Pollution Market Failure

Pollution Market Failure A tax on pollution is designed to confront a person or company causing pollution with the sum equivalent to the social costs they are imposing on others. Firms pay taxes on the income both in the legal sense that the company is an individual and in the economic sense that company is a tax on them. Taxation can be used to correct market failures. Pollution are things that cause discomfort or harm to our environment, it can be in different form such as air, water, noise, heat. Things that causes pollution are called pollutant because they harm living organism, causing global warming which is when the temperature on the earth is getter hotter and climate change. A pollution tax can promote productive efficiency when a firm produces where price is equal to marginal cost, Also when the firm produce at any given output at the lowest possible cost, given in this case that this is a perfect competitive market. Externalities are spill over cost or benefit we can refer to external economies and diseconomies. Externalities can either be good or bad, when good is called benefit and bad cost. The benefit is when the society are affected beneficially they are said to be external benefits, while cost is when the society are affected adversely .It creates a divergence between private and social costs and benefit. All cost are incurred by the producers and all benefits are reaped by their customers. The costs are often clearer when specific government activities are considered rather than taking everything in one lump. Externalities in production are very important in the real world. Pollution can be seen as an externalities. Taking a industry for example they throw their waste into the river and its smoke into the air. Apart from pollution been an externality, creation of a shopping mall increases traffic in the area causing discomfort to the people living in that area can also be seen as an externality. External cost of production is when the marginal social cost is greater than the marginal cost(MSC>MC).The problem of external cost arises in a free- market economy because no one has legal ownership of the air or river. Marginal cost (MC) is where the firm gets to produce its goods and services. It is the cost of the firm or private cost, this does not include the cost of pollution on the environment that the firm creates, these are external cost to the firm. We tax a firm that has external to make up to the society. marginal social cost(MSC) lies above the marginal cost(MC). Given MSC>MC, MSC is where the society wants the firm to produce ,the vertical difference between the MSC and MC is the external cost which is referred to pollution that the firm emits in the environment causing discomfort to the society. The individual who live and work around where the waste has been deposited bears the cost arising from the industry. At point Q1 the firm is profit-maximizing output, the society sees the external cost as an overproduction from the firms part .if the government required the firm to pay the external cost the firm would reduce its outputs to Q2 which is the level at which the society is comfortable with the level of production which is known as social optimum. At this point we can say the firm is attaining productive efficiency. Price MSC MC=S P D External cost 0 Q2 Q1 Quantity External benefits in production, the marginal social benefit is greater than the marginal cost, the benefits outweigh the cost. Given MC

Possible Factors In Underachievement Of Males Within Education Education Essay

Possible Factors In Underachievement Of Males Within Education Education Essay Sociological studies with regard the underachievement of males, throughout the British education system, appear to be dominated by the analysis of three central phenomena; the idea of bias and inequality which flaws the educational system, the prevalence of a modern day, laddish anti-learning culture (Byers, S. 1998, Never mind theories, under-achieving boys need practical help, _The Independent_, 5th January 1998.) and lastly, the psychology of the male mind. Each of these three interlinked themes will be reviewed within this document, which will focus solely upon the reasons which may held accountable for the identified underachievement of young men, most notably, at a General Certificate of Secondary Education Level (G.C.S.E) throughout the British education system, and internationally, around the world. The use of the term underachievement is widespread throughout educational discourse, and is predominately used in explaining a perceived failure to reach a given potential. Scott .J. Marshall .G. (2005:3). Sociologists, whose area of expertise lies within this particular field, tend to view low academic attainment in terms of factors such as prior attainment or socio-economic disadvantage, however in doing so, they acknowledge the danger of pathologising the underachiever, when in fact, responsibility may lie within the educational system itself. The term underachievement although widely used, appears to be problematic; masking ideological assumptions that concern socially constructed, subjective and relative matters, which concern the group understudy. The underachievement of young men within the education system is undoubtedly an immensely complex and contested field. Irrespective of these issues, the British education system has continued to make use of the term with a combinatio n of ubiquity and confidence. Gillies, D. (2010). Educational potential underachievement and cultural pluralism. Available: http://www.abdn.ac.uk/eitn/display.php?article_id=39. Last accessed 16th Feb 2011. Historical Background The underachievement of young men within the education system has appeared as a continual problem throughout the last decade. Dramatic illustrations from the media and speeches gave by the relevant government bodies have created in a sense a moral panic which has came to characterise many of the debates that surround the complex issue. Evidence from newspaper articles would suggest the underachievement of boys began in 1995. During this time the main professional newspaper, The Times Educational Supplement carried headlines declaring school work was Not for wimps Haigh, G. 1995, Not for wimps,_ The Times Educational Supplement_, 6th October 1995 and later asked Where did we go wrong? Bleach, K. 1997, Where did we go wrong?,_ The Times Educational Supplement_, 14th February 1997. Education correspondents for broadsheet newspapers similarly headlined articles which discussed The Failing Sex and called for schools to provide a Classroom rescue for Britains lost boys. Foster et al. (2001 ) What about the boys? An overview of the debates, in Martino .W. Meyenn .B. What About The Boys, Issues of Masculinity in Schools. Open University Press. Acknowledgement of the underachievement of boys within the education system can also be seen in Stephen Byers 1998 speech. The School Standards Minister, said: We should not simply accept with a shrug of our shoulders that boys will be boys. Speaking at the 11th International Congress for School Effectiveness and Improvement in Manchester, Mr Byers warned: Failure to raise the educational achievement of boys will mean that thousands of young men will face a bleak future in which a lack of qualifications and basic skills will mean unemployment and little hope of finding work. He disclosed new statistics on the standards of education at the time that had been reached by boys and girls. For example, in addition to girls far outperforming boys at a General Certificate Secondary Education level (G.C.S.E), National Curriculum assessments at seven, eleven and fourteen years of age also highlighted boys underperforming, within English Language in particular. Byers then went on to make an att ack on what he described as the prevailing laddish anti-learning culture. (Byers, S. 1998, Never mind theories, under-achieving boys need practical help, _The Independent_, 5th January 1998.) In response to Stephen Byers identification of male underachievement, Ted Wragg also published an article in the Times Educational Supplement, The Times Educational Supplement Editorial. 