Huckleberry Finn’s Road to Maturation

Huck states to Judge Thatcher â€Å"Please take it, and don't ask me nothing—then I won't have to tell no lies† (16). That quote is said by Huck to Judge Thatcher when Huck finds his pap is in town and pap will try to take his money. The Maturation of Huckleberry Finn is important because its about Huck making the right decisions to help him and Jim to freedom. The Adventures of Huckleberry Finn, by Mark Twain, begins with Huck introducing himself. He is wild and carefree, playing jokes on people and believing them all to be hilarious.When his adventures grow to require more maturity than ever, there is a drastic change in his opinions, thoughts, and his views of â€Å"right and wrong†. By the time the book is over, it is apparent that he has matured greatly since the introduction of the novel. Mark Twain is making a point about Huck’s maturation; the specific point he is making is that even though Huck had a rough past he still does his best to make himse lf and his friend Jim a bright future. This analysis will include Hucks loyalty to Jim, Hucks bravery, and when Huck feels bad about his actions. Huckleberry Finn’s Road to Maturation

Pride and Prejudice Essay

The novel Pride and Prejudice was written during the middle of the Romantic period in western literature, but it is itself rather uncharacteristic of other fictional works of the period. Unlike the great Romantic novels and poems of the period, which usually praised youthful passions, Austen’s work minimizes them. Austen’s works are models of restraint. Instead of the wild force of nature, Austen concentrates on family life in small English towns. Instead of rampant emotionalism Austen emphasizes a balance between reason and emotion. Instead of suicide and unrequited love, Austen offers elopement and marriage. â€Å"Austen’s prime theme of marriage is far from trivial† (Walder 1996, p. 52) as it is considered today as marriage was an important issue in Austen’s time and it was the only time when a woman had the freedom to get upward socio-economic mobility [though some critics thinks that she considers that considering money as the criterion for marriage is highly terrible. (Collins p. 161)] This extract explains this correlation between socio-economic status and marriage. Irony or the contrast between the expected and the actual is the chief literary device Austen uses to comment on the manners of English gentry in Pride and Prejudice. Her irony takes different forms for different. Another stylistic feature that one can observe in this extract in general and throughout novel in particular is her formal style. Perhaps the first thing about Jane Austen’s style that strikes the reader is its formality by modern standards. This is a characteristic of her time, and of the outlook she shared. The decorum of her prose represents a disciplined habit of mind and a disciplined attitude towards life. But the formality has about it nothing of the pomp us or verbose. On the contrary one of the chief qualities of her narrative style is precision, lucidity, and economy. With these is combined a habitual tone of irony. The irony is the cutting edge, as it was an instrument of moral perception which was Jane Austen’s sensibility. Mr. Collins speaks about his conception of a true marriage. He takes the conventional notions about marriage of true minds where partners have similar dispositions and ideas about life in general. Mr. Collins philosophy of marriage reminds Charlotte’s reminds Charlotte’s matrimonial ideology as she also consider the harmony of characters and minds as the ultimate source of matrimonial bliss and place no importance to money or fortune. She says in Chapter 6; â€Å"Happiness in marriage is entirely a matter of chance. If the dispositions of the parties are ever so well known to each other, or ever so similar before-hand, it does not advance their felicity in the least. They always contrive to grow sufficiently unlike afterwards to have their share of vexation; and it is better to know as little as possible of the defects of the person with whom you are to pass your life. † Mr. Collins also suffers from the same fictitious idealism like Charlotte. That’s the reason he says; â€Å"My dear Charlotte and I have but one mind and one way of thinking. There is in everything a most remarkable resemblance of character and ideas between us. We seem to have been designed for each other. † (Chapter XXXV) Furthermore, he longs for same matrimonial felicity for Elizabeth in her married life without knowing what is her ideals of marriage and what she wants to be come out of marriage. Jane Austin has beautifully employed irony as Mr. Collins wishes something for Elizabeth that she does not like. Furthermore, Jane Austin juxtaposes this conception of matrimonial bliss with his own conception of marriage and its preconditions that prevail throughout the novel. Jane Austin has Marxian conception of marriage and she considers wealth and socio-economic well-being as the foremost pre-condition of marriage. For the author, in the persona of Mr. Bennet’s daughter Elizabeth, however, irony’ is potent toy and a defensive weapon in the war against stupidity. The author uses Elizabeth to skewer self-important characters such as Mr. Collins and Mrs. Bennet. Yet Elizabeth is also blind to her own character faults, and her very blindness is another example of Austen’s use of irony. In her misunderstandings with Darcy, she (who is blind to her own pride in her ability to read character) accuses him false and excessive pride, while he (who is prejudiced against people with less money than he has) accuses her of prejudice. The rest of the episode shows the haughtiness and pomposity of Mr. Collins. Mr. Collins is a type of character that Jane Austin uses to highlight the posing and pretensions of English society of the time and the vain self-importance of an individual. His acquisition of fortune by chance to get an approval of Lady Catherine de Bourgh has made him to think of himself in higher terms and opinion. All his haughtiness and snobbery in the extract is a manifestation of this high opinion of his own self. His high opinion of Charlotte is also a product of this imagined high placement in society. He earns a handsome income and owns a house, so he requires a wife at this stage that can enrich his own fortune. Here Jane Austin elaborates the interrelation of marriage and money. If Mr. Collins would not have owned a house and would not have made a good fortune by chance, he would never think of having marriage. So he imagined conception of marriage as a bond between tow souls that are alike in their dispositions and character, seems only a caprice of imagination only. Establishing a correlation between marriage and social status is an important theme of Austen in this extract. Jane Austen also makes her reader see the correlation in the light of her contemporary social conventions. Earlier in the novel, when Elizabeth refuses the proposal of Mr Collins, he is unwilling to accept it. It was highly improbable that a woman of Elizabeth’ social status would reject the proposal of a well-off person. His self-importance is another factor that contributes toward his un-acceptance if her refusal. He disapprove of Elizabeth’s social status in these words that Elizabeth’s â€Å"portion is unhappily so small that it will in all likelihood undo the effects of [her] loveliness and amiable qualifications†. His social status reassures himself by saying that; â€Å"you are not serious in your rejection of me, I shall chuse to attribute it to your wish of increasing my love by suspense, according to the usual practice of elegant females. † There is a dichotomy of Elizabeth’s refusal to Mr. Collin and her manifestation as an ideal woman of Austen who thinks marriage in terms of money. Walder (1996) has rightly pointed out; â€Å"In a social world where only possibility of movement in a women’s life was through marriage, choice of partner was as serious a business as choice of career was for a man. † Seen in this light, Elizabeth’s refusal of Mr. Collins is as brave an act as that of a young man who refuses to enter the family firm. † (Walder, 52) Jane Austen used Elizabeth as her mouth-piece to ridicule the fictitious idealism of various characters throughout the novel. In this case, Elizabeth does not directly say any word about Mr. Collins viewpoints but only show her contempt by feeling sorry for â€Å"Poor Charlotte† but she revisits her thought about her and says that she is not innocent as she herself has decided to marry Collins and choose a pretentious society. Jane Austen reflects here that if someone is placed in this situation, then it is tragic but someone has consciously decided to go for a vain marriage proposal, he ore she should be fully responsible for it. So it was Charlotte own disposition rather than chance that her placed her in that situation. But when Elizabeth herself refuses the proposal of Mr. Collins, she was also caught in fictitious idealism. She is of the view that as her father is a gentleman; she is on equal terms with Darcy and Bingleys. (Brooke, 1999. p. 158) Jane Austen beautifully shows her fictitious idealism as well. Jane Elizabeth also shows, through the character of Maria, the vainglory of English gentry. Unlike Elizabeth, Maria is amazed and amused by the social decorum. She was still startled at the nine dinners at Rosings and several teas. This extract further another aspect of Jane Austen’s art i. e. handling of dialogue. She had a remarkable ear, and must have been a shrewd observer of mannerism in speech. The speech of her characters is always consonant with their personalities yet it never approaches caricature. In the extract, Mr. Collins dialogues are true reflection of his personality yet it does not portray him as a caricature. Maria’s dialogues are equally expressive of her self and her tender age. So this extract and other textual examples from Pride and Prejudice clearly manifest that Jane Austen has skillfully conveyed her basic theme of money and marriage through her subtle style. She does not waste her words and there is uncommon clarity with economy in her art. References Austen, Hane. (2006). Pride and Orejudice. New York: Poenguin Classic. Brooke, C. (1999). Jane Austen: Illusion and reality. Rochester, NY: D. S. Brewer. Walder, D. (1996). The realist novel. Approaching literature. London: Routledge.

The End Essay Example | Topics and Well Written Essays - 1250 words

The End - Essay Example chine aided life support and live for even longer, and one a more positive note, the very machines have aided the discoveries that have more than made life comfortable. More specifically, the ethics in the use of machines to prolong life seems to be odds with the moral dynamics of nature itself; should nature be allowed to take its own course with regards to suffering individuals on their death bed? Is euthanasia equal to natural death in view of immense circumstantial suffering? And what is the place of the physician with regards to a patient’s life? Proponents of euthanasia and physician-assisted suicide are in agreement that terminally ill individuals should have the right to choose to end their lives whichever way they want it done (Griffith, 2014). In the mix is the constitutional legality of such a desire, with those championing the foregoing course maintaining that like the constitutional safeguards that guarantees the basic human rights, the termination of life-saving medical treatment or refusal thereof is the prerogative of the individual. On the other end, doctors indeed have a moral duty to keep their patients alive no matter the condition[s] involved. More critically, the legalization of euthanasia may well create the incentives for certain scrupulous insurance dealers to terminate numerous lives in exchange of huge bucks in their pockets. Though actively advocated for in almost every country the world over, euthanasia and physician-assisted suicide is only permissible in a few countries. As to whether the very right discussed herein should be a right to all, Derek Humphrey (2009) argues that the degree to which pain and psychological distress can be tolerated is different for every individual, and that it is only the individual/patient/sufferer who can make perfect judgment on he/she feels within his/her system. Indeed as it is, individuals’ systems are not sharable, and only it is the individual who knows exactly what they feel at any given

Federal reserve monetary policy Term Paper Example | Topics and Well Written Essays - 750 words

Federal reserve monetary policy - Term Paper Example Money is a medium through which exchange takes place. Encyclopedia of Britannica defines function of money as a facilitator of the transaction between buyer and seller; however, money can be defined mainly in terms of three functions; as a medium of exchange, as a unit of account and as a store of value. (Functions of Money) If money had not been there all transactions would have to be done through barter system. That is a tedious process on day to day operations. Money also functions as a unit of account measuring the value of goods or services under exchange. Money holds some value at given time so it is a storehouse of value. It is not a best storehouse as it tends to depreciate overtime, if seen in the context of other assets such as land, gold, and silver. It is most liquid of all assets and its store value helps make us transaction. (Functions of Money) Central Bank Manages a Nation’s Monetary System The broad economic goals of monetary policy are full employment, sustai nable economic growth, and minimum inflation. The Federal Reserve achieves these goals by regulating and controlling the growth of money and availability of credit. It achieves its goals either by open market operations, altering lending rate or reserve ratio. (The Fed Today) A) Open Market Operations The Fed's tool for mitigating the effect of inflation and recession is through open market operations. The central bank sells and buys U.S. government securities in the open market; thus, influencing short-term interest rates and the growth of credit and money. When not enough money is available in the financial system causing economic slowdown called recession, the central bank buys securities. The funds used by the Fed in purchasing the securities will eventually arrive at local banks, which then will have more money to lend. This way more money will come into the financial system and create stabilizing effects. On the contrary, when the Fed realizes market is hot and too much money is in circulation or credit are available in the market causing inflation, the Fed will interfere and sell securities of banks. Thus extra money will be squeezed out of the system, reducing inflationary pressures and stabilizing the economy. (The Fed Today) Thus, final goal of monetary policy is a stable economy providing full employment and production, stable prices and steady growth. B) The Discount Rate The Discount rate is the intervening tool at the disposal with the Fed. It is the interest rate financial institutions charged by the Fed for short-term loans. Altering discount rate can discourage and encourage bank's investment and lending activities signaling central bank's goals and influencing the interest rates that banks offer loans at and pay to depositors. (The Fed Today) C) The Reserve Requirement The fed makes it mandatory to keep certain percentage of checking account deposits as reserve. Simply raising the reserve requirement banks will have less money to lend thus, r estricting the money supply. Opposite is also true; reducing the reserve ratio, banks will have more free money to lend and thus, money supply will increase. This tool is rarely used. Reserve requirement changes are indication that monetary policy is now moving toward a new direction. (The Fed Today) Stated Direction of Monetary Policy Since the 2001 recession and with the rising unemployment rate until mid-2003, the Fed reached to low interest rates of 1% by mid-2003. With the expansion and rising prices, the fed revised its target upward to reach 5.25% by mid-2006. With the economy entering into recession by December 2007, the target interest rates moved downward to 0 and 0.25 percent during December 2008. (Labonte, 2010) What came into notice of the monetary authorities that liquidity was not reaching to the financial system. Traditional transmission mechanism of monetary policy was not functioning. On this, the fed started making loans to non-financial firm and other financial i nstitu

