Formal And Informal Assessment And Evaluation Education Essay

Appraisal and rating has become critical issues particularly in the field of learning and larning ; it requires alert consideration by every instruction practician in any educational establishment. This is besides the country where many instructors sink into the pool of confusion. But it has its cardinal map, which is to roll up information on the accomplishment of every single pupil and judge their mundane advancement. In other words, it serve critical function in the procedure of effectual instruction and acquisition. Therefore, this essay will explicate my apprehension of appraisal and rating from the positions of development, formal, informal, particular demands, and criterions in brief. However, to make this, we foremost need to specify appraisal and rating. The word appraisal is derived from the Latin word ‘assidere ‘ significance ‘to sit beside ‘ . It is obvious that simple tone of this phrase is comforting, and it suggests common assurance and apprehension. So, it indirectly tells that being of positive association between appraisal and the procedure of instruction and acquisition in schools is necessary. By and big, appraisal is a procedure of roll uping information relation to some identified purposes and aims involved with pupils ‘ advancement and accomplishment in the procedure of instruction and acquisition. More specifically, schoolroom appraisal refers to the procedure of assemblage, entering, construing, utilizing and pass oning information about their advancement and accomplishment during the development of cognition, constructs, accomplishments and attitudes. Harmonizing to Lloyd-Jones and Bray ( 1986 ) appraisal is referred to the procedure in which certain quality of a pupil ‘s instruction is measured, by the instructor, an tester or the pupil. It is means to mensurate worthiness of pupils ‘ public presentation. Assessment, hence, involves much more than proving. It is an on-going procedure that encompasses many formal and informal activities intended to analyze and better instruction and acquisition in all countries of the course of study. On the other manus, rating is more or less defined as the procedure of judging comparative virtue, value, or worthiness of educational plans, or techniques by utilizing realistic information generated through appraisal. It helps in updating the nature and grade of acquisition ; plays polar function in curricular determination devising ; and it favour better links between acquisition, and the purposes and aims of learning. Furthermore, it creates strong bond between larning and the environments in which larning takes topographic point. Therefore, in educational scene, appraisal and rating seeks grounds that the acquisition activities designed for pupils are effectual.Appraisal and Evaluation from the position of developmentWhy do we measure and measure? This is the first inquiry that knocks in my head whenever I look assessment and rating from an angle of development. Generally, instructors plays critical function in developmental appraisal and rating of pupils ‘ acquisition and plans for many grounds: First, appraisal and rating aid instructors and pupil matter decision makers to heighten their apprehension of the demands of a persistently changing pupil population. In add-on, it will assist in placing developmental holds in pupils and to develop schemes for intercession. For that, I would prefer to utilize the construct of incorporate theoretical account of kid development. It is because the theoretical account covers up all developmental countries such as sensory, behavioral, linguistic communication, motor, perceptual, societal cognitive and emotional accomplishments. So it can besides be used to better holistic development of pupils as a pupil, ego, and valuable citizen of the state as it reflects their personality every bit good as their grade of accomplishment in the field of acquisition. Second, appraisal is besides meant to develop efficient educational institutional programs and policies to run into pupils ‘ developmental demands and acquisition manners. They are important for progressing the quality and easy handiness of plans and services. Third, we can non avoid its greatest part in course of study development. Through appraisal and rating, we will be able to assist course of study developers for make up one's minding how we might better classs and programmes. At the same clip, as a instructor we can lend in making alteration on course of study, class stuffs, learning methodological analysiss, etc. It is because assessment consequences can specially supply a powerful rational for procuring scaffold for course of study alterations, development and reappraisal.Formal and Informal Assessment and EvaluationA formal appraisal is besides sometimes known as summational appraisal. And it is by and large assessed in the signifier of quiz, trial, or paper and is graded based on how good pupil is able to execute. A summational appraisal is usually carried out at the terminal of unit or faculty. Furthermore, formal appraisals are categorized into criterion-referenced trials and norm-referenced trials. Criterion-referencing is assessment based on certain standard or rule, and norm-referencing is graded appraisal based on the comparings of scholars ‘ accomplishment against one another from clip to clip. I prefer more of standard citing method than norm-referencing because it can be used to judge pupils ‘ accomplishment and advancement on a series of cardinal standards set based on moderately expected acquisition results and aims. Whereas, norm-referencing is based on the hypothesis, that a more or less similar scope of human public presentation can be anticipated for any pupil