1997, Keeping Balance on the Gender Agenda, _ the Times Educational Supplement_, 23rd May 1997. Within this article Professor Ted Wragg warned unless the achievement of boys was improved significantly society would witness immense problems that would continue throughout the 21st century. The then Chief Inspector for Schools, Chris Woodhead too believed the failure of boys, in particular working class boys to be one of the most disturbing problems faced within the entire education system. As a result of such media hype education ministers called for all academic institutions to challenge the laddish anti-learning culture, (Byers, S. 1998, Never mind theories, under-achieving boys need practical help, _The Independent_, 5th January 1998.) which had been allowed to develop. Taking such media build up and government vocalizations into consideration, it would appear something significant entered public consciousness during this time. Despite media and government claims of boys underachievement being a recent phenomenon, problems concerning boys and academic schooling has, in fact, been a longstanding priority with regard to educational studies. In particular the English philosopher John Locke, among others expressed great concern with regard the problems boys faced in language and literacy, in the 17th century. Similarly literature on schooling throughout the 1960s and 1970s cautioned teachers against grouping boys according to their academic ability as it resulted in less academic boys developing negative attitudes towards education and schools. Foster et al. (2001) What about the boys? An overview of the debates, in Martino .W. Meyenn .B. What About The Boys, Issues of Masculinity in Schools. Open University Press. The introduction of the National Curriculum alongside the induction of complex assessment and reporting procedures, many believe, was what initially highlighted the problem of male underachievement in todays society. From 1991 onwards students have been made to complete Standard Assessment Tasks (S.A.T.s) at the ages of seven, eleven and fourteen. Responsibility lies with the educational institutions at this time to ensure pupils achieve the expected standards. Additionally schools undergo rigorous inspection; such inspections appear to be central to the Educational Schools Act 1992, which introduced the implementation of National League Tables. These tables rank schools according to their pupils performance in the Standard Assessment Tasks (S.A.T.s). Many believe such a procedure was what set the scene for the emergence of the boys underachievement debate. In order for schools to survive they had to attract clients in the form of parents, and they could only attract parents if they were able to demonstrate they provided and delivered a high standard of education. Schools were judged to be efficient by the national league tables according to their success in getting pupils to reach the required standards at the ages of seven, eleven and fourteen. In 1996 the Equal Opportunities Commission and the Office for Standards in Education produced a joint report on performance differences between boys and girls in school. Their findings included girls being more successful than boys or broadly as successful in almost all major subjects. They reported girls tended to be more reflective than boys and also better at planning and organising their work. Reactions to these findings that boys are doing less well in school and are also suffering in other respects, such as the disproportionate degree of unemployment, as mentioned previously have varied. Some have identified what they see to be a crucial social problem of the 21st century. Others see it as solely a symptom of a male backlash, creating a sense of moral panic, aimed at clawing back the gains made by women in recent years. In light of such diverse view points, when researching this area for myself it would appear necessary to mantain a sense of balance before finishing upon any su ch conclusion. Official statistics on the academic performance of pupils in Northern Ireland, England and Wales indicate girls have been performing increasingly well compared to boys in terms of their attainment at General Certificate of Secondary Education (G.C.S.E) level examinations in most subjects. As mentioned previously, this development has been the focus of considerable debate in both the popular media and the academic press, with regular pronouncements from politicians and government policy makers. The obvious heated debate over boys underachievement throughout the 1990s and into the 21st century is not solely connected to Britain, figures suggest male underachievement is a problematic issue in Australia, Canada, The United States of America, parts of Western Europe and Japan. Epstein. D. Et al. (1998) Educating Boys, Learning Gender. Open University Press. Focusing upon the underachievement of boys within the context of the United Kingdom, Northern Ireland in particular, I plan to focus upon Symbolic Interactionism as the basis of my own theoretical research. I plan to consider Symbolic Interactionist debates over Britains Lost Boys and the undoubtable underachievement of boys compared to girls in certain subjects, predominately at General Certificate of Secondary Education level (G.C.S.E). Symbolic Interactionists, unlike functionalists and conflict theorists, tend to limit their analysis of education to what they directly observe happening within the classroom. Their main focus is on teacher, pupil relationships and the interaction processes that occur within the classroom. Symbolic Interactionists see the education system as playing a vital role in shaping the way students see reality and themselves. Interactionists such as Howard Becker see school settings as creating serious difficulties for students who are labelled as less academically able than their peers. He believed such students may never be able to see themselves as good students and move beyond such labels. Teacher expectations play a huge role in student achievement from an interactionists point of view and this is a point I would be interested in investigating further with regard to my own research. Labelling theory, was developed predominately by Howard Becker who in Outsiders 1963 argued underachievement to be created by society, in the sense social groups create underachievement by making the rules whose infraction constitutes low attainment and by applying those rules to particular persons and labelling them as such Scott .J. Marshall .G. (2005:341) Becker and Lermert initially developed Labelling Theory, Hargreaves et al showed how it could apply within school settings and Rosenthal and Jacobson suggested that it could create a Self Fulfilling Prophecy in school, such that children defined as bright would in fact live up to such expectations. In education, despite the Rosenthal and Jacobson study, labelling-based self-fulfilling prophecies usually operate to the disadvantage of students. Specific categories of students, based on gender, ethnicity or indeed social background, may be written off as incapable of achieving, setting up a frame of reference in which their failings