Nursing Essay Example | Topics and Well Written Essays - 250 words

Nursing - Essay Example Sub-samples were taken from the population based on different parameters to further show the distribution of the responses, expressed as percentage, that were obtained from the respondents, such as age, ethnic group, and gender. The most common tool used for the comparison of the data collected was the percentage, which is a ratio of the categorical responses of the participants over the total number of respondents. The margin of error in the method at 95% confidence level was also quantified, both for the total sampling population and the stratified sub-samples in the survey. The calculation of the bias in the study implies that the spread of the results, expressed as the standard deviation with respect to the mean, was also used (fao.org). The authors statistical tools such as percentage, mean, standard deviation, bias and confidence interval because these parameters provide the best quantification of the observations and results obtained in the survey that was conducted. I will follow the same approach that the authors did, because they did not only quantify the results from the survey, but the error or bias that was involved in the conduct of the study were also quantified. By doing so, the trueness of the values that were obtained in the study is more reliable. Additional statistical tools may be used if the research was conducted using two different sampling methods, on the same population, to be able to compare which provides less margin of error. The precision of the two sampling techniques can be evaluated and the results of the surveys may be compared using the student’s t-test or F-test to determine whether both sampling techniques are similar or not

RETIREMENT ASSIGNMENT Essay Example | Topics and Well Written Essays - 1250 words

RETIREMENT ASSIGNMENT - Essay Example (Show how you calculated your ending salary and the number that you calculated. Then answer the question about your desired retirement income.) Many financial planners suggest that retirement income (from all sources) should be from 70% to 100% of the salary one had in the last year before they retire. How large will your portfolio have to be (when you retire) to provide your desired standard of living? This problem asks how much money you must accumulate (PVA) by the time you retire or are done working to live for n years, on a retirement income of (PMT) per year if you earn interest rate i. For example, imagine somebody about to retire today, who assumes that they are going to live for n=20 years, wants an income (PMT) = $200,000 per year during their retirement and their annuity earns i = 10% interest: Or, verbally, if this person had a portfolio of $1,702,712 on the day they retired, if they lived for another 20 years, and earned 10%, their annuity would pay $200,000 per year, and there will be nothing left when the person died. (Remember this example is for today: Your number will be much larger because your retirement will take place almost 50 years from now.) Value of Defined Benefit Plan with Single Employer: Suppose you take your first job with an employer that offers a defined benefit retirement plan and a beginning salary of $54,000/yr. Suppose also that you average 5.0% raises every year and that you stay with the same employer for all 48 years of your career. Note that during your 48-year career, you will receive 47 raises, the last of which happens on your last working day, which is also your 70th birthday. (No matter your current age, consider that you start working at age 22, and retire at 70). Assume a salary of $54,000 in the first year and an inflation rate of 2.0%. c. Assuming that the employer’s defined benefit plan pays 1.25% of ending salary per year of employment, what

Pros and Cons of Social Networking Term Paper Example | Topics and Well Written Essays - 1250 words

Pros and Cons of Social Networking - Term Paper Example They are many who declare them to be beneficial for the society, while there are almost as many others who condemn their use, stating that the risks clearly outweigh the advantages. Thus, it is better to hear both sides of the story before drawing up our own conclusions. Individuals in favor of social networking present an argument that to those with access to computers and the internet, social networking sites are of great advantage. Online interactions encourage both long and short distance communication with friends and family, help people in gaining important skills regarding use of computers, and provide a medium that promotes creativity and innovation through instant messaging, blogs, photo sharing, event and product advertising and numerous other different services among its users. Not only that but it brings together people with a common interest, profession or even with computer skills and help them overcome their social worries, by creating suitable opportunities and provid ing exposure to fresh ideas and thoughts. (Coyle and Vaughn, 2008) It is also a great stage of communication for those who are unable to express themselves in person. The development and expansion of social networking sites has brought about great benefits for the society. For students, it is a medium to discuss educational topics of all sorts such as career and educational planning and allows them to communicate with more experienced students around the globe. It has also brought about benefits in the field of health by dealing with life altering diseases, alcoholism, drug addiction, weight loss etc. by interacting people having similar issues and providing them guidance and... The development and expansion of social networking sites has brought about great benefits for the society. For students, it is a medium to discuss educational topics of all sorts such as career and educational planning and allows them to communicate with more experienced students around the globe. It has also brought about benefits in the field of health by dealing with life altering diseases, alcoholism, drug addiction, weight loss etc. by interacting people having similar issues and providing them guidance and encouragement. Election campaigns throughout the world have received an unprecedented edge when they took the help of social networking. Some might think of it as insignificant but these sites do bring a significantly positive effect on the person standing in the election. The best example that springs to our mind are the 2008 election of Barrack Obama as the 44th president of the United States, in which he depended heavily upon social sites such as Facebook to gain popularit y among the masses, especially the younger generation. Businesses and organizations have also realized that the use of social networking to promote their objectives can help them gain a competitive edge over their rivals in the market. (Ally, 2011) Moreover, there are some who say, and I myself have to agree with them, that the internet is making an impressive contribution in helping to bring about world peace. Well, if I had a dozen Facebook or Twitter friends living in a certain country, I would think twice about invading it?

International Business - Multinational Enterprises - Cross Boundary Research Paper

International Business - Multinational Enterprises - Cross Boundary Expansions - Research Paper Example (So & Westward, 2009) By 2007, â€Å"Taobao held 82 percent of the market, according to Analysys International† and eBay sold out of the EachNet venture, maintaining only its www.ebay.cn operations, which were not adopted in a widespread manner for domestic Consumer-to-Consumer (C2C) ecommerce transaction in China. (So & Westward, 2009) eBay can also be seen to have failed in the advancement of it PayPal strategy in China, which was surpassed by AliPay in usage by Chinese consumers. What is most striking in these examples is that eBay had the competitive advantages of pre-existing market dominance, brand name recognition, partnership with the dominant ecommerce auction website in China, and still failed in not only maintaining these market positions, but instead became a minority business operator in the Chinese domestic marketplace for online auctions. ... eBay’s failure to respect the local dynamics of Chinese culture and its patterns of internet use, its centralized corporate strategy internationally, as well as its failure to understand the threat of TaoBao to its business model in China all led to the eBay’s cross-boundary expansion strategy internationally being unsuccessful in accomplishing its aims of foreign market establishment, increased company profit, and the creation of long-term shareholder value. eBay – Company History eBay is widely regarded as one of the leading success stories of the Web 1.0 era, or the â€Å"dot-com boom† period in the late 1990’s that saw many internet companies go public with very high amounts of stock market speculation. eBay was founded by Pierre Omidyar in 1995 and Meg Whitman joined the company in 1998 with prior experience at Hasbro and Harvard Business School. (Gomes-Casseres, 2001) eBay outmaneuvered other web companies such as Yahoo!, Microsoft, and Amazon .com to earn significant revenue from ecommerce sales based on the auction and C2C model. eBay requires listing charges for people to advertise their goods for sale on the site, charges an additional percentage of the sale as a commission, and also receives a service charge from credit card transactions via its PayPal services. The company is the leader in the U.S. online auction market, and went public in 1998. As news sources reported, the company’s stock soared at the time of the IPO, â€Å"shares of eBay went up 163.2 percent† on the first day of trading to close at $47.375 with a market capitalization of $1.9 billion USD. (Kawamoto and Grice, 1998) Today, eBay trades on the NADAQ exchange under the symbol EBAY with a stock

National Economic Policy macroeconomic Essay Example | Topics and Well Written Essays - 1500 words

National Economic Policy macroeconomic - Essay Example This increase in money supply will lead to an increase in output, income and employment. This will be  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   caused by  Ã‚  Ã‚   the fall in interest rate which occurs after the LM curve shifts to the right (Young & Zilberfarb, 2000), as reflected in the IS-LM curve below. It is worth noting that if money supply is increased, while interest rate is held constant, a higher level of income is needed to ensure  Ã‚  Ã‚   that there is a corresponding demand level for money to the supply. This as mentioned earlier moves the LM curve to the right. The increased income and constant  interest rate where the money demand and supply equal each other is seen at the far right of the curve. In case the inflation rate at one point of constant interest rate makes holding money costly, thus few decide to hold it. This calls for rising of income at a certain real interest rate in the universe so as to put the needed money to be held thus maintaining the economic equilibrium , which can be traced to the right of the IS-LM curve (Carlberg, 2000). The components of GDP will be affected as a result of applying this policy. First of all, the aggregate demand will increase. This increase in demand refers to the increase in the number of goods required by consumers in the economy. This is usually a very good thing for triggering an increase in output in the economy. Especially in the short run, this usually raises the production of the economy which is very desirable. This policy will also have a negative effect on employment. One of the reasons for the increased unemployment is the fact that producers react to the high demand by government thus taking production to a higher level. The increase in production demands that  labor increases. The people who are hired earn money thus are able to spend in larger amounts than when unemployed. Question Two   Expansionary fiscal policy A variety of fiscal policies which leads to a rise in government spending, a sh rink in taxes, or a swell in transfer payments is applied to counter the mishaps of economy contraction. The objective of expansionary fiscal policy is to bridge a recessionary gap, ignite the economy, and reduce the unemployment level. Expansionary fiscal policy is sometimes backed by expansionary monetary policy. Taxation Taxation is the major fiscal policy tool that works quickly to correct an ailing economy. Basically individual income taxes levied by the state; however other taxes are also applicable. Taxes are the spontaneous levies that the government charges on the entire the economy to create the proceeds required to provide basic goods and services and to facilitate other state functions. Personal income levies are precisely the taxes gotten from the earnings received by individuals in each house hold. Expansionary fiscal policy works by either a decline of the income tax levies or an instant rebate of levies previously collected. The decrease in taxes empowers the each ho usehold with extra per capita earnings that can be utilized for spending costs, which then ignites cumulative production and employment and translates

IP - English Essay Example | Topics and Well Written Essays - 500 words

IP - English - Essay Example ulcates a drive in me to achieve success in the course, challenges that I encounter in the way of achieving my goals include but are not limited to my laziness, and occasional lack of ability to draw a balance between my work life and my social life. Sometimes, I spend too much time studying because of which I cannot find any time for leisure activities to refresh myself mentally and physically. At other times, I hang out with my friends for too long to be left with any time for studies. However, my desire for having a bright future keeps me on the track most of the time. One needs motivation in order to develop good writing skills in academic and professional life. Motivation comes from realization of the benefits of good writing skills. I derive the motivation to develop good writing skills from imagining how well I would be able to perform in my studies and at work when I develop good writing skills. I imagine myself writing essays, participating in essay-writing contests, writing and winning debate competitions, and writing long passages in short time thus saving time for other questions in the exams. I also imagine myself being able to convince the employers to hire me through my professional email writing and resume building. Winning such competitions and jobs builds one’s confidence which is very essential for living a happy life. I have noticed a lot of improvement in my writing skills over the passage of time. My writing skills have improved particularly since I started writing essays. I have realized that one needs to practice a lot in order to develop good writing skills. Reading essays from professional writers also helps develop the concept of writing and understand its various genres. In addition to that, watching movies and reading books helps one develop a good sense of phrases and styles of language that are used in everyday life. In the start, I found it hard to write long essays and keep my thoughts focused on a certain topic, but with time,

