slang of super realism. Sample of Surrealism Gennady Privedentsev (Bird`s Cocktail) EXPRESSIONISM The Expressionist emphasis on individual perspective has been characterized as a reaction to positivism and other artistic styles such as naturalism and impressionism.

Effects of Peer Pressure on Decision Making Essay

Our Peer-to-Peer interaction affects us every day. From decisions, we make, to the places we go. It is human nature to listen and learn from other people. Though we would like to think we have control over outside influences, studies show that our surroundings play a key role in how we function. Solomon Asch’s (1950) social experiment demonstrated, consumers often modify their responses, consciously or subconsciously, when surrounded by others with conflicting opinions. Peer Pressure is only rising in today’s society; it can’t be escaped! Our teenagers are the most influenced by peer pressure. Peers influence people because they want to fit in, be like peers they admire, do what others are doing, Its only natural for people to identify with and compare themselves to their peers as they consider how they wish to be (or think they should be), or what they want to achieve. see more:negative effects of peer pressure Peer Pressure is essential to social development. Its can’t be escaped! In turn peer pressure can develop a good character, if its learned to be worked the right way. There are 3 main goals that individuals have in the long term: †¢Accuracy – in that individuals seek practical, consistent actions that are reproducible, through the information they already have and the actions that they do. Think of it as a need to achieve goals effectively and with the greatest perceived reward. †¢Affiliation – in that individuals seek gratification that their actions ingratiate them with other individuals. Think of it as a need to create social relationships with others in a meaningful, maintainable manner. †¢Maintenance of a Positive Self-Impression – in that people have a constant want to increase their own self-awareness so that they can feel better about themselves. Think of it as a need to behave in a manner that boosts their pre-existing self image – through action, statement, belief etc.

Family seperation Essay

Although in this scene they annoy the teacher Linda doesn’t dream of swearing at the teacher and finds it hard to call the teacher a name, she stutters and comes out with â€Å"you big worm† but in Edwards scene in a polite manner he swears at the teacher have all the courage this is ironic. The problem of staging various locations: Me and my group acted out pg 47 which showed different locations. Mrs Johnstone begins with talking about children including her son she is narrating this. And then once she has finished the scene cuts and goes straight into Mrs Lyons teaching Edward to dance. Because these scenes where so close together as a group we decided that for this to be effective we would have the whole scene with a blackout with only a spotlight on Mrs Johnstone and Mickey first. Then After Mrs Johnstone and Mickey finish talking we would immediately change the spotlight to Mrs Lyons and Edward. By doing this make the scene a lot more effective than having to walk on and off stage moving props ect. The three scenes we chose where: In the hospital Where Mrs Johnstone has just had the two boys and Mrs Lyons takes one of them.   When Mickey is arrested. Mickey is told by Mrs Lyons about Linda and Edward. These scenes are essential because if these scenes didn’t occur then the whole plot would never have happened. These scenes affect the main characters and are what the novel is about. The First scene: The scene begins with Mrs Johnstone holding her new born children, talking to a nurse that comes in this builds up. Mrs Lyons enters and takes one of the twin boys. If this scene didn’t happen then the two boys would never had been separated and Mickey would never have been arrested and suffered from his depression. This scene is what makes the story and without it the story would have never happened and also the final scene which two is quite important. The second scene: This is the beginning of Mickey’s reason for depression. The scene starts with Mickey and Sam committing a robbery and Mickey is arrested. He becomes mentally ill and is unable to do things for himself. He becomes addicted to his anti-depression tablets. After all this Linda cant cope and turns to Edward whom both seem to get very close, Mickey learns of this and the build up of the final scene. With out this scene the final scene would not have happened. The final scene: This scene is where Mrs Lyons tells Mickey of Linda and Edwards’s betrayal, at first Mickey doesn’t believe it but Mrs Lyons takes it a step further and proves it. This is a twist because