are noticed and their achievements discounted. Individual students may also be labelled by being told they will never amount to anything, or for example they are no good at a particular subject. Internalised, these labels are carried into new situations, including further and higher education, as a result many believe the failure of the student to be inevitable. Robert Rosenthal and Lenore Jacobson conducted a land mark study for this approach in 1968. Firstly, they examined a group of students in accordance with standard IQ tests. The researchers then identified a number of students who they said would likely show a sharp increase in abilities over the coming year. They informed the teachers of these results, and asked them to watch and see if this increase did occur. When the researchers repeated the IQ tests at the end of the year, the students identified by the researchers did indeed show higher IQ scores. The significance of this study lies in the fact that the researchers had randomly selected a number of average students. The researchers found that when the teachers expected a particular performance or growth, it occurred. This phenomenon, where a false assumption actually occurs because someone predicted it, reinforces the notion of a self-fulfilling prophesy. Rosenthal .R. Jacobson .L. (1992) Pygmalion in the Classroom, Teachers Ex pectations and Pupils Intellectual Development. Crown House: Publishing Limited. Ray Rist conducted research similar to the Rosenthal and Jacobson study in 1970. In a kindergarten classroom where both students and teacher were of African American origin, the teacher assigned students to tables based on ability; the so called better students sat at a table closer to her, the average students sat at the next table, and the weakest students sat at the farthest table. Rist discovered that the teacher assigned the students to a table based on the teachers perception of the students skill levels on the eighth day of class, without any form of testing to verify such a placement. Rist also found that the students the teacher perceived as better learners came from higher social classes, while the weak students were from lower social classes. Monitoring the students through the year, Rist found that the students closer to the teacher received the most attention and performed better. The farther from the teacher a student sat, the weaker that student performed. Rist continu ed the study through the next several years and found that the labels assigned to the students on the eighth day of kindergarten followed them throughout their academic journey. Rist, Ray (1970). Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education. Harvard Educational Review 40, 3, 411-451. While Symbolic Interactionists have undoubtedly analysed this self fulfilling process, they have yet to find the exact way in which teachers form such expectations of students. Irrespective of such an issue I feel the Self Fulfilling Prophecy may be a crucial determining factor with regard to answering my own research question. The real importance of Rosenthal and Jacobsons findings at Oak School relates to the potential long-lasting effects of teachers expectations on the scholastic performance of students. It is of interest to explore some later research that examined the ways in which teachers unconsciously communicate their higher expectations to the students whom they believe possess greater potential. A study conducted by Chaiken, Sigler, and Derlega (1974) involved videotaping teacher-student interactions in a classroom situation in which the teachers had been informed that certain children were extremely bright (these bright students had been chosen at random from all the students in the class). Careful examination of the videos indicated that teachers favoured the identified brighter students in many subtle ways. They smiled at these students more often, made more eye contact, and had more favourable reactions to these students comments in class. These researchers go on to report that students for whom these high expectations exist are more likely to enjoy school receive more constructive comments from teachers on their mistakes, and work harder to try to improve. What this and other studies indicate are those teacher expectancies, while their influence is not the only determinant of a childs performance in school, can affect more than just IQ scores. Due in large part to Rosenthal and Jacobsons research, the power of teachers expectations on students performance has become an integral part of our understanding of the educational process. Furthermore, Rosenthals theory of interpersonal expectancies has exerted its influence in numerous areas other than education. In 2002, Rosenthal himself reviewed the literature on expectancy effects using meta-analysis techniques. He demonstrated how the expectations of psychological researchers, classroom teachers, judges in the courtroom, business executives, and health care providers can unintentionally affect the responses of their research participants, pupils, jurors, employees, and patients (Rosenthal, 2002, p. 839). Martino .W. Meyenn .B. (2001) What about the Boys, Issues of Masculinity in Schools. Open University Press. What about the Boys, Issues of Masculinity in Schools is a book which attempts to develop further understandings about masculinity. Such a piece of literature is timely given the continued moral panic that persists about boys disadvantaged status in comparison to girls. Throughout this book the view boys are victims and are attributed with a disadvantaged status remains throughout. Research undertaken with boys spanning Australia, the United Kingdom and the United States is brought together in this collection. The focus for each of the contributors is addressing issues of what about the boys in relation to their own research and informed perspectives on boys and schooling. Many focus on what boys (and girls) themselves say about their experiences of schooling and sexuality and use their voices as a basis for drawing out what the implications might be for those working in schools. In this regard the chapters are written with a broader audience in mind particularly teachers and administrators in schools with the view to using research to illuminate the effects of masculinity in the lives of boys and girls at school. All of the contributors are concerned to highlight the impact and effect of certain forms of masculinity on the lives of boys at school, but locate their research and/or discussion within the context of the boys education debates outlined by Foster, Kimmell and Skelton in the introductory chapter. Many have also indicated what the implications of their research are for daily practice in schools and classrooms. In this sense, the research documented here has major implications for the professional development of teachers in schools and for st udent teachers in tertiary institutions. Sociologists like Bob Connell (1987, 1995) have been particularly influential in drawing attention to how social, cultural and historical factors have influenced the various ways in which masculinity comes to be defined and embodied by boys and men. We see the contributors of this book building on this work. They highlight that there are many forms of masculinity that are played out in the context of a complex set of power relations in which certain types of masculinity are valued over others. Many also draw attention to the role of a dominant form of masculinity, which comes to be defined in opposition to femininity, and highlight that association with the feminine for boys can often lead to other boys questioning their sexuality (see