group. On the other manus, Informal appraisal is referred as formative trial, and it is a uninterrupted procedure of appraisal and rating. Feedback plays critical function here as it allows both scholars and instructors to measure acquisition and topographic point out the countries for betterment. But which one could be the best signifier of appraisal, formal or informal? In my sentiment, the usage of informal appraisals is best for the overall acquisition. It facilitate instructors to assess pupils through a scope of classroom-based activities, place pupils failing so and at that place and get down work for the betterment, instead than waiting at the last minute like informal appraisal.Appraisal and Evaluation for particular demands pupilsStudents ‘ holding jobs such as: motor, lingual, cognitive, behavioral, organisational, address and physical disablements are normally referred as particular needs pupils, and it besides includes talented pupils. They should non be left out without normal instruction. Particular agreements or particular demands adjustments should be offered to them in order to prosecute their academic ends and accomplish a higher degree of personal autonomy. Similarly they besides need to be evaluated and identified their strengths, failings and give guiding rules to do effectual advancement in achieving their academic ends. Other than instructors and equals, pupils ‘ household should affect in it. So, I feel that, by constructing an confederation with their parents ; obtaining pupils ‘ developmental history and current household experience ; and discoursing issues with them would assist greatly for turn toing challenges in steering particular needs pupils to win like other normal pupils. Furthermore, rating will be holistic and addresses all facets of operation. For that we should non bury to take pupils ‘ single acquisition manners into history as all pupils do non hold same learning capableness and ways. Sometimes pupils with particular demands are integrated in regular schoolrooms because the chief thought of appraisal and rating in this field itself is to see whether a pupil is able to accommodate, do advancement and met aims in normal category like normal pupils. Assessment indicates whether the pupil learned the stuffs intended and what are some of the drawbacks countries to be improved. So schools and teacher must give all pupils an equal chance to instruction. Infect, they should supply counteractive aid to particular needs pupils. Never the less, we as a instructor, in order to choose instruction plan and activities suited for our pupils, we must carefully measure our options and see the particular needs of our handicapped pupils. Standards based Assessment and Evaluation Here, it includes two types of educational criterions, a content criterion and a public presentation criterion. A content criterion defines the cognition, constructs, and accomplishments get at each class degree, while public presentation criterion province the degree of public presentation that is considered acceptable alining to the benchmark set by the instructors. Standards-based appraisal and rating is meant to place pupils with different gait and capablenesss in acquisition, so that we can plan schemes to assist them and do all of them achieve and maestro to the degree that they are required to retain certain benchmark in acquisition. Understanding ‘Standardized Test ‘ and its features is necessary when we discuss about appraisal and rating from the position of criterion as it is one of the instrument required in standard appraisal and rating procedure. Range of cognition and apprehension in specific topic is being assessed through standardised testing on pupils. And it is a snapshot in clip where appraisals are administered and scored in the same manner for all pupils. For illustration, multiple-choice inquiries and written responses to be answered within a given clip frame are illustrations of standard trial. That means pupils are non allowed to utilize outer resources or mentions in order to finish the trial. Their public presentation on these trials decides whether they will be promoted or non from one class to the following. And this is what about every school territory now administers it. However, it is of import for us non to acquire confused of Standardized trials with the criterions motion, which approve definite grade-level content and public presentation criterions in chief topic sphere. Frequently, regulated unvarying trials are non associated with province and territory content criterions, and these causes perceptibly lose of connexion between what is being taught and what is being tested. So as a instructor we have to treat our learning harmonizing to the course of study. The standard rating will enable other school betterment program and undertakings, and to convey progress alterations in course of study and teaching method, and incorporation of new appraisals. So standardised appraisal and rating is uniformly regulated trial which it refers to when every pupil at a peculiar class degree has to undergo the same trial with same inquiry, at same clip frame in same twelvemonth throughout the state. In the nutshell, we would happen that the descriptions given in above paragraphs are all positions from different positions constructed by speculating the both particular needs pupils and normal pupil as an active in structuring their ain acquisition in the context of societal interaction ; function of educational establishments and instructors in set uping the kid ‘s phase of development in any facet of acquisition, and that information collected through assorted appraisal and rating methods will so be used to ‘scaffold ‘ the following acquisition and course of study development.