Bangladeshi Women in Bricklane Essay Example for Free

Bangladeshi Women in Bricklane Essay â€Å"I always said I will not marry and be sent far away. I will go no farther than these paddy fields. But our mother told us we must not run from our fate. What cannot be changed must be borne. The test of life is to endure.† Through such representation of gender and focus on history and dislocation, Monica Ali has extended the migrant voice in British fiction. In her stunningly accomplished debut novel Brick Lane (2003) which also got adapted in a film four years later, Ali tries to reconstitute the traditional Bangladeshi culture in a London East End setting. She uses her characters to explore the positioning of Bangladeshi women within Britain, as the novel focuses on their social relations inside and outside the home. This paper aims to explore whether Monica Ali’s novel Brick Lane (2003) and Sarah Gavron’s controversial screen adaptation of the same name (2007) can open up avenues to discuss a new, if problematic, inclusion of Bangladeshi women in the transnational world; and also to gauze the similarities and dissimilarities within the two. Both the novel and the film created a controversy among the Bangladeshi community living in London because they found problems with Monica Ali’s negative portrayal of their community members as being illiterate and backward, which they considered insulting. They claimed that the novel encouraged â€Å"pro-racist, anti-social stereotypes†. Brick Lane is the story of the Bangladeshi Muslim community living in the East End of London and in particular, that of Nazneen, her husband Chanu and Hasina, Nazneen’s good looking sister, who resides in Bangladesh and who was disowned by her family for flouting the traditional arranged marriage system which she did by eloping with her lover and marrying him at the age of sixteen. Hasina’s chaotic day to day life in Dhaka is revealed to us through a series of regular, candid and sometimes terribly despondent letters sent to her sister in London in pidgin English. Nazneen often reminisces about her happy, innocent and carefree childhood in her little village in the countryside of Bangladesh with her younger sister Hasina, which now contrasts with her despairing life in her dingy flat in a tall block in the Tower Hamlets. After an arranged marriage with Chanu, who is already established in London and who is unattractive and twice her age, Nazneen arrives in London at the age of seventeen. The women moving to London and Tower Hamlets in particular had to adapt coming from a rural peasant society to a hostile urban culture. What Brick Lane does is show this transition and the impact migration has on women’s lives. Monica Ali’s novel shows how, after migration, the position of women in families and in the wider community undergoes a considerable transformation. What Nazneen refuses to do is to see herself and her culture as inferior or alien. Here ethnicity becomes a source of positivity rather than stigmatised identity. The high rates of poverty characteristic of Bangladeshi households are shown in the novel, coupled with the overwhelming sense of isolation faced by the female characters and their reliance on their male counterparts. Consequently, the overall context of the novel presents a picture of deprivation and hardships for Bangladeshis in Britain. Nazneen who can’t speak English has to adapt to her new life in a foreign country with a husband who, although basically kind-hearted, is disheartened for not being able to fulfil his dreams and carry his plans to completion. He believes himself to be above most of the Bangladeshi community members who are uneducated and lacking a great deal of elegance. Chanu scorns the attitude of his superiors who fail to recognise his talent and genius. He keeps a high opinion of himself which makes him a conceited, funny character despite his lucidity and his awareness of the conflict between the first and second generation immigrant, which, to his horror, was portrayed by his eldest daughter Shahana and which made him decide to repatriate his entire family to Bangladesh. The novel is challenging in an overwhelming way the strong element of fate. Nazneen and Hasina are two characters through which Ali explores two images of femininity. Nazneen has been the good daughter who accepted an arranged marriage and her younger rebellious sister Hasina was the bad daughter who takes her fate into her own hands by eloping with the man she loved and was consequently disowned by her father. Nazneen accepted her fate yet Hasina rebelled to create her own. Hasina’s western-style attempt at romantic freedom, contradicts the traditional structures of Bangladeshi society within which she lives and within which her sister is immersed in the Diaspora. Both the sisters face problems settling with their husbands, and ultimately both have relationships with younger men. Though Nazneen carried out small rebellious acts at the beginning of her marriage, her aspiration for liberty started with her attraction to the handsome, young political enthusiast, Karim, which evolved into a physical and financial independence and the discovery of her freedom of choice in a patriarchal community. Nazneen is plain â€Å"not beautiful, but not so ugly either† and in contrast her sister Hasina is â€Å"beautiful and feisty†. (Ali 17). Hasina defines herself in contrast to the activities around her and Nazneen defines herself against the talkativeness of her husband. Through these transnational links, Nazneen and Hasina become embodiments of womanhood in two different but connected locations. Monica Ali endeavours to explore the impact of migration for those within the Bangladeshi Diaspora. Ali seems to suggest that within the context of Diaspora women are more Bangladeshi than the Bangladeshis in Bangladesh. We learn how those in Britain replicate the social practices and norms of Bangladesh so that the culture also migrates to Britain with the people: â€Å"through the open window, drifted wafts of music and snatches of currymain meals were cooked at all times of the day and night†. (Ali 189). Yet in contrast, those who remain in Bangladesh are adapting to the changes occurring in society. Hasina acts as if she is the person who has shifted geographically to another country. She appears more modern in her thinking in contrast to her sister, who appears more traditional. The two women placed within the two different localities also enable Ali to show how social practices and social relations change in the two locations. Within the context of Britain, Nazneen witnesses changes in the images of Bangladeshi femininity among her friends, who become more westernised. The seventeen-year old, once subdued and obedient wife, matures into a forthright independent woman. She discovers her own force and will power, something she was unaware of. She decides that she will no more be controlled by fate, she will take her own decisions, like not following her husband by going back to their homeland. She will remain in London, she will work and look after herself and her two daughters. She takes this decision because her daughters are way too comfortable in London, and they don’t want to go back ‘home’ to Bangladesh. London is ‘home’ for them, and that’s when Nazneen realized that she was seventeen when she came here and now she’s thirty-four, so she has lived half of her life here. This is home, and this is where her daughters want to be. This is where she found her independence and her voice in her own ways. She wears her sari. She has not started wearing trousers or cut her hair short. In her very own way, she has found a voice and she is comfortable with that here. Nazneen thus starts to believe in herself and realizes that she is capable of taking charge of her own destiny. The Bangladesh Nazneen refers to is different to other Bangladesh Hasina writes about in her letters. The contrasts between Tower hamlets and Bangladesh are shown, for example by the fact that Nazneen comes from an idyllic, warm, green environment quite unlike the England of dead grass, broken paving stones and net curtains. Hasina’s letters dispel the myth that Bangladesh is still rural. Rather it is now urban and violent. A more dangerous Bangladesh with corrupt politicians dominates the letters. Hasina describes to her sister how the garment girls have become branded as sexually immoral due to their working in close proximity to men. The patriarchal world of Bangladesh mirrors the patriarchy practiced within Britain, but is stronger. For example, Hasina, left without the protection of a husband, is raped, then forced to become a prostitute to survive and her friend (Monju) is murdered by her husband drenching her in acid. While Hasina works within a factory as a machinist, her sister, in the liberated environment of the West, also resorts to working as a machinist, but in purdah within the environs of home. For Nazneen, Britain is loaded with negativity, and it fails to accumulate the warmth and security she experienced in Bangladesh. Nazneen treats her loneliness through anti-depressants which baffles her sister: â€Å"I do not know what kind of pill can cure disease of sadness†. (Ali 143). Nazneen is disappointed with Britain and recollects Bangladesh with fondness, a nostalgia that provides the framework within which the story is located. Monica Ali uses the cluttered room where Nazneen lives as a metaphor for her protagonists’ state of mind. It becomes even more cluttered over the course of the novel. When Bangladesh is presented it is done so with space; however, the restrictiveness of England is stressed through the feelings of claustrophobia. Nazneen’s perception of Britain for much of the novel is not only contained within the environment of her flat, but also when she gazes out of her window. Her London is restricted to her locality: outside her window she sees â€Å"dead grass and broken paving stones† (Ali 12), â€Å"cycle racks which no one was foolhardy enough to use†, and round the corner is a playground that has shrunk to one decrepit roundabout. Nazneen evokes an image of Britain which is dark and grey and congested â€Å"a roaring metal army tearing up the road† (Ali 33). The poverty in Tower Hamlets is also emphasised if not exaggerated by Nazneen as she ventures out of the home, and â€Å"stepped over an empty cigarette carton, a brick and a syringe† (Ali 380). Although Nazneen’s husband Chanu has a degree from Dhaka University, they live in a grotty tower block in Tower Hamlets, where the paint flakes off the â€Å"eczema-ridden walls†. Poverty, socio-economic deprivation, dominates the social fabric of Ali’s Bangladeshi society in Tower Hamlets. This deprivation is also evoked through Nazneen smelling â€Å"the overflowing communal bins† (Ali 13). All the more, the Bangladesh that is reflected in British society angers Chanu, Nazneen’s husband, as it perpetuates a derogatory image of Bangladesh through education. He despairs over what his children are taught about Bangladesh: â€Å"all she knows is about flood and famine. Whole bloody country is just a bloody basket case to her† (Ali 151). Even the image that Shahana has of Bangladesh is old and traditional. As she tells her sister, â€Å"just wait until you’re in Bangladeshyou’ll be married off in no timeyour husband will keep you locked up in a little smelly room and make you weave carpets all day long† (Ali 329). â€Å"In Bangladesh you’ll have to brush your teeth with a twig. They don’t have toothbrushes†(Ali 331). Brick Lane is a contemporary, and humane story, the characters are shown with all their complexities and are described realistically and in detail whether it’s Mrs Islam, the hypochondriac, evil and manipulative usurer, or Razia the friendly and strong will-powered neighbour, or Shahana, the refractory, provocative and westernised teenage-daughter, or the sweet second daughter, little Bibi who is even tempered, quiet and hard working. It is a post-colonial novel written with a great deal of compassion and optimistic hope. Sarah Gavron’s film that was screened in 2007 is closely related to the book in terms of important aspects like casting, themes and plot. A long shot shows the central protagonist Nazneen (Tannishtha Chatterjee) disappearing behind one of the many front doors dotting the monolithic faà §ade of a public housing block in East Central London. This concludes a seven-minute prologue in which director Sarah Gavron condenses the first hundred pages and more of Monica Alis 2003 source novel. Digitally colorized shots of 1970s and 1980s Bangladesh indicate the extent to which Nazneen has idealized her memories of growing up in that time and place, her close relationship with younger sister Hasina (Zafreen) an especial source of reverie. A rural Bangladeshi childhood remembered as idyll ends, however, with the suicide of the girls mother. Consequently, their father arranges marriage between Nazneen, now a teenager, and the significantly older Chanu (Satish Kaushik), an immigrant living in London and a man she has never met. Some fifteen years later, thirty-something Nazneen is shown walking through and around Brick Lane, one of the most ethnically diverse neighbourhoods in the United Kingdom. Ghosting through a multicultural urban milieu radically different from that she was born into, she speaks to no one, slips ever further from the following camera, and disappears finally behind the front door of a flat as cramped and constricting as her monotonous existence—dutiful wife, mother, and nothing more. She is shown as raising two daughters: â€Å"Shahana† and â€Å"Bibi.† Bibi (Lana Rahman) is still young, sweet, and compliant, but Shahana (Naeema Begum) is a teenager with raging hormones and a sharp tongue. Nazneen and Chanus ossified marriage is changed irrevocably when the former buys a sewing machine. She does so through necessity as much as choice, driven by the need to financially support her family, husband, and daughters Shahana and Bibi , after Chanu resigns his job, disillusioned by his persistent failure to win promotion. Yet a purchase which seems initially to confirm Nazneens domestic incarceration yet further—not working from home but home as work—brings her into contact with British-born Karim (Christopher Simpson), the young man who delivers garments to her flat for finishing. She begins an affair with him, and the emotional and physical self-confidence this engenders allows Nazneen to assert, eventually, her presence and identity within the immediate family unit. Yet the seemingly clear-cut contrast between Karim and Chanu and the divergent futures they seem to promise Nazneen become more complicated as Brick Lane progresses. Karim comes to seem less attractive than at first, Chanu more so. The formers marked physical and cultural differences from the latter (young, fit, second-generation, British-Bangladeshi vs. old, fat, first-generation, Bangladeshi-British) cannot disguise the fact that he is equally inclined to idealize Nazneen as archetype not individual. Its Chanu who valorizes her as a living example of the ‘girl from the village’ in the early pages of Alis novel. Crucially, however, theres no interpretative violence in transferring those words to Karims mouth in Gavrons film. Meanwhile, Chanu is shown to possess significant redeeming qualities obscured by his complacent, corpulent exterior. He loves his family deeply and is horrified equally by the rise of Western anti-Muslim and Muslim anti-Western sentiment in the wake of 9/11. Chanu is able to view this process with far more humanistic caution and historical context than Karim can or will. Ultimately, Nazneen ends her affair with Karim, while Chanu agrees to return to Bangladesh on his own. Liberated, albeit not in the sense that Brick Lane seems initially to promise, Nazneen stays behind in London with her two daughters. Wider context—the effect of 9/11 on Western Muslims, the changing role and self-image of immigrant communities within contemporary British society, the ongoing, intergenerational debates about tradition, gender and religious identity within those groups—are all glimpsed fleetingly from Nazneens perspective. The main effect, though, is to impress upon viewers just how cloistered her vantage point is. Ultimately, Brick Lane temporarily imprisons the world-view of all who watch it behind bars made from net curtain. This is so even while the film ostensibly supports Nazneens quiet attempts to break free from something approaching a state of psychological house arrest. Brick Lane is a real place, and it’s been the centre of the British garment district ever since Huguenot refugees brought their looms from France in the early 18th century, followed by waves of poor Irishmen and Ashkenazi Jews. Brick Lane was however, filmed in the financial district that is synonymous with the books real location. The novel as compared to the film sets up the location more exotically like a mini version of Bangladesh, with the smells of spicy food, colourful fashions and emphasis on religion. For the film, one was expected to picture a colourful setting that transported the reader to another world. Though Brick Lane in the film does create its own world, it lacks the lustre brought out in the novel, and definitely was not reflecting any part of South Asia. The scenes in Bangladesh gave more of a contrast to London life, unlike the book, where Nazneen seems to still be tied to her homeland. The book documents her memories as if she had not left the village. For example, Nazneen does not leave the house, allowing her to limit her exposure to English culture. The film demonstrates a sharper contrast of her surroundings mostly through the addition of Nazneen leaving the flat to do the shopping. The shopping allows her more freedom and; thus, more information is acquired about England. The film effectively provided the atmosphere of Chanu and Nazneens flat. In the novel, Bangladesh provided richer local descriptions compared to London, because Nazneen did not dwell on the details of her flat. She only mentions some decorations. The film gives the opportunity to see the living arrangement in London from the complex she lives in with Chanu. The film emphasizes the close quarters and the weather to portray a cold representation of London, differing a lot from the vibrant frolicking in the lush and long Bangladeshi grass of the two sisters. Even at the end of the film, Nazneen is shown making snow angels with her daughters, as if she has conquered the cold. The casting was terrific. Chanu, Shahana and Bibi gave compelling performances that mirrored the characters in the book. Chanu especially is exactly the way one visualizes him on the basis of the novel. To understand Nazneen one had to make sure to read the novel because then one would know the thoughts in her head that she did not always say. Tannishtha Chatterjee, the actress who starred as Nazneen, faced a challenge in this role, because so much of the character was about not saying anything. Silence also played a big role in the film, which sometimes contributed to the action and other times made the movie too slow. The novel captivates the reader by the sensory details, mystical connections to Bangladesh, and curiosities about English culture. The film uses silence to provoke the audiences response to the vivid scenes in Bangladesh while also building up to the climax. Though the climax is not surprising to the reader or film goer, the novel was more effective in showing Nazneens struggle and confrontation with disaster. The novel created tensions leading up to Nazneens inability to react. The film on the other hand, relied too much on silence for plot points to emerge. The reader tends to miss Nazneen’s rebellion since it’s all done in silence. Overall, rebellion and freedom are downplayed in the film probably to emphasize the idea of fate. Hasina, Nazneens sister is the source of scandal in the novel and could have been more present in the film. She acts almost as a ghostly figure, sometimes only mentioned through voice, when Nazneen pictures her whispering in her ear. The film also glamorizes her experience in Bangladesh, as if she has the freedom to fall in love. The letters in the novel describe the opposite with violence to women and hard work conditions. In the film, Hasinas true situation is exposed by Chanu, who hears from his cousin that she has become a prostitute. However, then Nazneen falls ill, and the audience is left in confusing hallucinations, wondering if Chanu was trying to be mean to his wife or was actually speaking the truth. This inconsistency between reality and fantasy is evident in both the book and the film. Chanu glorifies Bangladesh in both the mediums. Nazneen reflects on her memories from her childhood in Bangladesh, but is grounded in the reality of London. For example, she cannot depend on Chanu to be responsible, when he cannot hold down a job and continues to insist that they will return to Dhaka. She does not point out his failures, the same way she does not point out Karims, but acknowledges her realistic priorities. Some include the disaster that Shahana would encounter in Bangladesh, and another would be breaking up with Karim and needing to be on her own. The American trailer of the film also illustrates this dichotomy, advertising the movie as more dramatic and scandalous. Perhaps the closeness of the text to the film adaptation is another way to enhance the themes of the original story. Much of Brick Lane takes place within Nazneens cluttered, unremarkable home, but this is rendered a fascinating, richly expressive setting through accomplished, considered use of technique by director Sarah Gavron and her key colleagues. Carefully calibrated expressionistic exaggerations of colour abound to communicate Nazneens largely unspoken inner life. Green sequins on a girls top reflect on her face to show her initial entrancement with Karim; sunlight filtered through gauzy red curtains turns the dingy prison of her marital bedroom into a boudoir when he occupies it with her. Likewise, Gavrons movement of camera and attention to framing are evocative and subtle in equal measure. If, as noted at the outset, one of the first shots in Brick Lane can be seen to sum up both the films project and a range of possible responses to it, something similar can be said of the movies final image. With Chanu back in Bangladesh, it is now winter in London. Nazneen and her daughters play joyfully in the snow-covered square at the front of their apartment block, inhabitants of a climate, and by extension a culture, diametrically opposed to the monsoon conditions the teenaged Nazneen and Hasina frolic in at the film’s early moments. A birds-eye aerial shot of mother and daughters lying on the ground, waving their arms and legs, cuts to a medium shot of Nazneen on her own. The reader might get the impression here that Nazneens unassuming victory is also Brick Lanes. She extricates herself from the oppressive expectations placed upon her by virtue of the body and respective cultures she was born and migrated into. So too the film respectfully declines the received agenda of responsibilities imposed upon it in light of its British Asian subject matter and cultural provenance. Brick Lane is not a film finely crafted and beautifully performed in order to mask or compensate for its evasion of inarguable ethno-political duties. Rather, its sensuous pleasures and humane insights expand the range of what the political might be, and rethink the relative scale on which it might be expected to loom, within an important tradition of contemporary British film. Thus, both the mediums, reciprocating each other, have successfully rendered the portrayal of Bangladeshi women in the transnational world with a subtlety and expertise that is seldom to be seen. WORKS CITED Ali, Monica. Brick Lane. Black Swan. Great Britain. (2003). Print. Brick Lane. Dir. Sarah Gavron. Perf. Tannishtha Chatterjee, Satish Kaushik and Christopher Simpson. Ruby Films.(2007). Film. Lea, Richard and Lewis, Paul. â€Å"Local protests over Brick Lane film†. Gaurdian. (Monday 17 July,2006). Web. http://www.guardian.co.uk/books/2006/jul/17/film.uk Hussain, Yasmin. Writing Diaspora: South Asian Women, Culture and Ethnicity. Ashgate Publishing Ltd. England. (2005). Print. McLeod, John. The Routledge Companion to Postcolonial Studies. Routledge. London. (2007). Print. Mukherjee, Meenakshi and Trivedi, Harish. Interrogating Post-Colonialism: Theory, Text and Context. Indian Institute of Advanced Study. Shimla. (1989). Print. Sinha, Sunita. Post-Colonial Women Writers: New Perspectives. Atlantic Publishers Distributors (P) Ltd. New Delhi. (2008). Print.