in the play you see Mrs Lyons feelings towards her son and you think that they have a strong bond and a good mother and son relationship. But from this scene you can clearly see there’s some kind of jealousy. Mickey can’t take anymore and has suffered enough already so he takes the gun which the robbery had been committed and heads for the court room. This is where the final scene takes place. This is an extremely important because this is the final scene without this scene; the ending to the play would not be so effective because of what Mrs Lyons and Mrs Johnstone where discussing about. The ending to the play is all to do with superstition. In this exercise we looked at the issues of unemployment, prison, betrayal, drug addiction and gun crime. These are just some of the things that the character of Mickey has to go through in the play nut in the role-plays/ narration we wanted to show the stories from the other people’s perspective. Unemployment: I learnt that by not having qualifications it is not so easy to get a job. Also as an individual I saw that people aren’t so sociable and forthcoming when it comes to jobs and unemployment, when acting this out the woman at the job centre was prejudice against them, she was very rude and conceited. If I was that person looking for a job, I would be very depressed and feel very useless because of the little options I had. In the play Mickey should show his depression through his body language, he should be walking backwards and forwards to show he’s thinking and nervous. By doing a lot of movement shows thought and frustration. Always putting his hand on his face and leaning on things to show he needs support. His tone of voice should be slow to show depression. Prison: I learnt that most of the people that are in prison are all working class or lower class people. By this I could see that these people turn to crime in a desperate attempt to have some money, or to have some kind of food or clothing. Once the prisoner is let free they have a much lesser chance of earning money and the whole thing is just repeated. If I was the child of my mother and Father I know that they would feel embarrassed and ashamed of me and so I wouldn’t be able to face them. I think that I would ashamed to. In this situation Mickey should feels scared and frightened and helpless. He would do this thought facial expressions, looking around a lot and perhaps crying too. Betrayal: In the play there’s a number of times where Mickey is be trade. By this I learnt that betrayal is mostly lying and doing things behind people’s backs. In the play Mickey is be trade by Linda and Edward, and by his mother. If someone was betraying me I would feel very hurt and angry, I think I would also shout a lot. Mickey’s movement and gestures would be very big and exaggerated. He should show his anger through facial expressions and movement. Drug addiction: I could see how easy drug addiction is. It revolves a lot around your past and comes from the issues I’m talking about (unemployment, prison, betrayal, gun crime). Most people turn to drugs because they have nothing else to turn to and this also can be done through pier pressure. If I was a family member I would do all I can to help them through this. Mickey’s movement should be slow, and not much movement at all. He should be still and day dream a lot. Gun Crime: From this I learnt that crime was committed by mostly males who where unable to cope and had money problems, they where also teens, and young adults and some middle aged. And a lot of the time the crime would be committed where there was a store of money. If I was the mother of my child who had committed a crime I would be irritated, and express myself through my tone I would do a lot of shouting too. I would feel that it was my fault in the way I had brought up my child. Mickey should be very nervous and walk around a lot, he should speak quickly and be very helpless and his voice should be slurred. I think blood brothers is a tragic comedy according to the definitions. I feel that it is a tragic comedy because both aspects exist. There’s a lot of comedy in the play like when the class room scene happens. Edward is very superior and the way he back chats the teacher is shocking yet amusing. Even though in Mickey’s scene there lower class they still didn’t dare swear at the teacher and the only thing Linda can come out with is â€Å"you big worm†. Also the scene where Mickey and Edward meet for the first time. There both very curious and the way they deal with it is funny. Even though their physical difference is very clear there’s a lot that they don’t realise they have in common they contrast greatly. The tragedy more or less comes at the end. And by the play being a tragic comedy is much more realistic and enjoyable to watch.