The Twilight Saga 4: Breaking Dawn 38. Power

â€Å"Chelsea is trying to break our bindings,† Edward whispered. â€Å"But she can't find them. She can't feel us here. . . .† His eyes cut to me. â€Å"Are you doing that?† I smiled grimly at him. â€Å"I am all over this.† Edward lurched away from me suddenly, his hand reaching out toward Carlisle. At the same time, I felt a much sharper jab against the shield where it wrapped protectively around Carlisle's light. It wasn't painful, but it wasn't pleasant, either. â€Å"Carlisle? Are you all right?† Edward gasped frantically. â€Å"Yes. Why?† â€Å"Jane,† Edward answered. The moment that he said her name, a dozen pointed attacks hit in a second, stabbing all over the elastic shield, aimed at twelve different bright spots. I flexed, making sure the shield was undamaged. It didn't seem like Jane had been able to pierce it. I glanced around quickly; everyone was fine. â€Å"Incredible,† Edward said. â€Å"Why aren't they waiting for the decision?† Tanya hissed. â€Å"Normal procedure,† Edward answered brusquely. â€Å"They usually incapacitate those on trial so they can't escape.† I looked across at Jane, who was staring at our group with furious disbelief. I was pretty sure that, besides me, she'd never seen anyone remain standing through her fiery assault. It probably wasn't very mature. But I figured it would take Aro about half a second to guess – if he hadn't already – that my shield was more powerful than Edward had known; I already had a big target on my forehead and there was really no point in trying to keep the extent of what I could do a secret. So I grinned a huge, smug smile right at Jane. Her eyes narrowed, and I felt another stab of pressure, this time directed at me. I pulled my lips wider, showing my teeth. Jane let out a high-pitched scream of a snarl. Everyone jumped, even the disciplined guard. Everyone but the ancients, who didn't so much as look up from their conference. Her twin caught her arm as she crouched to spring. The Romanians started chuckling with dark anticipation. â€Å"I told you this was our time,† Vladimir said to Stefan. â€Å"Just look at the witch's face,† Stefan chortled. Alec patted his sister's shoulder soothingly, then tucked her under his arm. He turned his face to us, perfectly smooth, completely angelic. I waited for some pressure, some sign of his attack, but I felt nothing. He continued to stare in our direction, his pretty face composed. Was he attacking? Was he getting through my shield? Was I the only one who could still see him? I clutched at Edward's hand. â€Å"Are you okay?† I choked out. â€Å"Yes,† he whispered. â€Å"Is Alec trying?† Edward nodded. â€Å"His gift is slower than Jane's. It creeps. It will touch us in a few seconds.† I saw it then, when I had a clue of what to look for. A strange clear haze was oozing across the snow, nearly invisible against the white. It reminded me of a mirage – a slight warping of the view, a hint of a shimmer. I pushed my shield out from Carlisle and the rest of the front line, afraid to have the slinking mist too close when it hit. What if it stole right through my intangible protection? Should we run? A low rumbling murmured through the ground under our feet, and a gust of wind blew the snow into sudden flurries between our position and the Volturi's. Benjamin had seen the creeping threat, too, and now he tried to blow the mist away from us. The snow made it easy to see where he threw the wind, but the mist didn't react in any way. It was like air blowing harmlessly through a shadow; the shadow was immune. The triangular formation of the ancients finally broke apart when, with a racking groan, a deep, narrow fissure opened in a long zigzag across the middle of the clearing. The earth rocked under my feet for a moment. The drifts of snow plummeted into the hole, but the mist skipped right across it, as untouched by gravity as it had been by wind. Aro and Caius watched the opening earth with wide eyes. Marcus looked in the same direction without emotion. They didn't speak; they waited, too, as the mist approached us. The wind shrieked louder but didn't change the course of the mist. Jane was smiling now. And then the mist hit a wall. I could taste it as soon as it touched my shield – it had a dense, sweet, cloying flavor. It made me remember dimly the numbness of Novocain on my tongue. The mist curled upward, seeking a breach, a weakness. It found none. The fingers of searching haze twisted upward and around, trying to find a way in, and in the process illustrating the astonishing size of the protective screen. There were gasps on both sides of Benjamin's gorge. â€Å"Well done, Bella!