also Frank,1987, 1993). Other factors such as race, class, ethnicity and geographical location are also taken up to develop an understanding of the various ways in which boys learn to relate and behave in certain social situations and within particular educational institutions. In this sense feminist educators and theories also inform the perspectives on boys and schooling elaborated in this book. Such perspectives have contributed significantly to producing valuable insights into the links between gender and power (Davies 1993; Steinberg et al. 1997), specifically in terms of illuminating boys social practices and ways of relating at school. All contributors recognize that schools are important arenas of power where masculinities and femininities are acted out on a daily basis through the dynamic processes of negotiation, refusal and struggle (Giroux and McLaren 1994). In other words, these papers illustrate that there are indeed social constraints and power imbalances in educational sites, but that gender regimes are more shifting and contradictory than theorists supposed in the seventies and eighties (Jackson and Salisbury 1996; Kenway et al. 1997). In this sense, each chapter included in this collection builds on studies into boys at school which have been undertaken by Kessler et al. (1985), Walker (1988), Mac an Ghaill (1994) and Epstein (1994). The contributors also suggest ways forward and beyond the popular and simplistic views which stress the need for boys to reclaim lost territory. There is a powerful discourse of neglect informing many of the popularist debates about the boys which continue to assert that provision for the educational needs of girls has been at the expense of boys (Yates 1997). Moreover, the idea or assumption that boys are somehow victims or losers now competing with girls who have suddenly become the winners is also refuted strongly by the various positions that are taken up in this book. Compounding such a position is the view that biology needs to be given equal consideration in developing an understanding of boys behaviours and learning orientations. This argument continues to be promulgated within the context of these debates about the boys (see submissions to Australian inquiry into boys education at http://www.aph.gov.au/house/committee/eewr/Epfb/sublist.htm) as if appeals to biological sex differences and essentialism are somehow outside the effects of certain power relations (see Fausto-Sterling 2000). As Peterson (2000) has illuminated, appeals to biological determinism have been used historically to enforce a binary categorization of gendered behaviours always within the context of and in response to the perceived power gained by women. Moreover, as Lingard and Douglas (1999) have lucidly illustrated, the debates about the boys in the nineties have been characterized by a strong backlash against feminism and this continues to be the case as we enter the new millennium. If we are indeed to encourage diversity and citizenship in multicultural societies it is crucial that issues of opportunity, access and distributed success before grounded in debates about gendered educational outcomes. Collins et al. (2000) have addressed this in a recent governmental report on the factors influencing the educational performance of males and females in school and their post-school labour destinations. In line with the positions taken up in that report, we believe that policy formulation and curriculum development in schools must avoid the popularist tendency to assert a binary oppositional and competing victims perspective on the factors impacting on the social and educational experiences of boys and girls. This will only lead to homogenizing and normalizing boys and girls on the basis of biological sex differences and, hence, reinforce the very versions of masculinity which the research shows have detrimental consequences for both the former and the latter. This book, therefore, is offered as an attempt to provide a more informed perspective on the social practices of masculinity impacting on boys lives at school. We hope that it will have the effect of moving the debates beyond the feminist backlash rhetoric which persists in casting boys as the new victims. If anything, as the contributors of this book argue, the issue that needs to be addressed is the investment that many boys, men and schools have in promoting a particular version of masculinity which is to their detriment in the sense that it limits them from developing a wider repertoire of behaviours and ways of relating. Until a commitment is made, particularly by men and boys themselves, to addressing the role that sexuality, homophobia and misogyny continue to play in how many of them define and negotiate their Masculinities, we believe that very little will change. Connolly .P. (2004) Boys and Schooling in the Early Years. Routledge Falmer Press. Boys underachievement in education has now become a international concern, prioritised highly b government bodies around the world. Boys and Schooling in the early years represents the first study of its kind to focus solely upon young men and their achievement within the education system. Throughout this book this is a powerful argument for the need to begin tackling the problem of boss lower educational performance in the early years. This proved entirely beneficial as it includes one of the most detailed analyses of national statistics regarding gender differences in educational achievement from the early years right through until compulsory schooling. Together with original and in depth case studies which vividly capture the differing experiences and perspectives of 5-6 year old boys, this book sets out the nature of the problems facing young boys in education and highlights a number of practical ways in which they can begin to be addressed. This is entirely relevant as i am conc erned about boys lower levels of achievement. This book follows the sandwich model: for the filling, juicy case studies of two contrasting schools in Northern Ireland; and, around the outside, nourishing chapters of theorizing, a critical review of the rhetoric and reality of the problem, and a detailed discussion of the strategies needed to sort everything out. Of these, probably the most useful is the chapter that sets the factual record straight, dismissing some current explanations of boys under-achievement: its not their brains, neurons or testosterone that are to blame; it isnt a question of girls holding boys back, or the feminization of schools, or an epidemic of laddish behavior. Rather, Connolly argues, the key factor in boys poor educational performance relative to girls is masculinity itself or, rather, masculinities. This is the rationale for the case studies that follow: one school in an affluent, peaceful, middle-class area, and another in a seriously disadvantaged working-class area, riven by sectarian violence. It is also the starting point for the authors research questions: what are the dominant forms of masculinity in the early years, and how do they influence boys attitudes towards schooling? Between October 2001 and June 2002, Connolly spent a day a week in each of the two primary schools, observing five and six-year-old boys, and interviewing boys, teachers and parents. In the middle-class school, dinosaurs are cool but reading is rubbish, while, on the other side of the tracks, resistance to school reaches dizzy heights. Boys in this school are not without enthusiasms, but these appear to be football, fighting, wrestling, pulling down girls trousers and marching with the local loyalist flute band. The chapter on home-school relations in this school is even more