Physics of the Bottle Flip Challenge

Physics of the Bottle Flip Challenge One of the biggest trends of 2016 was the water bottle flip challenge, and almost everyone was trying their hand at it. But, there is much more to it than just skill and luck, and-even though the trend seriously died out-Ill be teaching you a few cheats that are going make you flip! Or at the very least give you the ability to become the mic-dropping finale at your schools talent show. But in all seriousness, of all the trends to hit big in 2016, bottle flipping was perhaps the most surprising. Sure, we expect the collective mind of the internet to dredge up long forgotten childhood shows, ironically appreciate terrible movies, or recreate popular dance moves; but flipping bottles of water so that they can land correctly? Its something almost anyone can do, watch, and appreciate. You see it happen and you understand it regardless of how old you are or what language you speak. But, for those of you who many not be familiar, here is a quick summary. Bottle flipping entails taking a bot tle and tossing it so that it twirls through the air like a gymnast, and sticks a 10/10 landing. Now, despite what Know Your Meme-a website that dedicates itself to documenting online phenomena and memes-might say, the origins go back as far as 2007 to a video released by a skateboarder named Ben Daleman. However, it was Michael Senatores epic flip during his school talent show last year that really caused people to flip out over the flip. As elegantly simple as bottle flipping might be, scientifically, its a completely different story. Involving everything from elasticity of collisions, to fluid dynamics, to momentum, to laws of gravity, the science behind the bottle flip is quite amazing. But, once you understand that science, youll actually have an unfair advantage in your next bottle flipping tournament, at your next school talent show, your next visit to grandmas house, or whenever you might just want to impress someone. Now, without further ado: The Scientific Cheat Code Thatll Get You the Upper Hand in the World of Bottle Ballistics. Before you start pitching your old plastic around, your flip can either be made or lost by the very first choice that you make-the bottle. There are hundreds, if not thousands of different brands of bottled water on the market. As well, almost all of them have different bottle shapes, heights, even thicknesses of plastic, and picking the right one can make the difference between becoming a flipping champ, or a flipping chump. So if you think of bottle flipping as a video game, then think of your choice of bottle as the difficulty level. The typical bottle most people are using rounded bottle, thin plastic, like Poland Springs, those are effectively the normal setting. Not too hard, not to easy, just a good sweet spot to judge other bottles. But what in particular makes this one the ideal, middle candidate? Well, lets take two other bottles and itll all become clear. A water cooler jug, and a bottle of Coca-Cola. Now, the Coca-Cola bottle is the bottle flipping equivalent of hard mode, and the reason for that is surface area. Notice that the bottom isnt round like the other two, but rather has multiple prongs that give the bottle added stability. Now, under normal usage, thats a great shape, but when flipping bottles, it is a completely different story. Â   Â   You see, in physics, the energy of being in motion is called kinetic energy, and the word elasticity is a measure of how much kinetic energy remains as kinetic energy after two objects combine. To give you an example, lets look at anime. Goku punches Krillin in the face. Gokus fist has a bunch of kinetic, or movement energy. That then is transferred into Krillins face and body launching him off for miles. So, one would say that the elasticity of that collision of fist to face is really high. The kinetic energy of Gokus fist stays as movement energy as Krillin flies through the air. So thats an elastic collision. Alternatively, there are inelastic collisions, where the kinetic energy is transformed into deforming the material, or where energy is lost in other ways, like heat and sound. The Goku punch example isnt perfectly elastic, because some of his punch energy is lost deforming Krillins face. A good example of an inelastic collision is two balls of clay thrown together. They stick , there is no bounce, all the kinetic energy of the two balls moving is lost as they deform into one larger ball. Now, knowing all that, look at our bottle flip. Its plastic hitting a table, so the collision would be mostly elastic, where the kinetic energy of the bottle falling is preserved. But, the table isnt going to move so that movement energy has to go somewhere, and thats back into the bottle-which is causing it to bounce. The plastic of the bottle compresses ever so slightly, and then springs back into position, causing it to rebound from the table and potentially costing you your glorious moment at the talent show. Yet, as that may be, the force isnt going to cause a ton of bounce when its spread out over a wide surface such as the rounded bottom of your average water bottle. But what about the prongs of the Coca-Cola bottle? That force is moved to the very small area thats actually hitting the table, causing the bottle to rebound higher and thus making it harder to get th at perfect landing. Whereas on the other end of the spectrum are the large jugs of water-which are the equivalent of flipping easy mode. Part of it is the huge surface area of the base, but to see why these are the clear choice for any inexperienced flippers we need to talk about the other elephant in the room-finding the perfect water level. Empty water bottles weigh practically nothing, averaging in at 10 grams, and if you have an empty water bottle just sitting on a table, its center of mass-the point on the bottle where all the mass averages out-is right around the middle. But water is a lot heavier than plastic, and when you put something like water into a bottle, the center of mass is going to move. In this case it moves downward. Theres more mass on the bottom of the bottle than on the top, and thus the place where the mass averages out is going to end up a lower. Now, why is that important? Because the center of mass sometimes goes by another name, the center of gravity, and gravity-as the largest obstacle between you and that perfect bottle flip-pulls from the center of gravity. Therefore, the lower the center of gravity is, the less likely that bottle is going to tip over when you flip it. Thus, allowing you to walk off the high school stage head held high. But if you overfill the bottle with water now the cente r of gravity is much higher, the point at which all the mass has averaged out has crept back upwards. When that happens and its tipped to the left, the center of mass is now to the left of the tipping point, and gravity will pull the bottle down, causing it to fall, and causing you to take the walk of shame, or move to another school district. This is why getting just the right amount of water is tricky and essential. You need to put in enough water in the bottle so that the center of mass goes about as far down as it can get without inadvertently allowing that center of gravity to creep back upwards by overfilling. So mathematically the ideal sweet spot is going to be filling up that bottle to the one-third mark. Its there that the center of mass is going to be about as low as it can go. Those wide, short squat, water cooler bottles are the easiest ones to flip because theyre the ones where keeping the center of gravity low is a cinch. It doesnt take a lot of water to weigh them do wn-getting their center of mass low-and all in all these jugs are just super stable. Now obviously youre not going to shove a water cooler jug in your backpack to pull out during lunch hour bottle flipping tournaments. So what bottle do you choose? Well, in between these jugs and our standard round-bottomed ones is everything from Smart Water-being tall and narrow-to Fiji water-being made from a firmer plastic and with a wider base, and shorter height. The fact that Fiji water is short means that youre going to have to be a lot more precise in your water level measurements making it much harder to land the flip; therefore, making Smart Water a little more incentivizing. Lastly, and arguably the most important part of each flip: the throw. Now, before we talk about throwing bottles, lets talk hammers. Grab a hammer and toss it in the air! Eh, actually, no. Its dangerous and youll put a hole in the floor. Instead, lets visit historys most famous hammer tossers-The Hammer Bros. Notice how the hammer twirls all lopsided? Well, its because of our old friend-the center of mass. Objects in free fall that have any rotation will always rotate around their center of mass. Hammers, which traditionally have wooden handles and steel heads, have a hugely lopsided center of mass and rotate around that. But the cool part is, for as chaotic as that movement looks, if you trace the trajectory of the center of mass it will always follow a perfect arc. But heres the thing, for as complicated as throwing a hammer may look, a water bottle is even more complicated because of fluid dynamics. When you flip the bottle into the air, the center of mass is shifting as the mass of the water moves around in the bottle. As it does this, the water robs the bottle of angular momentum-or spin. This becomes most dramatic just after the bottle flips, when the water sloshes around and goes from being in the bottom of the bottle to the top. It adjusts to gravity, which simultaneously helps push the bottle down, allowing for that signature straight-up landing. How this knowledge helps you is that most newbie bottle flippers include too much horizontal velocity. You see, if the bottle is moving forward too fast when it lands, the bottles movement is suddenly stopped, but the water inside the bottle still wants to move forward. And it does, which takes all the mass with it. So instead of acting like a stabilizing force inside the bottle, the water actually helps knock the bottle over. The key here is to try to use as much force upward while also putting that spin on the bottle. The best way to do this is to make sure the bottle is parallel with the ground when you rel ease it. This sends the center of mass straight upward, and since youre holding onto the other end, the bottle with naturally rotates as you let go. So, there you have it, the steps to a prefect flip. Choose a bottle with a firmer plastic and a wide base like a Fiji bottle, fill that bottle to about a third full, double-checking the exact level by doing that 45 degree fall test to measure where the center of gravity is at, and then practice your toss so that you release it in parallel with the ground, and try to minimize its forward momentum. But if you want even more of an edge, consider swapping out the water in the bottle for Mercury. As the heaviest liquid at room temperature, that should lower the center of mass to amazing depths while still maintaining all the benefits of fluid dynamics. Just, fair warnings, dont drink it, or touch it, or do anything with it really because its toxic. Between Mercury and hammer tossing, explaining the science behind bottle flipping can be filled with bad ideas.