† Benjamin cheered in a low voice. My smile returned. I could see Alec's narrowed eyes, doubt on his face for the first time as his mist swirled harmlessly around the edges of my shield. And then I knew that I could do this. Obviously, I would be the number-one priority, the first one to die, but as long as I held, we were on more than equal footing with the Volturi. We still had Benjamin and Zafrina; they had no supernatural help at all. As long as I held. â€Å"I'm going to have to concentrate,† I whispered to Edward. â€Å"When it comes to hand to hand, it's going to be harder to keep the shield around the right people.† â€Å"I'll keep them off you.† â€Å"No. You have to get to Demetri. Zafrina will keep them away from me.† Zafrina nodded solemnly. â€Å"No one will touch this young one,† she promised Edward. â€Å"I'd go after Jane and Alec myself, but I can do more good here.† â€Å"Jane's mine,† Kate hissed. â€Å"She needs a taste of her own medicine.† â€Å"And Alec owes me many lives, but I will settle for his,† Vladimir growled from the other side. â€Å"He's mine.† â€Å"I just want Caius,† Tanya said evenly. The others started divvying up opponents, too, but they were quickly interrupted. Aro, staring calmly at Alec's ineffective mist, finally spoke. â€Å"Before we vote,† he began. I shook my head angrily. I was tired of this charade. The bloodlust was igniting in me again, and I was sorry that I would help the others more by standing still. I wanted to fight. â€Å"Let me remind you,† Aro continued, â€Å"whatever the council's decision, there need be no violence here.† Edward snarled out a dark laugh. Aro stared at him sadly. â€Å"It will be a regrettable waste to our kind to lose any of you. But you especially, young Edward, and your newborn mate. The Volturi would be glad to welcome many of you into our ranks. Bella, Benjamin, Zafrina, Kate. There are many choices before you. Consider them.† Chelsea's attempt to sway us fluttered impotently against my shield. Aro's gaze swept across our hard eyes, looking for any indication of hesitation. From his expression, he found none. I knew he was desperate to keep Edward and me, to imprison us the way he had hoped to enslave Alice. But this fight was too big. He would not win if I lived. I was fiercely glad to be so powerful that I left him no way not to kill me. â€Å"Let us vote, then,† he said with apparent reluctance. Caius spoke with eager haste. â€Å"The child is an unknown quantity. There is no reason to allow such a risk to exist. It must be destroyed, along with all who protect it.† He smiled in expectation. I fought back a shriek of defiance to answer his cruel smirk. Marcus lifted his uncaring eyes, seeming to look through us as he voted. â€Å"I see no immediate danger. The child is safe enough for now. We can always reevaluate later. Let us leave in peace.† His voice was even fainter than his brothers' feathery sighs. None of the guard relaxed their ready positions at his disagreeing words. Caius's anticipatory grin did not falter. It was as if Marcus hadn't spoken at all. â€Å"I must make the deciding vote, it seems,† Aro mused. Suddenly, Edward stiffened at my side. â€Å"Yes!† he hissed. I risked a glance at him. His face glowed with an expression of triumph that I didn't understand – it was the expression an angel of destruction might wear while the world burned. Beautiful and terrifying. There was a low reaction from the guard, an uneasy murmur. â€Å"Aro?† Edward called, nearly shouted, undisguised victory in his voice. Aro hesitated for a second, assessing this new mood warily before he answered. â€Å"Yes, Edward? You have something further†¦ ?