depressing, as parents describe how the teachers discourage their children from even entering for the 11-plus. Bad news all round then, including the research process itself: in particular, there are some dodgy interview questions that virtually invite the boys, across the class divide, to assert their innate superiority: If you had a choice, would you want to be girls or boys?; Would either of you like to be a girl? The boys answers fall smoothly into the stereotyped trap prepared for them. Nevertheless, this book asks some serious questions, not least of which is: why do we worry so much about gender differences when social class has a much greater impact on achievement? Furthermore, why are so many teachers apparently so willing to accept their pupils low levels of achievement on entry as a sure and certain guide to the future? And, lastly, when are we going to learn what Bronwen Davies tried to teach us long ago (in Frogs and Snails and Feminist Tales) about the need to go beyond male-female dualism, so that we can position ourselves, and our pupils, as neither male, nor female, but human. Im yet to be convinced that studies such as Connollys are going to help us take this tremendous step forward. Head .J. (1999) Understanding the Boys, Issues of Behavior and Achievement. Falmer Press. Attention is given to general aspects of learning and assessment before examining the response of boys to specific subjects within the curriculum. Personal, social and health education concerns are addressed. http://www.dropshippers.co.za/ This text aims to increase understanding of the potential causes of underachievement, violence and even suicide amongst teenage boys. Suicide has dramatically increased among young males and academic underachievement is common. The author argues that it is therefore important to understand the young male psyche. The text addresses questions such as: has male behavior in school worsened, or has media hype inflated the proportions of a good story; what is at the root of male violence; and are biological or social explanations telling the whole story? The author shows that it is only by engaging boys in arenas of thought and feeling that we can understand and help overcome the difficulties faced by boys today. The issue of boys work and behavior in school has created considerable public interest and has undoubtedly polarized opinion, with some claiming it is the greatest social problem of our time, while other asserts it is merely an expression of male backlash intended to divert attention and resources from the need of girls and women. The first of the two sections within this book contains a review discussion of the various explanatory models biological, social and psychological. Emerging message is schools and teachers matter in academic performance can be made and we need not see the failing or difficult boys as inevitably trapped in their current position. Head believed the key to successful intervention was in understanding the boys and attempting to see things from their perspective. Martino .W. et al. (2003) so whats a boy, addressing the issues of masculinity and schooling. Open University Press. So whats a bay? is a timely volume. It comes at a critical point in the expanding debate regarding boys and schools. Juxtaposed against an increasingly strident and often times stark mass media, this book offers a sober and contemporary view of boys and their place in that confused environment called school. However, not content to simply cite data and/or repeat refrains found elsewhere, the authors have avoided the boy crisis trap and raised the debate by taking an appealing, narrative approach. One can hear and appreciate the voices of boys (all kinds of different boys) through this volume! More Articles of Interest MALE TEACHERS AND THE BOY PROBLEM: AN ISSUE OF RECUPERATIVE EDUCATING BOYS: TEMPERING RHETORIC WITH RESEARCH EDITORIAL WHATS TO FEAR: CALLING HOMOPHOBIA INTO QUESTION Real Men or Real Teachers: Contradictions in the lives of men elementary http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif The book is divided into three, roughly equal sections. Part 1, Normalization and Schooling, sets the general scene and brings the reader into the lives of boys with discussions regarding body image, emerging masculinities, bullying/harassment, and friendships. The second part, Diverse Masculinities, delves into the central issue of how boys see themselves, their developing sexuality, cultural/home conditions, how they are seen by others, and how

Medieval Art :: Essays Papers

Medieval Art As far as I have seen through my research of medieval art, it is the art of the glorious days of kingdoms, knights, huge cathederals and wars. Historicians can not give dates for the medieval period but I understood that it is before renaissance at around 16th century, around 14th and 15th centuries but not before the 10th. Same as other art movements it is inevitably result of the events, beliefs and daily life of the period’s nations. Religion was obviously very important at that time. Many paintings are about Jesus, saints and angels. Frescos and carvings on chappels’ and cathederals’ walls and ceilings are still astonishingly detailed and realistic even for the viewer of our time. Architecture in the medieval is exaggurated. Because it is based on expressing the glory of god and the kings, huge buildings, castles and cathederals are ornamented with big arcs, frescos and carvings (Notre Damme in Paris is a good example). Animals such as lions and imaginary beasts like dragons and gargoyles were obviously popular among those times’ architects and artists. I think the key word for the period is â€Å"gothic† and it is based on ornamentation. I know that medieval art is effected by oriental and islamic art and the usage of ornamentation, dragons, miniature-like paintings are proofs for this. Scripts seem to be popular at medieval ages which I came up with several times in my research. They gave lots of information about the ages because they consisted of gothic lettered writings, ornamentations on the edges of papers, small paintings (generally religious and miniature like) and huge, decorated initials. One thing I noticed in most, maybe all, of the paintings is the lack of motion. A position of a figure or a situation was prefered. Figures seemed to be frozen, there is no feeling of act in art pieces. In paintings brush with ink seem to be most popular. Ornamentation, which I refered to in all of the branches of art at the

The Pearl by John Stienbeck Movie versus Novel Essay -- essays researc

In the novel The Pearl the author, John Steinbeck, writes about a man named Kino who finds a â€Å"Great Pearl† and how greed consumes him and the people around him with murderous feelings towards the beholder of the pearl. A movie was later adapted from the book in 1947 that exhibited many similar characteristics as the book. However, although the book and the movie are very much a like they are also quite different. In the novel, the main character, Kino, goes out to find a pearl in hopes of getting money to pay the doctor to treat Coyotito, his son, who has been bitten by a scorpion. Kino discovers the biggest pearl anyone has ever seen, and believes the pearl will bring nothing but good for him and his family. The pearl does change the lives of Kino, his wife Juana, and Coyotito, but not in the way he had hoped. When the people in La Paz find out about Kino’s pearl, he is visited by a greedy priest and doctor, the deceitful pearl buyers try to scam him into selling it to them for less than it’s worth, and the pearl was almost stolen twice. Kino kills the second thief in self-defense...