Inclusive Leadership in Education for the Attainment of the Millennium Development Goal One: Poverty Eradication and Hunger Reduction

INCLUSIVE LEADERSHIP IN EDUCATION FOR THE ATTAINMENT OF THE MILLENNIUM DEVELOPMENT GOAL ONE: POVERTY ERADICATION AND HUNGER REDUCTION Dr. Virgy Onyene ([email  protected] com) Dr. Pat Mbah ([email  protected] com) Al–Mahroof Ashiru ([email  protected] ca) Shola Johnson ([email  protected] com) Abstract Sub Sahara Africa has the highest proportion of people living in poverty with nearly half of its population below the international poverty level of $1 a day. This means that, some 300 million people face the daily struggle of surviving on less than that income †¦ Between 1990 – 1999.The number of poverty in the region increased by ? and over 6 million per year. If current trend continues, Africa will be the only region where a number of poor people in 2015 will be higher than in 1990. It will account for nearly ? of the poor in developing world, up from less than a fifth in 1990†¦ (United Nations MDG report 2006). Although this United Nations account of poverty is for the entire Africa countries, Nigeria happened to be one of the countries that the UN Millennium Declaration 2000 rated as having income poverty and hunger affecting more than half of our population.This study took its framework from inclusive leadership as the art of influencing people in terms of income and resource distribution through a subsumed democratization process. This process will not be complete without education as a tool for human capital development. The purpose of this study therefore is to assess the extent to which people oriented Transformative Leadership and Education would be used to address poverty issues as a Millennium Development Goal (MDG) one and its expressed dynamics.An unstructured questionnaire was used to address eight identified dynamics of poverty in Nigeria which include extreme poverty and hunger; household income and standard of living; access to basic education and quality of participation; child right to education; basic health a wareness and protection of ecological values. A 25 – item questionnaire titled Inclusive Leadership in Education for Poverty Alleviation Questionnaire (ILEPAQ) was used to generate non – parametric data around the around the identifiable poverty variables.Both descriptive and inferential statistics were used with graphical illustrations of relevant data. Based on the findings of the study, projections and recommendations were made for relevant authorities, institutions, agencies and persons concerned. The research findings will help to identify critical actors and change agents for down streaming programme and innovations of government and private agencies to the grassroot for actual action based poverty alleviation. IntroductionThe picture painted by the United Nations Development Report in 2002 about a compassionate society goes a long way to illustrate factors responsible for people’s inability to achieve goals for human emancipation. He posited that the glob al society is not a very compassionate society, though we are quite fond of describing ourselves as one world, one planet, one humanity, and one global society. The blunt reality is that we are at least two worlds, two planets, two humanities, two global societies – one embarrassingly rich and the other desperately poor, and the distance between these two worlds are widening, not narrowing.We cannot really call it a compassionate society when the richest one – fifth of the world consumes 80 per cent of the natural resources of this planet and commands an income 78 times higher than the poorest one – fifth of the world. Also, it cannot be really called a compassionate society when there is so much wasted food on the table of the world’s rich at a time when 800 million people go hungry every night and 160 million children are severely malnourished and when billion adults grope around in the darkness of illiteracy, and when 1. billion people survive in absol ute poverty on less than one dollar a day. (Mahbub ul-Haq in Mhanaz Afkhami 2002). It is certainly not a compassionate society when 134 million children in South Asia alone work for over 16 hours a day in inhuman conditions for a wage of only eight cents a day and when they lose their very childhoods to feed the greed for higher profits by their indifferent employers, several of them the most powerful multinationals of our world.It is certainly not a compassionate society when over one half of humanity – the women of this world – are economically marginalized and politically ignored, when $11 trillion contribution to household activities is simply forgotten in national income accounts and when they command 50 per cent of the vote but are less than 15 per cent of the parliaments of the world. (Mahbu ul Haq 2002).A global compact was reached in March 1995 in the World Social Summit in Copenhagen that the developing nations will devote 20 per cent of their existing nation al budgets and the donors will earmark 20 per cent of their existing aid budgets to five human priority concerns, namely, universal basic education, primary health care for all, safe drinking water for all, adequate nutrition for severely malnourished children, and family planning services for all willing couples. This was the famous 20:20 compact which requires no new resources but a shift in priorities of existing budgets.Such a compact will remove the worst human deprivation within a decade. The increasing