† â€Å"Perhaps,† Edward said pleasantly, controlling his unexplained excitement. â€Å"First, if I could clarify one point?† â€Å"Certainly,† Aro said, raising his eyebrows, nothing now but polite interest in his tone. My teeth ground together; Aro was never more dangerous than when he was gracious. â€Å"The danger you foresee from my daughter – this stems entirely from our inability to guess how she will develop? That is the crux of the matter?† â€Å"Yes, friend Edward,† Aro agreed. â€Å"If we could but be positive†¦ be sure that, as she grows, she will be able to stay concealed from the human world – not endanger the safety of our obscurity . . .† He trailed off, shrugging. â€Å"So, if we could only know for sure,† Edward suggested, â€Å"exactly what she will become†¦ then there would be no need for a council at all?† â€Å"If there was some way to be absolutely sure,† Aro agreed, his feathery voice slightly more shrill. He couldn't see where Edward was leading him. Neither could I. â€Å"Then, yes, there would be no question to debate.† â€Å"And we would part in peace, good friends once again?† Edward asked with a hint of irony. Even more shrill. â€Å"Of course, my young friend. Nothing would please me more.† Edward chuckled exultantly. â€Å"Then I do have something more to offer.† Aro's eyes narrowed. â€Å"She is absolutely unique. Her future can only be guessed at.† â€Å"Not absolutely unique,† Edward disagreed. â€Å"Rare, certainly, but not one of a kind.† I fought the shock, the sudden hope springing to life, as it threatened to distract me. The sickly-looking mist still swirled around the edges of my shield. And, as I struggled to focus, I felt again the sharp, stabbing pressure against my protective hold. â€Å"Aro, would you ask Jane to stop attacking my wife?† Edward asked courteously. â€Å"We are still discussing evidence.† Aro raised one hand. â€Å"Peace, dear ones. Let us hear him out.† The pressure disappeared. Jane bared her teeth at me; I couldn't help grinning back at her. â€Å"Why don't you join us, Alice?† Edward called loudly. â€Å"Alice,† Esme whispered in shock. Alice! Alice, Alice, Alice! â€Å"Alice!† â€Å"Alice!† other voices murmured around me. â€Å"Alice,† Aro breathed. Relief and violent joy surged through me. It took all my will to keep the shield where it was. Alec's mist still tested, seeking a weakness – Jane would see if I left any holes. And then I heard them running through the forest, flying, closing the distance as quickly as they could with no slowing effort at silence. Both sides were motionless in expectation. The Volturi witnesses scowled in fresh confusion. Then Alice danced into the clearing from the southwest, and I felt like the bliss of seeing her face again might knock me off my feet. Jasper was only inches behind her, his sharp eyes fierce. Close after them ran three strangers; the first was a tall, muscular female with wild dark hair – obviously Kachiri. She had the same elongated limbs and features as the other Amazons, even more pronounced in her case. The next was a small olive-toned female vampire with a long braid of black hair bobbing against her back. Her deep burgundy eyes flitted nervously around the confrontation before her. And the last was a young man†¦ not quite as fast nor quite as fluid in his run. His skin was an impossible rich, dark brown. His wary eyes flashed across the gathering, and they were the color of warm teak. His hair was black and braided, too, like the woman's, though not as long. He was beautiful. As he neared us, a new sound sent shock waves through the watching crowd – the sound of another heartbeat, accelerated with exertion. Alice leaped lightly over the edges of the dissipating mist that lapped at my shield and came to a sinuous stop at Edward's side. I reached out to touch her arm, and so did Edward, Esme, Carlisle. There wasn't time for any other welcome. Jasper and the others followed her through the shield. All the guard watched, speculation in their eyes, as the latecomers crossed the invisible border without difficulty. The brawny ones, Felix and the others like him, focused their suddenly hopeful eyes on me. They had not been sure of what my shield repelled, but it was clear now that it would not stop