Portrayal of Puritan Society in Hawthornes The Scarlet Letter :: Scarlet Letter essays

Portrayal of Puritan Society in Hawthorne's The Scarlet Letter      Ã‚  Ã‚   In the introductory sketch to Nathaniel Hawthorne's novel the "The Scarlet Letter", the reader is informed that one of the author's ancestors persecuted the Quakers harshly. The latter's son was a high judge in the Salem witch trials, put into literary form in Arthur Miller's "The Crucible" (Judge Hathorne appears there). We learn that Hawthorne feels ashamed for their deeds, and that he sees his ancestors and the Puritan society as a whole with critical eyes. Consequently, both open and subtle criticism of the Puritans' practices is applied throughout the novel.       Hawthorne's comments have to be regarded in the context of the settlers' history and religion. They believe that man is a creature steeped in sin, ever since Adam and Eve's fall from innocence. To them, committing the original sin strapped human beings of their own free will, so that God now decides about their lives. Everything that happens is seen as God's will, and providence plays an important role.       Through the sacrifice and righteousness of Christ, however, there is a chance for people to be saved. One cannot definitely know who will be saved, although pious and faithful people are of course more likely to. The experience of conversion, in which the soul is touched by the Holy Spirit, so that the believer's heart is turned from sinfulness to holiness, is another indication that one is of the elect. Faithfulness and piety, rather than good deeds are what saves people. If someone has sinned, public confession is believed to take some of the burden of this sin off him.       The initial reason for the Puritans to leave their homes was the treatment they had to suffer from in their native England. They were brutally persecuted and were not allowed to practise their religion, because they said that the beliefs taught by the Anglican church were against the Bible. When they arrived in the New World, they were confronted with numerous threats from the outside. Their trying to take land away from the Indians caused many fights and attacks. Moreover, they had to deal with the total wilderness surrounding them. Under these frontier conditions, they needed harmony and peace inside the community in order to survive.       As a result, Hawthorne's founding fathers immediately saw the necessity to Portrayal of Puritan Society in Hawthorne's The Scarlet Letter :: Scarlet Letter essays Portrayal of Puritan Society in Hawthorne's The Scarlet Letter      Ã‚  Ã‚   In the introductory sketch to Nathaniel Hawthorne's novel the "The Scarlet Letter", the reader is informed that one of the author's ancestors persecuted the Quakers harshly. The latter's son was a high judge in the Salem witch trials, put into literary form in Arthur Miller's "The Crucible" (Judge Hathorne appears there). We learn that Hawthorne feels ashamed for their deeds, and that he sees his ancestors and the Puritan society as a whole with critical eyes. Consequently, both open and subtle criticism of the Puritans' practices is applied throughout the novel.       Hawthorne's comments have to be regarded in the context of the settlers' history and religion. They believe that man is a creature steeped in sin, ever since Adam and Eve's fall from innocence. To them, committing the original sin strapped human beings of their own free will, so that God now decides about their lives. Everything that happens is seen as God's will, and providence plays an important role.       Through the sacrifice and righteousness of Christ, however, there is a chance for people to be saved. One cannot definitely know who will be saved, although pious and faithful people are of course more likely to. The experience of conversion, in which the soul is touched by the Holy Spirit, so that the believer's heart is turned from sinfulness to holiness, is another indication that one is of the elect. Faithfulness and piety, rather than good deeds are what saves people. If someone has sinned, public confession is believed to take some of the burden of this sin off him.       The initial reason for the Puritans to leave their homes was the treatment they had to suffer from in their native England. They were brutally persecuted and were not allowed to practise their religion, because they said that the beliefs taught by the Anglican church were against the Bible. When they arrived in the New World, they were confronted with numerous threats from the outside. Their trying to take land away from the Indians caused many fights and attacks. Moreover, they had to deal with the total wilderness surrounding them. Under these frontier conditions, they needed harmony and peace inside the community in order to survive.       As a result, Hawthorne's founding fathers immediately saw the necessity to

A Comparative Study: Quality of Life in Rural and Urban Communities Essay

Happiness, life satisfaction, and subjective well-being are closely connected to quality of life. Accordingly, quality of life is defined based on different approaches. It can depend if the approach is objective or subjective or if the approach is negative or positive. It can also be defined according to its use, either in academic writing or everyday life. Thus, quality of life has no exact or universal definition (Susniene & Jurkauskas, 2009). Quality of Life (QoL) is usually referred to the definition of the World Health Organization (WHO) (1997) as the â€Å"individuals’ perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals, expectations, standards, and concerns† and â€Å"a broad ranging concept extended in a complex way by the person’s physical health, psychological state, level of independence, social relationships, personal beliefs, and the relationship to salient features of their environment. † The Dictionary of Human Geography 5th Edition (2009) defines that quality of life has the following dimensions: income, wealth and employment, built environment, physical and mental health, education, social disorganization, social belonging, and recreation and leisure. Quality of life is a broad multidimensional concept that also includes subjective evaluation and perception. It is defined in different ways in varying disciplines by individuals or groups. According to the United Nations Development Programme (UNDP) (2013), the quality of life in the Philippines ranked 114th out of the 187 countries in year 2012. It is unchanged for two consecutive years from year 2011. The Philippines’ HDI was lower than Thailand, Malaysia, and Singapore but higher than Indonesia and Vietnam. UNDP uses the Human Development Index (HDI) to measure quality of life with three dimensions specifically health, education, and income. Looking at where the Philippines ranked in comparison with the quality of life of other countries, it seems that the country is falling behind. It is quite interesting then to determine the QoL in the local perspective