challenges in the area of information explosion, economic reforms, micro – economic development, ICT renovation, unemployment, moral laxity, religious bigotry, the Nigerian nation is consistently confronted with the realities of accountability through self/peer/community periodic reviews. There is also the need to generate data about her ever – growing population income levels, lifestyle and quality of life skills available to her populace.The Federal Government i s constitutionally permitted to design, review and entrench programmes on basic needs (food, shelter and amenities), health, finance, education, demographic data base/plan implementation, oil, federal character, youth, women and children. NEEDS is a laudable economic development programme. However at state and local council levels, key actors had been government (state and council) through political leaders who were not completely attuned to the strategic goals of NEEDS.Thus NGOs, CBO and CSO were completely not in control, so the common man and woman at the grassroots or domestic sphere was inadvertently neglected. This is so replicated along the levels and tiers of government and counter socio – economic development. Through her institutions, parastatals and agencies, MDG – driven policies ought to be implemented to achieve national needs and at the same time meet global challenges. No society succeeds without a larger percentage of her citizenry who form the basic f abric called communities.Nigeria has 774 local council areas with replicate offices to drive down national programmes. (Onyene and Ashiru 2008). The Millennium Development Goals (MDGs) embody the aspiration for human betterment, expressed in a limited set of numerical and time – bound targets. They include halving income poverty and hunger; achieving universal basic education and gender equality; reducing under – 5 mortality by two – thirds and maternal mortality by three – quarters; reversing the spread of HIV/AIDS; and halving the proportion of people without access to safe water.These targets are to be achieved by 2015, from their level in 1990. In Nigeria, the situation is disheartening as the nation is ranked as one of the 25 poorest nations on earth. This situation where about 38 million of Nigerians are extremely poor becomes pathetic and embarrassing considering the abundant supply of human and material resources that Nigerian is endowed with. Pov erty continues to manifest itself in different forms depending on nature and extent of human deprivation. Adeyemi (2001) contended that poverty in Nigeria permeates all socio – economic indicators of progress.In abid to eradicate poverty, a lot of laudable programmes such Youth Empowerment Scheme, Rural Infrastructure Development Scheme, Social and Welfare Service Scheme and Natural Resource Development and Conservation Scheme were launched. These programmes need to be backed with education and inclusive leadership in order to sustain poverty eradication. Promoting respect for democracy, the rule of law, diversity and solidarity can contribute to the elimination of institutionalized inequalities and is therefore critical to successful social integration.Countries that provide opportunities for all people to voice their grievances peacefully and allow them to participate in the political process and influence policy formulation, implementation and monitoring are less likely to experience internal conflict. Some contend that the true meaning of democracy is the ability of a person to stand in the middle of a town square and express his or her opinions without fear of punishment or reprisal. This takes democracy beyond the institutional definition to include tolerance and acceptance at individual and group level.It also underscores that democracy cannot be imposed by an outside source. Where democratic institutions are not permitted to flourish, and where there are no outlets for peaceful dissent, specific groups become marginalized, social disintegration is rife, and there is a greater chance for political upheaval. Democratic, transparent and accountable governance is indispensable in achieving social development. There are now more democratic countries and a greater degree of political participation than ever before.The 1980s witnessed what has been called the â€Å"third wave† of democratization. In 1980, 54 countries with a total of 46 per cent of the global population had some or all of the elements of representative democracy. By 2000, these figures had risen to 68 per cent of the world’s population in 121 countries. However, there is some skepticism about the consolidation of newly planted roots of democracy in some regions; the momentum gained during the 199os appears to be slowing and in some places may be receding (United Nations Development Programme, 2002).Democratic political participation consists of more than voting in elections. The idea of â€Å"one person one vote† is often undermined by unequal access to resources and political power. Thus, there is a danger of decreased motivation to participate, demonstrated by low voter turnouts, unequal capacities to influence policy outcomes. Formal political equality does not necessarily create increased capacities to participate in political processes or influence their outcomes, and the transition to democracy does not in itself guarantee the protectio n or promotion of human rights.Civil, cultural, social economic and political rights as well as inclusive leadership are essential for maintaining a democratic society. These