Management By Objectives MBO Commerce Essay

Management By Objectives MBO Commerce Essay According to George Odiome, MBO is a process whereby superior and subordinate managers of an Organization jointly define its common goals, define each individuals major areas of responsibility in terms of results expected of him and use these measures as guides for operating the unit and assessing the contribution of each of its members. Management by objectives was first popularized by Peter Drucker in 1954 book The Practice of Management. Drucker drafted MBOs as an approach to get the management and employees to jointly set goals to achieve known as objectives. The main purpose for setting objectives was to give both the managers and employees a clear understanding of what they were expected to do in the organization in order to achieve the objectives set. The objectives were set during certain time periods which at the end of the period two evaluative performances are carried out to determine the extent to which the set objectives had been achieved. An example of an objective includes attaining a sales or profit target by the end of a financial year. In the modern world of business where gaining competitive over competitors has became one of the main goals by organization, Management by Objective has become one of the most widely accepted philosophy of management as stated by Gaurav Akrani 2010. One of the factors that has made MBO the most acceptable management approach is its demanding and rewarding styles of management. MBO further received recognition when it becomes an integral part of The HP way. Hewlett-Packard incorporated this management technique at every level within the company; managers had to develop objectives and integrate them with those of other mangers and of the company as a whole. (The Economist, 2009) This approach focuses attention on the achievement of objectives through involvement of the concerned parties. For example trough building strong team spirit as MBO is mainly based on the assumption that people achieve more when they know what is expected of them and can relate their personal goals to organizat ional objectives. Other features of MBO include good subordinate participation, joint goal setting, support and encouragement from top level manager to subordinates. MBO is a democratic style of management approach where every subordinate is involved and encouraged to participate towards achieving organizational objectives. MBO is an approach to planning that aims to overcome barriers that might stop an organization from achieving its objectives. It involves the setting up of goals by managers and their subordinate working together by specifying responsibilities and assigning authority for achieving the goals. The final step involves constant monitoring of performance so as to initiate continuous improvement. Features of Management of Objectives The following are the prominent characteristics of MBO All activities are goal oriented. The first important feature of the MBO is that under it all the activities happen to be goal-oriented (Dr.R.Singla 2010-11). This means that MBO concentrates on the determination of unit and individual goals in with organizational goals. These goals set state responsibilities of different parts of the organization and help to coordinate the organization with its parts and its environment. Integration among Organizational, Departmental and Objectives: the basis of the MBO is setting of Objectives jointly by the supervisors and subordinates and their effective realization (Dr.R.Singla 2010-11) With the MBO approach the objectives are decide in the following order Figure 1 Organizational Objectives Department Objectives Personal Objectives The above figure shows that first of all the objectives of the organization are set. Then the departmental objectives are decided which must be in line with the objective of the organization. The third sub step is personal objectives which involves individual objectives being determined first before departmental objectives can be achieved. To sum it up this process is followed to minimize clashes or oppositions at any level regarding the determined objectives. MBO views organization as Dynamic Entity: this feature considers the organization as a dynamic entity. This means that every organization is affected by various external and internal factors therefore the organization is considered to be a dynamic unit. The dynamic nature affects the objectives which as a result make it possible that the objectives set today may not be realized. In such an event the organization might be forced act swiftly to change its objectives MBO is a Participative Attempt: the MBO process is characterized by high level of participation of the concerned people in goal setting and performance appraisal (Kuldeep 2010). Increased participation provides the opportunity to influence decisions and make clear job relationship with managers and their subordinates. MBO Matches the Objectives and Resources: The objectives set when the MBO approach is adopted by organization are based on the resources available so as to avoid having incomplete tasks or activities because of the lack of resources. Dr.R.Singla. (2010-11). MBO is a Philosophy and not a Technique: MBO is not a technique of management but its a philosophy, because a technique can only be applied or used in a one department and its effects will only be felt on the particular department. For example an inventory technique can only be used in relation to stock control and it cannot be used in another department like HRM. MBO gives more emphasis to Review and Performance Appraisal: regular appraisal of the work performance of employees form one the important characteristics of MBO. This Philosophy helps observe whether all the employees are performing at the expected level and also identify if there is any impediments in their work performance. MBO provides more freedom to Subordinates: with MBO Philosophy the subordinates are not only associated with the task of coming up with the objectives but they also get complete freedom in the performance of their work. This philosophy gives them the right to make decisions related to their designation and as a result this increases their importance which improves their interest and job satisfaction. MBO gives more emphasis to results and not to work: with the MBO philosophy more focus is given to results. The subordinates have the freedom to choose which technique to adopt to achieve the final result. This means that the subordinates are expected to give the best possible results regardless of the technique used. Steps in Management by Objectives Planning Peter Drucker identified fives steps for MBO as shown in figure 1 http://www.mindtools.com/media/MBO.jpg Source (http://www.mindtools.com) The five steps explained Set of organizational Objectives: this is the first step which involves setting of the organizational objectives. Objective setting begins with the conducting of an internal and external analysis to determine the level of efficiency, threats and opportunities. Cascading Objective Down to Employees: This second stages involves communicating of the set goals and objectives from the top level management to subordinates till they reach everyone. Drucker used the SMART acronym to make as a tool to make the make MBO objective setting more effective so as to set goals that were attainable and to which workers felt accountable to For example the founder of Microsoft corporation Bill Gates adopted a MBO approach to keep every employee informed the about the companys objectives by following the guidelines below Eliminate politics, by giving everybody the same message. Keep a flat organization in which all issues are discussed openly. Insist on clear and direct communication Prevent competing Missions or objectives Eliminate rivalry between different parts of the organization Empower teams to do their own things Source (www.1000advices.com) Encourage Participation in Goal Setting: step three aims to get everyone to understand how their personal goals fit in with the objective of the organization. This is done when goals and objectives at all levels are shared and discussed so as to get everyone understand how things are conducted and then sets their own goals that are in line with the organization objectives. Monitor: this stage involves developing actions plans after setting objectives, it is important to establish a proper monitoring system which keeps track of the progress made towards achieving the set goals, the monitoring system helps the organization identify deviations or barriers that could slow down the organization from achieving its goals. If any barriers are identified then the corrective actions are taken to set the organization on the right course Evaluate and Reward Performance. This last step involves rewarding the desired performance. MBOs main focus is to improve performance at all levels so as to achieve higher efficiency. In order to ensure this happen a good evaluation system has to be put in place to evaluate employees performance and in turn motivate employees as they strive to achieve the set objectives. Advantages of Management by Objectives Over the years since Peter Drucker popularized this philosophy it has become one of the widely adopted by organizations because of the various advantages One of the advantages of MBO is that it improves resource and activity management (Rahman 2009). This leads to better utilization of available of resources and this can be beneficial to the organization in many ways. One is the increase in efficiency which reduces wastage and improves productivity which as a result would lead to increased profits for the organization. The second advantage is that MBO keeps every employee informed. Since all the employees in the organizations are encouraged to participate in setting the objectives, all of them know their responsibilities. This guides employees to work better as their responsibilities are clearly outlined and reduce the possibility of them going off track The third advantage is that MBO improves employees motivation. Involving all employees in decision making make employees feel valued by the organization and due to this employee commitment is improved. This can good for the organization because a motivated and committed workforce will strive to do their best and in turn help the organization achieve its desired results. The forth advantage of MBO is that it facilitates effective control. Due to the continuous monitoring approach employed by MBO this can be useful in guiding the organization to achieve better results. The Monitoring system can be used to by the organization to gauge the performance against the laid down standard and undesired deviations are corrected in time. The fifth advantage of MBO is that it encourages innovations. (Drucker, P. (1986). The MBO philosophy puts more focus on the results in order to achieve the objectives rather than procedure to achieve the objectives. This gives subordinates freedom on how, which method to employ in order to achieve the required results. This can be beneficial to the organization as innovation help an organization gain competitive advantage trough new ideas and products. Disadvantages of Management by Objectives However as much Management by Objective may be beneficial to organizations there some limitations or disadvantages worth being mentioned. The first disadvantage is that MBO put employees under pressure. MBO being a result focused philosophy pressure is exerted on all the levels of the organization so as to attain the objectives. This might a bad thing for the organization as pressured employees might be stressed out due to the emphasis put on results within the organization and this could lead to high labour turnover. This could cost the organization a fortune as the organization could be forced to recruit and train new employees. The second disadvantage is that MBO is time consuming. In order for MBO to be successful regular meetings and exchange of reports have to be conducted. This means managers have to speed a lot time in attending and preparing reports for the meetings while they could be focusing in performing important tasks that are over looked. These over looked could create a hindrance of in attaining the objectives laid down. The third disadvantage is that MBO puts more importance to short term objectives. In order for an organization to achieve it ultimate goals and success the long term and short term goals should be given equal importance. However the MBO philosophy tends to give more attentions to the short term objectives and due to this employees are more concerned by the short term objectives. This creates a situation where they want to be successful at any cost within the shortest time possible and such a situation could be costly to the organization in the long run. CONCLUSION Management by Objectives might be seen as an outdated management philosophy by modern managers today but I believe it still has a place in modern management.If carefully aligned with the culture of the organization MBO can be quite beneficial to the any organization as from this report the advantages out weight the disadvantages. Also For example Intel has been successive due to the use of MBO However as stated by Drucker MBO is just another tool. It is not the great cure for management inefficiency à ¢Ã¢â€š ¬Ã‚ ¦ Management by objectives works if you know the objectives: 90% of the time you dont. In order for MBO to be successful in Modern management managers and subordinates must closely work together to constantly update their short term and long term objectives from time to time due to the ever change business environment. Also an effective communication structure has to be place to as to allow managers and subordinates to easily set and communicate objectives to all concerned e mployees.