specifically in Batangas City. Unexpectedly, Batangas City, which is where the study was conducted, commits itself in improving quality of life of its citizen, and it is stated in their mission: â€Å"To improve the quality of life of the citizen through sustained efforts to attain a balance agro-industrial development; to generate more employment opportunities and adequately provide the basic infrastructure utilities, facilities and social services necessary for a robust community. † Thus, the mission reflects how the local government of Batangas City values the quality of life of their contemporaries. This study can provide assessment of QoL in terms of the four indicators of the study and can project the effect of the government’s effort in uplifting the life of the people. In the researchers’ search for related literatures and studies, they have found out that this inquiry about Batanguenos’ quality of life is the first of its kind in the locality. The government does not have any available research studies in the past tackling about QoL or any direct means of measuring it. Hence, this undertaking is a stepping stone in closely monitoring improvement in the people’s way of life. This study will benefit the local government, future researchers, academic institutions, and, above all, the residents of Batangas City. The researchers embarked in this study to provide a comparative assessment on the quality of life between rural and urban communities in Batangas City as well as to look at the perception of residents about satisfaction in life with regard to certain indicators. Since each individual innately pursue happiness and life satisfaction that constituted in obtaining QoL, the interest of the researchers were aroused. The researchers aimed to provide a thorough examination on people’s QoL for both rural and urban communities on the basis of the four indicators of the study. Moreover, they also wanted to compare and contrast the QoL of respondents in terms of their profile to find association in it. Being the first study about quality of life in the province of Batangas and the latest assessment of living condition in the country for years, this study wished to contribute in enhancing the Filipino lives and to serve its purpose as an instrument in promoting good life for each and every citizen of the Philippines. Statement of the Problem This study aimed to know the quality of life in rural and urban barangays of Batangas City to provide a comparative examination of life among people living in two different communities. More specifically, it sought to answer the following questions: 1. What is the profile of respondents in terms of: 1. 1 sex; 1. 2 age; 1. 3 civil status; 1. 4 educational attainment; and 1. 5 type of community? 2. How can quality of life of respondents be assessed in terms of: 2. 1 built environment; 2. 2 physical and mental health; 2. 3 social belonging; and 2. 4 recreation and leisure? 3. Is there a significant relationship between the profile of respondents and their quality of life? 4. Is there a significant difference in the quality of life between rural and urban communities? 5. What activity can be proposed to promote the quality of life of Batangas City residents? Scope, Delimitation and Limitation of the Study This study focused on the comparative assessment of rural and urban quality of life in Batangas City. Specifically, the study was designed to measure QoL in terms of the four indicators of the study namely built environment, physical and mental health, social belonging, and recreation and leisure. The study identified the association between the profile of respondents and their QoL. The profile variables included sex, age, civil status, educational attainment, and type of community. Moreover, this study would provide a comparative examination of QoL in rural and urban communities in Batangas City. Respondents of the study came from the first five locations in Batangas City determined in terms of population. The first five barangays with the highest population in rural and urban communities served as the research environment of the study. Rural communities comprised of Balete, Tingga Labac, Tabangao Ambulong, San Jose Sico, and Sampaga while urban communities included Sta. Rita Karsada, Poblacion, Alangilan, Bolbok, and Cuta. The study was conducted from April 2013 to October 2013. This study did not seek to include other locations in Batangas City which were not mentioned above. This study did not cover the whole situation of the province of Batangas or other cities and municipalities therein in terms of quality of life. Factors such as income, wealth and employment, education, and social disorganization were not measured in this study. Significance of the Study This comparative study on the quality of life of rural and urban communities aims to provide awareness on the QoL between rural and urban barangays in Batangas City. It also seeks to provide awareness on the present condition of the life of the people of Batangas to better understand the things that need to be improved and developed. This study will benefit researchers, students, the academe, and the community. This study would pave the way for the possibility of determining and closely investigating certain indicators of quality of life in both rural and urban communities. It would also generate information on how the profile of respondents relates to QoL. More specifically, this study would be of significant use to the following: To the people of Batangas, this undertaking is a reflection of the most recent real life situation of the people of Batangas City that exposes the life they have today. This would help them better understand the living conditions they have and how to improve or enhance it. To local government officials and offices, this study would serve as a framework for their future projects and activities related to improving or enhancing quality of life. To the City of Batangas, this study would provide a written reflection of the present condition of the city of Batangas and the mirrored situation of the past and present. It would benefit Batangas because this study would serve as the shadow of the life the people has today. Batangas State University, this study would be a proof that Borbonians have the capability of producing quality, relevant, and scientific research study. To the College of Arts and Sciences, this study would be another accomplishment of academic excellence and would serve as an evidence of the quality education that this university can offer. This thesis would be an addition to the pool of knowledge generated in this institution. To Psychology students, this would serve as a basis for future researchers focused in the examination and analysis of life and ways to improve or enhance it. To future researchers, this study would serve as a reference for future studies about quality of life concerned with the following domains: built environment, physical and mental health, social belonging, and recreation and leisure.