human rights are mutually reinforcing and must include freedom of association, assembly, expression and participation for all citizens, including women, minorities, indigenous peoples and other disadvantaged groups. Respecting and upholding human rights is crucial not only for the wellbeing of individuals, but also for the active engagement of citizens and the wellbeing of society.If democracy is to flourish, it is not enough to enshrine these freedoms in legislation; they must be backed up and protected by policies, political will and inclusive leadership to ensure that all people have the opportunity to participate actively in the processes that affect their everyday lives. Inclusive Leadership Inclusive leaders are invested in building alliances across cultures, and they use their â€Å"toolkits†Ã¢â‚¬ “the behaviors, customs, and values associated with the multiple identities including class, race, national origin, gender, age, sexual orientation, geography, etc. –to do so.Inclusive leaders who understand their own areas of privilege and marginalization are best able to ensure that others from different backgrounds are treated equitably. Their awareness of self and others can foster work environments that provide opportunities for diverse interpretations and opinions to receive visibility. Inclusive leadership is particularly important in relationships between faculty members, both within and across disciplines. The first step toward becoming an inclusive leader is developing awareness of these biases, understanding their origin, and learning to correct them.Inclusive leaders are aware of, and take steps to minimize, their own and other's biases when making decisions related to faculty recruitment, particularly when that recruitment has potential to diversify the faculty . Inclusive leaders can use the same skills to enhance departmental policies and faculty development opportunities that benefit all faculty members. By fostering visible alliances across the broader faculty, these leaders may also assist faculty recruitment by demonstrating evidence of an institutional commitment to creating an inclusive environment.Multicultural Work in the Classroom. Inclusive leadership has particular significance in the classroom, where the seeds for inclusiveness as well as recruitment and retention of future scientists are planted. By demonstrating inclusive leadership to undergraduate students who are just entering the educational pipeline, faculty can enhance the learning experience for all students and stimulate those who have been historically underrepresented in the disciplines to consider advancing in the sciences.Instructors can exercise inclusive leadership in the classroom by intentionally including multiculturalism in the curriculum. The curriculum s hould include evidence of how people from a range of cultures have contributed to scientific fields (such as how indigenous African cultures applied mathematics, a history of discovery often ignored or attributed to others). This practice benefits students with race and gender privilege, who will have more comprehensive educational experiences when their coursework includes these examples.It is also beneficial to marginalized students in the same classroom, who see that their culture matters and that faculty recognize its importance. Statement of the Problem Participation is central to the development process and is essential for sustainability. Although often overlooked in the past, marginalization has emerged as a critical element in the re–evaluation of poverty reduction strategies. Nonetheless, many policy prescriptions are still designed without adequate analysis of how they might affect the poor.The most vulnerable groups in society, including the poor, remain outside t he sphere of political activity and influence, excluded from the formulation, implementation and monitoring of the very policies developed to address their plight. As a result, poverty reduction programmes may suffer from an urban bias, despite the fact that three quarters of the world’s poor live in rural areas (International Fund for Agricultural Development, 2004). In some countries, stakeholders have successfully advocated for an increase in the share of public resources allocated to social development.However, even in countries in which poverty programmes have been developed through widespread consultations, the priorities identified are not necessarily linked to budget mechanisms, and the final programmes may fail to target the poorest. The present situation requires inclusive leadership in education if the MDG one is to be achieved. There is need to know the extent to which political participation can be used as a means of achieving social empowerment.Thus, the analysi s of trends in transformative leadership in poverty eradication and hunger reduction would provide a basis for making conscious effort to reach the grassroot. Purpose of the Study The purpose of this study is to assess the extent to which people oriented Transformative Leadership and Education would be used to address poverty issues as a Millennium Development Goal (MDG) one and its expressed dynamics. Research Questions 1. Would inclusive leadership as offered by education programme facilitate poverty reduction through improved standard of living? 2.To what extent would inclusive leadership ensure access to basic education? 3. Would inclusive leadership enhance quality participation in governance starting with family, school structure and controls? 