Witchcraft and the Town of Groton in 1671 Essay -- History Historical

Elizabeth Knapp sat perched on a small three- legged stool in front of a roaring fire in the hall of her family's home as the last late October light faded through the yellowish oilpaper windows. The wind had already picked up a taste of the winter bite that the early Massachusetts Bay colonists had grown to despise, and tonight it whipped down the chimney of the eight foot wide fireplace with a shrill, devilish whistle, causing the shadows projected by the bayberry wax candles to shimmy and waver against the rough hewn rafters. Elizabeth drew her red knit hood tighter down over her head and huddled towards the hearth. Her mother, also named Elizabeth, watched her from farther back in darkness of the hall, where she was mending a pair of breeches. By December, she knew, the wind whipping down the chimney could cause the sap emerging from the burning logs to freeze solid. The temperatures would make many a grown man in town wish to curl up and sleep away the winter until rising temperatures and longer days made Groton, just hewn from the Massachusetts wilderness a few decades ago, hospitable once again. Despite the gathering winter she felt relieved to see that her sixteen- year old daughter, now her only child after the early death of her son James, was acting normal again. For the past fortnight the younger Elizabeth had been carrying herself in a strange manner. While walking along normally she would sometimes cry out. Last week she had shrieked at extremely inappropriate time in Sunday dinner and that day in church she had been overcome with irreverent laughter. She was always quick to offer a reasonable excuse to spare the swift punishment usually dispensed to children at the time, but the extravagance and immodes... ...essen the symptoms. Bearers invariably die 10 to 25 years after the onset. Chorics have been dubbed everything for saints (the Catholic church recognizes four) to witches since the sixteenth century. References: Butler, Caleb. History of the Town of Groton. Boston, 1848. Dow, George F. Everyday life in the Massachussetts Bay Colony, Soc. for Preservation of N.E. Antiques, 1935. Earle, Allice M. Customs and fashions in old New England. Scribner and Son, New York 1893. Greene, Samuel A., Groton in the Witchcraft Times, University Press, Cambridge, MA 1883, 29pp. Greene, Samuel A., ed. Early Records of the Town of Groton 1662- 1707, University Press, Cambridge, MA 1883, 186pp. May, Virginia, Groton Houses. Groton Historical Society, 1978. Okun, Michael S., The history of adult onset Chorea, at www.medinfo.ufl.edu/histmed/okun/slide1.html

Erewhon and Walden Two: Essay -- Comparative, Butler, Skinner

Close your eyes. Listen. What do you hear? Do you hear the gentle hum of a computer? Do you hear the noise of a distant radio or television? Do you hear the constant drone of a fan? Do you hear anything at all? Most likely you are near some sort of technological device. Whether that be the calculator in your desk, the watch on your wrist, or the light bulb giving you the ability to read this essay (typed on a computer, by the way). The plain fact is that it is almost impossible to escape technology. It cannot be debated that our modern society has accepted the role of technology in the future of just about all aspects of our lives. We can see it in the economy, the military, domestically and internationally. To many the integration of technology is a great convenience, to others a great mishap. Technology is a central idea presented in both Samuel Butler’s Erewhon, as well as B.F. Skinner’s Walden Two. However, the two authors take a very different approac h to their perception of technology in a Utopian society. The societies of Erewhon, and Walden Two, both recognize technology as a means to make life easier, however, their societal perceptions of technology and its affects on their future differ. Butler in Erewhon, and Skinner in Walden Two, both relate that technology is means to make life easier. And while, each utopia has a different view on the effects of that technology it is important to note this distinctive similarity. The society of Erewhon has a very distinct negative view on any type of technology. However, Butler is very careful to note that technology does help to improve a person’s condition and ability to succeed. For instance Gibbs translates one author’s view on machines as s... ...whon the key to the future of society is the repression of technology, the key to the future of Walden Two is embracing technology. In conclusion, technology is viewed by both of these utopian societies as a way to improve life. This in itself is not very ground shaking or surprising. However, it is essential to note in order to understand the great difference between the two Utopias. One embraces technology and encourages its exploitation, innovation and production as a way to further the individual’s and society’s happiness. The other on the other hand views technology as evil, something to be hidden and destroyed. It is seen as a danger not only to the physical attributes of society but also their future freedom. Thus, both societies understand that technology is useful, but differ in their views on societal perspectives and its effects on the future.

New England: A Matter Of Perspective Essay -- essays research papers

New England: A Matter of Perspective   Ã‚  Ã‚  Ã‚  Ã‚  John Smith's A Description of New England and William Bradford's Of Plymouth Plantation both present a picture of the same pre-colonial land of New England. Mr. Smith's writing, out of necessity, painted a rosy picture of the new land, while Bradford's historical account shows early New England was not Heaven on Earth. Mr. Bradford and Mr. Smith are writing about one land, but they present two different accounts of the life in the land.   Ã‚  Ã‚  Ã‚  Ã‚  John Smith's writing is his ideal vision of what the new land could be with the best of people colonizing the new land. John Smith's fine piece of literature may also be considered a beautifully worded, finely tuned piece of propaganda. Mr. Smith wrote this selection to influence people to leave their lives in England and cross the globe to start a new life in a strange land. John Smith described a a land where little work was needed, and riches could be easily acquired. A man with little fishing ability could catch one hundred, two hundred, or three hundred fish a day. He tells of animals perfect for hunting that give plenty of food to live on, and rich furs that could be traded for money. Mr. Smith declares the land free, so anyone could come to the New World and accumulate great wealth. John Smith envisioned a land where all men would live in peace and harmony, a vision that would not be fulfilled in New England or any of the New World.  ...

Implicit cognition Essay

Implicit cognition refers to internal influences that affect an individual’s behaviours. The identifying feature of implicit cognition is that an individual’s past experiences can influence their judgements in   fashion that the individual is not introspectively aware of – i.e. the person is not conscious of the fact that the experiences have affected his/her perceptions in such a way. (Greenwald & Banaji, pg 4; 1995) Evidence supports the view that social behaviour and attitudes in particular are often based largely on unconscious attitudes, for example an individual’s attitudes towards a specific ethnic group are prone to be implicitly influenced. Implicit attitudes are commonly thought to mainly effect cognitive bias in a negative way (e.g. racism), however Edward Thorndike (1920) named the ‘halo effect’, upon observing that personality ratings showed a tendency for positive attributes to be associated with other positive attributes more than they should be (Greenwald & Banaji, pg 9; 1995). A great amount of ‘halo effect’ research has been based on using physical attractiveness as the objectively irrelevant attribute that influences perception of other characteristics. Studies have shown that attractive people are judged to possess greater social skills as well as being more successful in employment (Dion, Berscheid & Walster; 1972). As previously mentioned implicit cognition is caused by past experiences influencing judgement in ways that the individual is not introspectively aware, thus it is imperative to use indirect measures to gauge an individual’s implicit attitudes. The distinction between direct and indirect measures depends on the relationship between what the subject is informed about the purpose of a measure and what the researcher chooses to interpret from the subject’s response to the measure (Greenwald & Banaji, pg 8; 1995) – the researcher will inform the subject that one attribute is being measured when in fact the researcher will interpret information about another attribute based on the subjects response to the measure. It is necessary to use indirect measures because implicit attitudes are by definition attitudes that an individual is unable to report as they are unaware of their existence i.e. implicit attitudes are beyond an individual’s introspective limits. For the purpose of this essay I have chosen to examine the reaction time based ‘Implicit Association Test’ (IAT) and Facial Electromyography (fEMG) which is based on physiological measurement. Implicit attitudes result in projections of behaviour or judgments that are under the control of automatically activated evaluation, without the actor’s awareness of that causation. The IAT procedure seeks to measure implicit attitudes by measuring their underlying automatic evaluation. A beneficial property of the IAT is that it may resist individuals masking their attitudes using self presentation strategies (e.g. providing false responses in order to gain social acceptance or avoid criticism). In short, the IAT may reveal attitudes and other automatic associations even or those who prefer not to express those attitudes (Greenwald et al, pg 1464-5; 1998). The IAT is performed over a series of five stages; the first stage is called ‘Target Concept Discrimination’ in this stage the target concept is introduced and the subject is instructed to simply pair the stimuli with its corresponding concept, for example a study on implicit attitudes towards sexual preference (Project Implicit – an online database of IATs offering the test to the public, spearheaded by Dr Anthony Greenwald, Dr Brian Nosek and Dr Maharin Banaji) presents the subject with the task concepts ‘gay’ and ‘straight’, the subject is then presented with images displaying gay or straight couples or words such as homosexual and heterosexual. When the stimulus appears on screen the subject pairs it with the corresponding category – picture of a man and wife pairs with straight concept. The next stage in the IAT is ‘Associated Attribute Discrimination’ as previously this stage is presented as a two- category discrimination task. The subject is asked to pair words such as happiness, love, agony, strife with the corresponding attributes good and bad according to which attribute best suits their meaning. Following the introduction to the ‘Target Concept Discrimination’ and to the ‘Associates Attribute Dimension’, the two are amalgamated in the third stage –i.e. gay and good on one side of the screen and straight and bad on the other or vice versa. During this stage stimuli for target and attribute discriminations appear on alternate trials. For example’ a picture of a homosexual couple would be shown followed by the word ‘famine’.   As previously the subject pairs the stimuli with their matching category. The fourth stage consists of reversing the target concepts position in the experiment and the final stage of the experiment combines the ‘Reversed Target Concept Discrimination’ with attribute discrimination. For example the gay concept is now on the same side of the screen as bad. The subject is then presented with alternating stimuli and pairs them with the appropriate concept or attribute. If the target concepts are differentially associated with the attribute dimension, the subject should find one of the combined task (either the third stage or the fifth stage) to be more difficult than the other- this is shown in the subjects reaction time; longer reaction times suggest the subject has higher difficulty pairing an attribute with a concept. The measure of the difference in difficulty is used to provide the measure of implicit attitudinal difference between the target categories (Greenwald et al, pg 1465-6; 1998). In the example of implicit attitudes towards sexual preference, it should be easier to complete the task when straight is combined with good if there is a stronger association between heterosexuals and good meanings than between homosexuals and good meaning, thus showing an implicit attitude of bias towards heterosexuals. Also it is common to use training stages before each of the combined discrimination stages to reduce the effects the order of the combined discrimination tasks has on the IAT results. Since the IAT was first described by Dr. Anthony Greenwald et al in Journal of Personality and Social Psychology in 1998 it has grown exponentially in popularity, having been used in over 300 published studies and cited in over 800 articles (Azar, 2008). Among the reasons for the success of the IAT are its relative ease of use, the large effect sizes it creates, its high level of adaptability and its resistance to subject’s faking their responses. To show the validity of the IAT Greenway et al (1998) used the classical known-groups validity measure. This measure consists of using groups whom are known previous to the experiment to differ regarding the construct of interest. Greenwald et al used Americans of Korean and Japanese descent to test the validity of the IAT. The participants had to classify positive and negative words along with typical Korean and Japanese names in the combined discrimination stage, as expected the IAT results showed that individuals of Korean or Japanese descent were prone to hold mutually negative implicit attitudes towards the other ethnicity (Banse et al pg 146; 2001). It has been disputed that the reason for these IAT results is at least partially based on ethnic groups being more familiar with names associated with in their own group, i.e. positive IAT scores may reflect familiarity more so than sympathy with their own ethnic group. Another commonly expressed concern with the internal validity of the IAT is the order in which the combined discrimination tasks appear. Greenwald et al (1998) expressed that all other thing being equal, strengths of associations used in the first of the IAT’s two combined tasks had a tendency to be stronger than those used in the second combined task. However, in a subsequent study Nosek et al (2005) showed that an increase in the length of the training stages before each of the combined discrimination stages can result the order having less of an effect on the IAT scores. If the pairing order effect is due to the interference caused by learning and becoming accustomed to an initial response set and subsequently needing to replace it with a new response set, then extra practice with the new response set may act to reduce this effect. (Nosek et al, pg 177; 2005). Furthermore the IAT is designed that the order of the combined discrimination task be random.