CPPD

To enable trainees to recognize the variety of roles and contexts in the lifelong learning sector and the Impact that these have Objectives: By the end of this activity, trainees should be able to: List at least five different teaching contexts in the lifelong learning sector Discuss the effect of these contexts, different specialist subject areas, different organizational structures etc on the way they work In comparison with others Part 1: Wordsmith Wordsmith on the different teaching contexts in the lifelong learning sector.Discussion on which of these contexts are represented in the group or have been experienced In the past either as teachers or learners. How do they differ? What Impact do these differences have? Make use of any trainees in the group who teach in contexts other than FEE colleges. Part 2: Small group discussion Note: groups could be delved by subject area or randomly, but most effective If different teaching contexts are represented in each group where possible.D iscuss the way that their subject is delivered in their organization – how does this compare to how it is delivered in different contexts and how does it compare to other objects within deferent organizations. What is the main purpose of their organization and what impact does this have on the provision of their specialist subject? Are the student groups likely to be similar or different – in terms of ages, gender balance, motivation etc – in different contexts? What levels of their specialist subject are offered in their organization? What impact does the type of organization have on this decision?How is the organization structured – in terms of the size of the organization, departmental organization, line management, course co-ordination, teams of staff or individual teaching – and how goes this affect their teaching of their subject? What â€Å"roles† are involved in teaching their subject – egg teacher, lecturer, tutor, personal t utor, instructor, learning support etc – and does this affect the way their teaching is perceived in their organization? Plenary feedback with tutor to provide input and lead discussion on contexts not covered within the group.The context of teaching includes anything in the surrounding environment: physical, social, institutional and personal, that influences teaching and learning. The physical environment includes the classroom where teaching/learning occurs. For instance, he arrangement of the desks encourages some kinds of interactions and discourages others. Other factors such as lighting (enough to read by but not so much as to glare or be uncomfortable), heat (too warm makes people tired, too cold makes them uncomfortable and focusing on their physical feelings), time of day, and even the day of the week can make a difference.The social environment including the relationship between teacher and students and the cultural norms play a significant role in what can and doe s occur in the classroom. How friendly/ approachable an instructor seems to be determines how outgoing students will be ND the kind of communication that will characterize classroom interaction. The cultural norms: what is expected of a teacher and a student also have to be considered. This includes norms and attitudes regarding gender, age, class and ethnic roles.For instance, research shows (check with Elaine Blackmore on this) that it is more difficult for students to address a female professor as â€Å"Dry. Whoever† than to address a male professor similarly. The institutional norms play a similar role as cultural norms but perhaps more strongly affect what behaviors the teacher and students see as acceptable. Is the teaching method â€Å"du Sour† being promulgated as the only acceptable teaching practice? Is teaching â€Å"outside the lines† an acceptable custom? Are teachers encouraged to take risks?Are students encouraged to take an active role in their o wn education? The culture of the institution determines what is valued/ rewarded/recognized in the context. Is teaching rewarded or does research have higher esteem and, thus, more currency. How is teaching evaluated? All of these are affected by the larger culture, but specifically designated by the institution's culture and the norms of the department within which the course is offered. Last, but certainly not least, is the personal context which each instructor (and every student, for that matter) brings to the classroom.Personal context includes stresses context contains teachers' attitudes about learning, teaching, students, their own abilities, and their subject matter. For instance, teachers who believe their students can learn the content and communicate that belief to students can create a self- fulfilling prophecy in much the same way as teachers who do not believe in their students' abilities can create failure, regardless of actual student abilities. More importantly, is teachers' ability to teach from who they are.Teachers, to succeed, must believe in themselves, their students and the importance and awesomeness of their subject. Today's classroom is dynamic and complex. More students are coming to school neglected, abused, hungry, and ill-prepared to learn and work productively. To combat increasing student alienation, and meet the scope and intensity of the academic, social and emotional needs of today's students, those entering the teaching profession will need to find ways to create authentic learning communities y adjusting the power dynamics to turn power over into power with learners.These changing demands call for teaching styles that better align with emerging metaphors of teacher as social mediator, learning facilitator, and reflective practitioner. Being able to function in these roles begins with teacher self-awareness, self-inquiry, and self-reflection, not with the students. Becoming an effective teacher involves considerably more th an accumulating skills and strategies. Without tying teaching and management decisions to personal beliefs about teaching, learning, and development, a teacher will have only the bricks.The real stuff of teaching is the mortar that holds the bricks in place and provides a foundation. Being successful in today's classroom environment goes beyond taking on fragmented techniques for managing instruction, keeping students on-task, and handling student behavior. It requires that the teacher remain did and able to move in many directions, rather than stuck only being able to move in one direction as situations occur. Effective teaching is much more than a compilation of skills and strategies. It is a deliberate philosophical and ethical code of conduct.When teachers become reflective restrictions, they move beyond a knowledge base of discrete skills to a stage where they integrate and modify skills to a specific context and eventually, to a point where the skills are internalized enabling them to invent new strategies. They develop the necessary sense of self-menace to create personal solutions to problems. If teachers latch onto techniques without examination of what kinds of teaching practices would be congruent with their beliefs, aligned with their discountenancing structures, and harmonious with their personal styles, they will have Just a bag of tricks.Without yin teaching decisions to beliefs about the teaching/learning process and assumptions about, and expectations for students, teachers will have only isolated techniques. Unless teachers engage in critical re-section and on-going discovery they stay trapped in unexamined Judgments, interpretations, assumptions, and expectations. On Becoming the Critically Reflective Teacher Developing as a critically reflective teacher encompasses both the capacity for critical inquiry and self-reflection. Critical inquiry involves the conscious consideration of the moral and ethical implications and consequences of classr oom practices on students.Few teachers get through a day without facing ethical dilemmas. Even routine evaluative Judgments of students' work is partly an ethical decision, in that lack of considerations. Self-reflection goes beyond critical inquiry by adding to conscious consideration the dimension of deep examination of personal values and beliefs, embodied in the assumptions teachers make and the expectations they have for students. For discussion purposes, the term critical reflection will be used to merge the two concepts of critical inquiry and self-reflection, and [email  protected] the distinguishing attribute of re-active practitioners.