4. Would inclusive leadership help in the propagation of child right? 5. Would inclusive leadership enhance health awareness among the citizens? 6. Would inclusive leadership help in the protection of ecological values? Methodology The s tudy employed a descriptive survey research design. The population of the study consisted of youths of Ojo Local Government Area of Lagos State.The sample was made up of 120 youths. Inclusive Leadership in Education for Poverty Alleviation Questionnaire (ILEPAQ) was designed to collect data. Information was also obtained through interview. All the 120 questionnaires administered were returned, thus representing a 100% response rate. The data collected were analyzed using were analyzed using simple percentages. Research Question One: Would inclusive leadership as offered by education programme facilitate poverty reduction through improved standard of living Table 1: Inclusive leadership as offered by education programme and poverty S/N Sub-variables tested Agreed Disagreed Undecided | |Inclusive leadership enhance 73 35 12 | |the Provision of information (60. 8%) (29. 2%) (10%) | |by people in Areas of self | |sustainability. |People’s involvement in 54 60 6 | |leadership creates (45%) (50%) (5%) | |employment opportunities | |for the people | |Inclusive leadership 86 31 3 |Encourages entrepreneurship (71. 7%) (25. 8%) (2. 5%) | |Among youths | |Inclusive leadership 92 22 6 | |in education promotes (76. 7%) (18. %) (5%) | |acquisition of basic | |Survival skills. | From the above table it was observed that 73 (60. 8%) of the responds agreed that inclusive leadership enhance the provision of information by people in areas of self sustainability, 35 (29. 2%) disagreed and only 12(10%) were neutral. 4 (45%) of the respondents believed that people’s involvement in leadership creates employment opportunities for the people, 60 (50%) disagreed and 6 (5%) have no stand pertaining to the issue. 86 (71. 7%) of the respondents were of the opinion that inclusive leadership encourages entrepreneurship among youths, 31 (25. 8%) were not in tune with this opinion, while 3 (2. 5%) were positionless. 92 (76. 7%) agreed that inclusive leadership in edu cation promotes acquisition of basic survival skills, 22 (18. %) and 6 (5%) were neutral. Research Question Two: To what extent would inclusive leadership ensure access to basic education? Table 2: Utilizing inclusive leadership to ensure access to basic education. |S/N Sub-variables tested Agreed Disagreed Undecided | |1. Inclusive leadership 30 83 7 | |encourages enrollment (25%) (69. 2%) (9. %) | |expansion in schools. | |The more the number of people | |included in leadership roles the | |better the opportunities of 101 19 0 | |indentifying education of the (84. %) (15. 8%) (0%) | |people. | |Government provides more | |school only when they are 24 94 2 | |aware of the need for it and (20%) (78. 3%) (1. 7%) | |the areas affected. |Inclusive leadership enables | |the members of the community 39 79 2 | |to contribute to school plant (32. 5%) (65. 8%) (1. 7%) | |planning so that the schools | |are not sited in areas it will | |not be well utilized. | | | | The above table s hows that 30 (25%) were in tune with the fact that inclusive leadership encourages enrollment expansion in schools in response to the yearnings of the people, 83 (69. 2%) disagreed and 7 (9. 8%) had no position. 101 (84. 2%) were in conformity with the position that the more the number of people included in leadership roles the better the opportunities of identifying education needs of the people, and 19 (15. %) were not in agreement with fact. 24 (20%) of the respondents were of the opinion that government provides more school only when they are aware of the need for it and the areas affected, 94 (78. 3%) disagreed, while 2 (1. 7%) neither agreed nor disagreed. 39 (32. 5%) supported the fact that inclusive leadership enables the members of the community to contribute to school plant planning so that the schools are not sited in areas it will not be well utilized.Research Question Three: Would inclusive leadership enhance quality participation in governance starting with family lead ership, school structure and controls? Table 3: Inclusive leadership and participation in governance. |S/N Sub-variables tested Agreed Disagreed Undecided | |Involvement of masses in 54 63 3 | |governance affords them the (45%) (52. %) (2. 5%) | |Opportunity to address areas | |leaders can be of help | |When people are included 99 20 1 | |in decision making their (82. %) (16. 7%) (0. 8%) | |contributions enables the | |leaders to know their problem | |areas | |Leaders can empower the 75 41 4 | |masses to execute projects (62. 5%) (34. 2%) (3. %) | |initiated by them because | |they are more able to | |understand how to solve | |problems | |Involvement of the citizens 14 105 1 | |in governance enables (11. 7%) (87. 5%) (0. %) | |leaders to cover more | |grounds on their electoral | |promises | |Projects on social infrastructure 31 88 1 | |cannot be abandoned if there (25. 9%) (73. 3%) (0. 8%) | |more people involved in | |governance | | | The above table reveals that 54 (45%) of the respondents agreed that involvement of masses in governance affords them the opportunity to address areas leaders cannot be of help, 63 (52. 5%) disagreed, while 3 (2. %) of them did not take any stand. 99 (82. 5%) agreed that when people are included in decision making their contributions enables the leaders to know their problem areas, 20 (16. 