A Review of Potential Teacher Development Opportunities

TABLE OF CONTENT Topics Page meter 1 A Re tantrum of dominance teacher facts of life Opportunities in up Literacy Skills of EAL Pupils Introduction This evaluative prove focalisationes on reviewing takeer nonrecreational person provement strategies in using judging for reading (AfL) to rectify side as an additional expression (EAL) for uncreated(a) pupils in England.Teaching is a uncontrollable c formerlyrn. Improvement and constant uprisement atomic proceeds 18 t presentfore necessary to puff the core of hardworking pick upers. As a terminus, instructor professed(prenominal) reading is a obligatory requirement in to a greater ex ten-spott jurisdictions (Wiliam, 2011). Shimahara (1998) decl ard that instructor quash key findment is a typical concern in industrialise countries because it is the key to improving discipline. However, William (2011) menti aned that teachers feel fill up as they be unceasingly bombarded with advanced(a) strategies to increase their working efficiency.Keeping teacher affairal phylogeny in mind, the pore here withal ties to the instruction and enlightendaysing of side of meat as an additional manner of addressing. Globalisation plays a airfield role in stressing bear on opportunities and social equity for wholly hold iners. c all in allable to the long tradition of migration trends across the globe, the schemeetary concerns in addition encompass of place setting of useualise social arbiter for multi-lingual learners (Cajkler and Hall, 2009). To highlight this takings, a statistic from the division for reading in 2011 shows an increased in the number of social minority pupils in position state funded instalmentary schools (DfE, 2011).This reflects the circumstance of England primary schools where pupils whose first vocabulary is former(a) than side of meat has increased in number. The fatality of this issue is supported by Ofsted (2012) by stating that position has a momentous position in the school plan. Thus, teachers 2 strategies to tackle this station become the centre of assistance. Where the face linguistic process has served as a lingua franca for pagan minority pupils in England, literacy clevernesss play an main(prenominal) role in their academician and perfunctory r tabuines as well(p).By localiseting previous the two important aspects of this essay teacher passe-part by growing and EAL in primary schools, it is besides necessary to mention the relevance of unite both of these aspects in a bureau out for converseion. With all collectible respect to another(prenominal) core line of businesss in the broadcast, the veridicality of inform as a difficult job and a command made by subject ara Association for phraseology growth in Curriculum (NALDIC, 20091) on EAL that it is a in truth tortuous phenomenon, seem to befuddle formidable implications for teacher headmaster development.Educational reforms much(prenominal) as broadcast reform, does not stock-purchase warrant necessary changes in classroom practices. It is well known that how a subject is taught wins oer what is taught, hence bringing up trumps curriculum (Wiliam, 201113). Therefore, when curriculum frameworks solitary(prenominal) work as removed as guiding teachers in dealing with EAL, thus judicial decision for instruction (AfL) is hence outperform integrated in training to more than(prenominal)over develop the practice of overhaul teachers and raise pupils get hold ofments. 3 position as an Additional quarrel schoolrooms in England correspond to a apprise description by NALDIC (2011), in that respect atomic number 18 over a million bilingualist pupils participating in command and learn contexts in join Kingdom. According to statistics from Department for Education and Skills (DfES, 2006a8), on that bill has been an increased of ethnic minority pupils in primary schools from 18. 3% i n 2004 to 19. 3% in 2005 and consequently reaching 20. 6% in 2006. for each angiotensin converting enzyme of these pupils enters school communities with minority expression that is not side of meat as their mother expectoration actors line.It is state by Hughes (2002) that teachers need to retrieve pupils diverse civilization to establish education environments that ar meaningful. It is important that teachers attend to their encyclopaedism inevitably in order to achieve dogma goals. The diversity in culture that whitethorn cause challenges in pupils reading according to Hughes (2002) includes the kind of spoken words use by them outside of school context such(prenominal) as at home. side of meat as an Additional expression (EAL) according to Davison (2007) refers to ethnic minority pupils who atomic number 18 comprehend as to needing support with their side development.These pupils possess style other than face (LOTE) as their mother tongue language. The spo ken language of English as a mho verbiage (ESL) is also commonly apply by some(prenominal) lookers and teachers to identify these LOTE pupils. However, on that point has been a rise of issues intimately the habitude of ESL as a full term in pedagogy hence, the term EAL is said to be a more(prenominal) appropriate term to be used as it suits the context where the English language abilities of bilingual or multi-lingual pupils ar multi-leveled (Davison, 2007).These issues revolve around the incident that LOTE pupils should not all be assumed to moot English language as their second language. These pupils chamberpot be 4 fluent in speaking and piece of writing in their mother tongue language un little not in English language, or it dejection be sin versa (NALDIC, 2009). On the other hand, these pupils contri plainlye be more fluent and able to interact with their schoolmates in English language informally, but not be able to lead in academic writing and butt agai nst the requirement of the depicted object standards.Cummins (1979) distinction amongst Basic Interpersonal Communicative Skills (BICS) and cognitive and Academic Language Proficiency (CALP) as cited in DfES educational activity toolkit course of study (DfES, 2006b) shows that communicatory or conversational skills (BICS) of pupils usually develop first in verbal exchanges context earlier they develop their cognitive (thinking and cultivation skills) and academic languages (CALP). In general, it takes two to terzetto historic period for upils to be fluent in English as an additional language and an average of five to s crimson and counterbalance ten historic period for bilingual pupils to be competent in cognitive and academic domains. Essentially, EAL teachers need to know that only by pupils achieving development in both of their cognitive and academic language can they collapse to their academic success (DfES, 2006b). In an unquestionable fact, how successful is the direction and scholarship of English language subject in England primary schools?According to inspections do by Ofsted from April 2008 until treat 2011 in over 133 primary schools, the briskspaper publisher highlights the finding that primary schools pass slight(prenominal) rectifyments in English attainments in semblance to secondary schools (Ofsted, 2012). The problems listed are encompassed of having fewer pupils achieving national expectations in reading, and quality in breeding writing is varied such that less efforts were interpretn in spelling and handwriting. laggard amelioratements in primary schools are hence linked to the fact that there is a lack of specialists present in the pedagogy and learning context.Although, due to 5 inspections d atomic number 53 by Ofsted consist of individualists, there efficacy be biased element occupy in the evaluation. Nonetheless, Therefore, I do turn over there should be more researches nidus on the competences of teach ers by teacher information programmes and continuing master copy development. Relevance of moldable judgement in EAL Sensitive constructive assessment of pupils classroom exertion demands a high level of teacher sensation of pupil needsteachers need to take accountthe even more complex and less visible aspects of language use. (NALDIC, 2003 1) I can rival to the above quoted statement by NALDIC (2003) where teachers are required to cautiously plan fictile assessment for pupils learning by considering the complexness of language education especially EAL. According to Wiliam (2011), there has been a lack of researches done for teacher pro development. learn styles, educational neuroscience and content cranial orbit association are the common areas include in teacher professional development. Thus, why taper on formative assessment in this context?Getting into the fundamental details of understanding assessment, Green and Johnson (201014) decide assessment as more th an in force(p) tests and quizzes for the purpose of grading. Furthermore, assessment is viewed as a mix of methods to implement forwards, during and afterward lessons by taking advantage and making well-behaved use of pupils former or legitimate association to enhance learning. From the definition itself, they feasibly elucidate third main purposes of assessment 6 based on occurrence of the instruction manual.Diagnostic assessment kick the buckets before teaching, formative assessment (assessment for learning) happen during teaching and summational assessment (assessment of learning) happens after teaching (Green and Johnson, 2010). Thus, the terms diagnostic, formative and summational can be seen as shaping the functions or purposes of the capacious range of assessments. Black, Harrison, Lee, marshall and Wiliam (200331) mentioned that there are four shipway of assessing pupils questioning or classroom dialogue, feedback or feed-forward, self and peer-assessment, and formative use of summative tests.The relevance of focusing on formative assessment is due to its compatibility alongside many other aspects that contribute to pupils achievements (such as age, abilities and multileveled language). NALDIC (2003) disciplines on the insufficiency of only using National Curriculum English and thus coreed in judgement for learning (AfL) which is synonymous to formative assessment, to be used on a daily instructional basis (NALDIC, 2009). According to Stiggins (2005) as cited in Wiliam (2011), Assessment for learning exists throughout the process of pupils learning.AfL pop the questions pupils with information of their learning progress through feedback as picture and at the same while, swear out pupils on how to improve and meet achievement standards. NALDIC moldable descriptors consist of assessment framework to assist teachers on day-to-day methods or declare oneself stages for diagnosing pupils progress, and also to uphold teachers plan a nd integrate AfL into EAL teaching approaches (NALDIC, 2009). Issues in Assessing English as an Additional Language 7 We have only looked at the complexity of language in terms of its terminology.Davison (2007) mentioned that penetrating what to be taught and learnt in classrooms must guide the action of assessing EAL pupils development. Other than that, teachers must also take notes on pupils knowledge foregoing to lessons to digest them with repair learning opportunities. Shepard (2000) talked about two antithetic problems in sexual inter caterpillar track to teacher practices and pupils prior knowledge to learning. She utter that quite an a number of teachers only documented results from pre-test and post-test assessment tasks however failed to link up pupils pre-test results for enhancing pupils learning.In another case, a sizeable fare of teachers choosed in reading and language subject had the tendency of using activities that discover pupils background knowledge but failed to comprehensively integrate them with assessment. In practice, EAL pupils would have more predicaments in learning English as their additional language in comparing to native speakers of English pupils learning English. Hence, teachers are required to be more excitable towards the cultural background and prior knowledge of these EAL pupils to second fulfill their learning needs.Language as a second language contains facets such as grammatical, socio-cultural and strategic abilities taken from models that can be referred for assessing. However, Widdowson (2001) as cited by Davison and Leung (2009) stated that the complexity of language is mainly due to the absence of comprehensive views and researches on the dealings of these components, thus resulting in theoretical issues arising such as on the validness and dependableness on assessing criteria of language.For an ex good, in assessing writing, there whitethorn be a question on the hardness of perhaps teachers pu tting more strain on grammar proficiency in comparison to creative writing. 8 Thus, theoretically, with the disposition of language being multifaceted and the antithetical abilities of LOTE speaking pupils in mind, one has to rarity how teachers deal with and monitor their development and progress. Of course there are NALDIC Formative descriptors which provide framework and guidance to teachers however, there is the long-lived question of whether or not this is enough.An sample was done by Davison in 1998 (Davison, 2007) involving ten Hong Kong immigrant students in Australian secondary schools. The result of the research indicates that teachers of these immigrant students had the tendency of creating a community of interests of dialogic exchanges (Davison, 2007542). Referring to formative assessment, classroom dialogue is one of the areas used to assess students to enhance learning, nonetheless, it is the way that teachers use this method that real determines the outcomes to be positive or negative for their learning.Here, the teachers seemed to realize the background of the EAL students but omitted their learning needs. The teachers real negative conceptions towards these students such as perceiving them as depending too much on their mother-tongue language and having no motivation to learn and speak in English. Thus, this poor discernment by teachers as assessors should be a major professional concern. Furthermore, in manifestation to Davisons research, I would like to include several(prenominal) issues raised by Cumming (2009) in the meeting place section of TESOL Quarterly.Briefly, Cumming put forward problems that subsume teachers and assessment. Firstly, the problem is on teachers lack of knowledge on assessment, and also questioning their professional abilities since there are still a lack of studies done to help firmness how language teachers build up their competences 9 throughout their career. Secondly, teachers having a hard success ion in choosing assessment approaches that would work founder in help pupils meet the curriculum standards. Lastly, there are issues involved to how teachers relate assessment with pupils development and learning needs.As a result, the perspicacity skills, knowledge and abilities of teachers as assessors, are some of the many grammatical constituents that should be considered in improving within teacher professional development. Teacher pro instruction beg internal to intelligent? The demands put on teachers shoulders can be quite a slang to others who are not involved instanter in the related profession. There is even a saying that I was once told and here it is the works of a teacher to others as they see it is only a tip of an iceberg.Throughout my teaching come acrosss, I easily grasped the meaning of it as the reality of the profession manifested itself through the extra hours of marking, lesson mean and researching. During my front periods in the teaching diploma programmes, I believed teachers with years of school experience ought to master the techniques of teaching. It was my assumption that old hand teachers should outperform critic teachers. Nonetheless, with the passing of time, I have intentional to believe that experience would only give positive impacts on pupils outcomes when the serving teachers lead with them developments in their practices.Of course the time factor contributes to teacher professional development, such as to give ample opportunities to teachers to experience and develop their skills. However, for judging on how good a teacher is, it does not entirely matter on the length of time the teacher has taught, but what the teacher does within this time that is really a concern. 