7%) disagreed and 1 (0. 8%) were indecisive. 75 (62. 5%) supported the fact that leaders can empower the masses to execute projects initiated by them because they are more able to understand how to solve problems, 41 (34. 2%) disagreed and 4 (3. 3%) did not decide. 14 (11. 7%) agreed that involvement of citizens in governance enables leaders to cover more grounds on their electoral promises, a whooping 105 (87. 5%) disagreed and only 1 (0. 8%) were of no opinion. 31 (25. %) agreed that projects on social infrastructure cannot be abandoned if there are more people involved in governance, 88 (73. 3%) disagreed and only 1(0. 8%) neither agreed nor disagreed. Research Question four: Would inclusive leadership help in the propagation of child right? Table 4: inclusive leadership and propagation of child right. |S/N Sub-variables Agreed Disagreed Undecided | |Government will initiate 68 48 14 | |children immunization (58. 7%) (40. 0%) (3. %) | |if they are well informed | |by the people | |Strong partnership and 67 38 15 | |committed leadership (55. 8%) (31. 7%) (12. 5%) | |are needed to ensure | |children’s right. | |Promoting respect for 52 62 6 | |democracy can enhance (43. 3%) (51. 7%) (5. 0%) | |the right of children to | |be educated. | | |Birth right vouchers 64 47 9 | |should be given every (53. 3%) (39. 2%) (7. 5%) | |new born child that | |guarantees their education. | The table presents that 68(58. 7%) of the respondents agreed that government will initiate children immunization if they are well informed by the people, 48 (40. 0%) disagreed and 14 (3. 3%) Research Question Five: Would inclusive leadership enhance health awareness among the citizens?Table 5: Inclusive leadership and health awareness programmes for poverty reduction. |S/N Sub-variables tested Agreed Disagreed Undecided | |(D) (U) | | | |The leaders do not have monopoly 57 61 2 | |of information on health. (47. 5%) (50. 8%) (1. %) | | | |Inclusive leadership in education 98 22 – | |will entrench proper health (81. 7%) (18. 3%) (0%) | |programmes and facilitates their | |implementation. | | | |Inclusive leadership education 49 69 2 | |ensures that all the people have (40. 8%) (57. 5%) (1. %) | |access to basic health amenities. | | | |Involvement of masses in governance 77 35 8 | |affords the people to contribute their (64. 2%) (29. 2%) (8. 6%) | |ideas on health matters. | | | From the above table it was observed 57 (47. %) of the respondents agreed that the leaders do not have monopoly of information on health, 61 (50. 8%) disagreed and 2 (1. 7%) took no stand. 98 (81. 7%) agreed that in clusive leadership in education will entrench proper health programmes and facilitates their implementation, while 22 (18. 3%) disagreed. 49 (40. 8%) were in tune with the fact inclusive leadership in education ensures that all the people have access to basic health amenities, 69 (57. 5%) disagreed and 2 (1. 7%) were indifferent. 77 (64. 2%) supports the position that involvement of masses in governance affords the people to contribute their ideas on health matters, 35 (29. 2%) disagreed and 8 (8. 8%) had no decision on this matter. |S/N Sub-variables tested Agreed Disagreed Undecided | |(A) (D) (U) | |1. Masses can be destructive if they 58 53 9 | |don’t have the understanding of (48. 3%) (44. 2%) (7. 5%) | |government plans. | |2.There is high level of cooperation 46 71 3 | |with government while executing (38. 3%) (59. 2%) (2. 5%) | |project provided the people are well | |informed. | |3. People protects public properties if 55 64 1 | |they are given sense of belonging at (45. 8%) (53. 3%) (0. 8%) | |the planning stage. | |4.People will voluntarily protect ecological 84 35 1 | |Value if they are given proper orientation (70%) (29. 2%) (0. 8%) | | | Research Question Six: Would inclusive leadership help in the protection of ecological values? Table 6: Inclusive leadership and protection of ecological values Discussion The study shows that inclusive leadership as offered by education programmes facilitate poverty reduction.From table one; the four items are scored high showing that people involvement in leadership would not only promote the acquisition of basic survival skills (76. 7%), it will also create employment opportunities and make people self sustainable. It is therefore necessary that education programmes should include inclusive leadership as a tool – kit for re-orientating the people. These findings can contribute to the important role of inclusive leadership as a dynamic process. Kotter 2001 has argued that because of the impor tant attached to inclusive leadership government should enhance the provision of basic amenities, embark on proper information dissemination and enhancement of basic survival skills.Conclusion The findings of the study also revealed that the youths under study prefer to be given the opportunity to participate in governance and that the absence of sense of belonging will often jeopardize the implementation of most of the programmes embarked on by the government. The level of conformity to participation is seen in their willingness to contribute to decision making. References Adeyemi, A. B (2001). Relevance of Technology To Poverty Alleviation in Nigeria. In T. A. G. Oladimeji, O. T. Ibenene, O. M. Adesope, and M. A. Ogunyemi (Eds) Technology education and Poverty Alleviation in Nigeria (pp. 105 – 107). Lagos: Fembis International.Anna, Kofi (2004). A Fair Globalization: Implementing the Millennium Declaration. 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