10 such(prenominal) as, how teachers develop teaching approaches on livery in greater learning experience for pupils in EAL classrooms or setting.Referring to my old belief, a trite assumption that Id probably turn would be that teachers s hould in effect(p) be left in schools for a period of time to eventually learn to teach disclose. Surprisingly, this assumption is proven to have a little bit of honor. Wiliam (2011) has put forward research done by Leigh (2010) on 90,000 Australian elementary school students. The research shows a small initiative of differences on the impacts of students progress as a result from the teaching between veterinary surgeon and noviciate teachers (see supplement A).Hence, a catch of years advance by veteran teachers in the career put them at a slightly better teaching result, yet Leigh stated the majority agree that the case is not al slipway the same. The attention of even on the tiniest bit of truth on the assumption that veteran teachers teach better than novices, is better turned to how they teach and develop their practices. That is, by improving their inner developments perception, knowledge, experience and polishing their critical judgment skills (Dadds, 2001).On the ot her hand, it is vital to realise that the consentient process of developing teacher practices does not evolve entirely on teachers just now catching up with the latest educational trends (Wiliam, 2011). Metaphorically, it is not as easy as reading ingredients off a pattern book and lacking of involvement in the process of cooking itself. Putnam and Borko (1997) as cited in Shepard (2000) agreed that constant experimentation and reflection on pedagogical models in real classrooms context by teachers precede salutary changes to their teaching practices, beliefs and attitudes. 1 Teacher Professional Development Strategies in EAL Looking from an foreign view, Shimahara (1998) stated that teacher professional development in every countries differ from one another in terms of its strategies. In Japan, the strategies of professional development encourage peer-development, stave in America the strategies are concentrate on following paradigms for self-development. Higgins and Leat (2 001) talked about effective teacher development by linking its models in a typifyping diagram (see Appendix B).They attempted on linking models such as those that seek on transitional stages of novice to practised teachers, teachers professional reflection, pedagogical knowledge, subject knowledge, socialisation and personal explanatory. This goes back to relate on the previous research on 90,000 elementary students in Australia on the differences of performance between novice and veteran teachers (Wiliam 2011). It would not be enough to bone up individual teachers with only a specific skill in teaching development such as on pedagogical approaches alone.This is because teacher professional development is multi-faceted and the components are interrelated. Although there are imperfections on trying to map out the complex relationships of models within teacher development due to many different meanings of the concepts in literature, however, they agreed on stressing the vastness o f teachers in having plain work purposes (Higgins and Leat, 2001). repayable to the major focus on mainstreamed classrooms in English schools, Training and Development Agency for Schools (TDA) therefore aims in providing all pre-service teachers 12 ith the experiences of EAL consolidation across all curriculum subjects (Cajkler and Hall, 2009). In my home country, the curriculum has a vast of English Language medium subjects listed for the majority local and non-native English speaking pupils. Thus, in the previous years, preservice and post-service teachers in Brunei had the opportunity to choose upon entering the teaching training programmes such as to narrow down in Teaching English as a Second Language (TESL).However, it is adjudge by Cajkler and Hall (2009) that despite the urgency to meet the demand of change magnitude EAL pupils in England, the inclusion of EAL specialisation in pre-service teachers training programmes is out of the question due to the already very crow ded programme (Cajkler and Hall, 2009154). In the initial training, the confidence level of freshly qualified teachers (NQTs) was low especially in the fields of assessing English and teaching of literacy.The study also noted that the training provided pre-service teachers with less involvement with the national guidelines for assessment of EAL pupils Language in Common. As a result, 45% from one hundred and fifteen respondents prioritised teaching skills for EAL as the most essential further training category for continuing professional development (Cajkler and Hall, 2009). Thus, assessment and language developments are suggested to be centralised in the teacher training programmes.Therefore, in 2006, the introduction of training toolkit for EAL virtuousness and enjoyment teaching and learning for bilingual pupils in the primary years (DfES, 2006b) to schools aims to raise understanding on EAL pedagogy and provide guidance on teaching approaches for bilingual learners. Then, Whit e et al (2006) in their evaluation of the pilot programme of the DfES toolkit (DfES, 2006b) mentioned that there has been a positive improvement in teachers confidence and better comprehensive view of EAL pedagogy by teachers. 3 If I insisted on my previous assumption on letting novice teachers evolve to experts, Higgins and Leat (2001) pointed out that there are again stages involve in the transition to increase expertise. These transitional stages are not shown in the routine diagram (see Appendix B). Nonetheless, it triggers such questions as to what extend do we measure achievements of teachers to incarnate their expertise in teaching, hence, what makes one a teaching expert?Does defining ones expertise help others to improve, such as through demonstrations of teaching to pre-service and post-service teachers? Changes can only occur and produce results when teachers are willing to first, change from within. Perhaps I can look at it from this point of view where education reform ers provide new teaching models to schools, but instead, all these advanced(a) strategies are making teachers feel fill up by them and as a result, changes intend never take place in classrooms (Wiliam, 2011).Lets also reflect on the stead of the ten Hong Kong students where teachers assess them through classroom dialogue activity but misinterpreted in using that assessment to make judgments that did not contribute in helping them to learn better. As a result, Dadds (200151) emphasise teachers to cultivate their inner voice and judgment or the expert within them before accepting and using instructions from the expert outside. Teachers are learners themselves. They need to learn on how to look at their rooted determine on the profession first before thinking on improving and ply the learning needs of pupils.Suggestions to Overcome Issues in EAL 14 Other than participating actively in the schools or the nations teacher professional development programmes, there are also many othe r individualistic ways for serving teachers to successfully implement AfL in EAL pedagogical approaches. In the context of teacher professional development, it really depends on teachers to improve their knowledge and professional abilities to trust their instincts, experience and wisdom in order to help pupils attain better in their learning.Also, it is essential for teachers to be explicit on the learning intentions before assessing pupils for learning. For lesson preparations, teachers in England are opened to a wide range of resources for EAL and assessment tasks such as from EAL publications, DfES toolkit (2006b) and NALDIC official website which provide great research platforms for teachers and tutors. Teachers can use information on pupils background and prior knowledge to adjust suitable assessment tasks in classrooms.According to Shepard (2000), teachers whitethorn even evaluate their own practices through classroom assessments by turn plentiful and open into discussing matters related to improving instructions with pupils. Another way of helping teachers to develop their assessment practices is by using motion-picture show or audio recorder while assessing pupils as media to allow teachers to reflect and improve their approaches, as well as, to enable teachers to better understand the learning needs of their pupils.For peer-development, EAL teachers may make informal meetings with their EAL teaching colleagues to discuss and make amendments on certain assessments criteria (Davison, 2007 Davison and Leung, 2009). In addition to the issue of assessment validity and reliability, the matter can be partially put at ease if the assessing of pupils is done by teachers who know them very well. In addition, 15 teachers should be granted great autonomy to plan and help the learning of their own pupils (Davison and Leung, 2009).However, if the case of validity and reliability is over-emphasised, therefore, I believe that the stipulation of teachers as ass essors may be perceived as weak and the whole focus of AfL would be none other than a replacement of standardised traditional ways of assessing. As cited by Shepard (2000), Assessment tidy Group (1999) which consists of researchers from England, Northern Ireland, Scotland and Wales, put forward their discourse to the government policies on three important aspects. Firstly, to amend inspectorate policies to help warranty teachers as qualified assessors for pupils learning.Secondly, increase the funding on professional development opportunities for teachers. Finally, still teachers from the apprehensive pressure of standard examinations when planning instructions for pupils learning. Conclusion The impetus of this essay derived from the fact whereby is supported by NALDIC (2009) that English as an Additional Language (EAL) development is a rather difficult situation that gives impact to teachers professional experience. There has been a great emphasise on EAL in England due to its long tradition of migration and mainstream classrooms in primary schools.In relation to the urgency, teacher professional development in England becomes the foreground in dealing with the increasing number of language other than the English (LOTE) speaking pupils in state funded schools (DfE, 2011). On the other hand, the integration of AfL in the teaching of EAL is seen to be the best way to assist teachers in increasing pupils literacy competences. NALDIC Formative descriptors, established in 2009, serve as assessment framework that provides teachers with 16 approaches to diagnose the progress of pupils in EAL and provide them with feedback evidence to improve learning (NALDIC, 2003).Language education is very complex. The nature of language involves stages of competencies and encompasses of many interrelated components (Davison and Leung, 2009). Thus, trying to figure out the abilities of bilingual or multilingual pupils in English language and which aspect or components of the language to use to judge their competences, is quite the phenomenon. Therefore, there are issues involving teachers critical judgments and wisdom whilst assessing EAL pupils that highlights the necessity of teacher professional development.According to Higgings and Leat (2001) by referring to Teacher Training Agency (1997), primary teacher training in United Kingdom provided a course where pre-service teachers are to obtain all the needs of professional learning by attending ample of lectures on subject knowledge, teaching approaches and a number of demonstrations on teaching. However, from a study done by Cajkler and Hall (2009), the result shows that there is inconsistency in the focus of EAL in the teacher training programme provided by TDA in England.Time is an essential element in development but it is also relevant to look at teachers as individuals with different abilities. From my experience, some teachers could be capable and creative than the others, and some teachers cou ld be more motivated. Therefore, arguing on which aspect contributes more in improving teacher practices is unacceptable due to the fact that it is beyond my force for discussion and the restriction of this essay. In a nutshell, I agree that that teacher professional development is complex.Education reformers should not merely focus on one area of teaching practices but also to acknowledge other teaching related factors. 17 Nonetheless, Wiliam (2011) paraphrased Doug Lenov (2010) and stated that teachers have no maximum limitation of success and should think that striving for sustained development throughout their career is necessary. aft(prenominal) all, teachers are not just basically required to help develop EAL pupils into becoming capable learners in their classrooms but, they also help them to become capable members of the schools and cultural societies (Davison, 2007).Therefore, teachers disbelieving attitude towards innovative strategies that would help improve their teaching has to be countered with other strategies that would prepare them with the changes they need from within. Iteratively, professional development for teachers needs to be guided with intentions that are relevant and supportive to their continuous professional development in order to face the continuous challenges of the evolving society nowadays. 18 REFERENCES Black, P. , Harrison, C. , Lee, C. , Marshall, B. and Wiliam, D. 2003) Assessment for Learning Putting It into Practice. England pass on University Press. Cumming, A. (2009) What Needs to Be Developed to Facilitate Classroom-Based Assessment? In TESOL Quarterly, Vol. 43(3), 515 519. Dadds, M. (2001) Continuing Professional Development Nurturing the Expert Within. In Burgess, H. , Craft, A. and Soler, J. (Eds) Teacher Development Exploring Our testify Practice, 50 56. capital of the United Kingdom The Open University. Davison, C. (2007) antithetical Definitions of Language and Language Learning Implications for Asse ssment. In Cummin, H. nd Davison C. (Eds) International Handbook of English Language Teaching, Vol. 1, 533 548. 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Hughes, P. 2002) Principles of Primary Education Study study 2nd Edition. London David Fulton Publishers Ltd. NALDIC (2003) NALDIC Position avowal on Assessment of English as an Additional Language. http//www. naldic. org. uk/eal-advocacy/naldic-reports-and-responses/naldic-briefingsand-letters, accessed November 21, 2012. NALDIC (2009) EAL Assessment Frameworks, illustrations and Useful Documents for Classroom Teacher. http//www. naldic. org. uk/eal-teaching-and-learning/eal-resources/eal-assessment, accessed November 21, 2012. NALDIC (2011) Bilingual and Dual Language Resources. ttp//www. naldic. org. uk/ealteaching-and-learning/eal-resources/bilingual, accessed November 20, 2012. 20 Ofsted (2012) Moving English Forward deed to Raise Standards in English. http//www. ofsted. gov. uk/resources/moving-english-forward, accessed November 27, 2012. Shepard, L. A. (2000) The Role of Assessment in a Learning Culture. In Educational researcher, Vol. 29(7), 4 14. USA American Educational Research Association. Shimahara, N. K. (1998) The Japanese Model of Professional Development Teaching as Craft.In Teaching and Teacher Education, Vol. 14(5), 451 462. Great Britain Elsevier acquaintance Ltd. White, K. , Lewis, K. , and Fletcher-Campbell, F. (2006) Raising the Achievement of Bilingual Learners in Primary Schools Evaluation of the Pilot/Programme, Research Report RR758 (National Foundation for Educational Research). London DfES. Wiliam, D. (2011) Embedded Formative Assessment. USA tooth root Tree Press. 21 APPENDIX A A graph that shows the rate of teacher productivity in relation to their years of working experience (Leigh, 2010) cited in Wiliam (201128)