a physical attack. As soon as Aro gave the order, the blitz would ensue, me the only object. I wondered how many Zafrina would be able to blind, and how much that would slow them. Long enough for Kate and Vladimir to take Jane and Alec out of the equation? That was all I could ask for. Edward, despite his absorption in the coup he was directing, stiffened furiously in response to their thoughts. He controlled himself and spoke to Aro again. â€Å"Alice has been searching for her own witnesses these last weeks,† he said to the ancient. â€Å"And she does not come back empty-handed. Alice, why don't you introduce the witnesses you've brought?† Caius snarled. â€Å"The time for witnesses is past! Cast your vote, Aro!† Aro raised one finger to silence his brother, his eyes glued to Alice's face. Alice stepped forward lightly and introduced the strangers. â€Å"This is Huilen and her nephew, Nahuel.† Hearing her voice†¦ it was like she'd never left. Caius's eyes tightened as Alice named the relationship between the newcomers. The Volturi witnesses hissed amongst themselves. The vampire world was changing, and everyone could feel it. â€Å"Speak, Huilen,† Aro commanded. â€Å"Give us the witness you were brought to bear.† The slight woman looked to Alice nervously. Alice nodded in encouragement, and Kachiri put her long hand on the little vampire's shoulder. â€Å"I am Huilen,† the woman announced in clear but strangely accented English. As she continued, it was apparent she had prepared herself to tell this story, that she had practiced. It flowed like a well-known nursery rhyme. â€Å"A century and a half ago, I lived with my people, the Mapuche. My sister was Pire. Our parents named her after the snow on the mountains because of her fair skin. And she was very beautiful – too beautiful. She came to me one day in secret and told me of the angel that found her in the woods, that visited her by night. I warned her.† Huilen shook her head mournfully. â€Å"As if the bruises on her skin were not warning enough. I knew it was the Libishomen of our legends, but she would not listen. She was bewitched. â€Å"She told me when she was sure her dark angel's child was growing inside her. I didn't try to discourage her from her plan to run away – I knew even our father and mother would agree that the child must be destroyed, Pire with it. I went with her into the deepest parts of the forest. She searched for her demon angel but found nothing. I cared for her, hunted for her when her strength failed. She ate the animals raw, drinking their blood. I needed no more confirmation of what she carried in her womb. I hoped to save her life before I killed the monster. â€Å"But she loved the child inside her. She called him Nahuel, after the jungle cat, when he grew strong and broke her bones – and loved him still. â€Å"I could not save her. The child ripped his way free of her, and she died quickly, begging all the while that I would care for her Nahuel. Her dying wish – and I agreed. â€Å"He bit me, though, when I tried to lift him from her body. I crawled away into the jungle to die. I didn't get far – the pain was too much. But he found me; the newborn child struggled through the underbrush to my side and waited for me. When the pain ended, he was curled against my side, sleeping. â€Å"I cared for him until he was able to hunt for himself. We hunted the villages around our forest, staying to ourselves. We have never come so far from our home, but Nahuel wished to see the child here.† Huilen bowed her head when she was finished and moved back so she was partially hidden behind Kachiri. Aro's lips were pursed. He stared at the dark-skinned youth. â€Å"Nahuel, you are one hundred and fifty years old?† he questioned. â€Å"Give or take a decade,† he answered in a clear, beautifully warm voice. His accent was barely noticeable. â€Å"We don't keep track.† â€Å"And you reached maturity at what age?† â€Å"About seven years after my birth, more or less, I was full grown.† â€Å"You have not changed since then?† Nahuel shrugged. â€Å"Not that I've noticed.† I felt a shudder tremble through Jacob's body. I didn't want to think about this yet. I would wait till the danger was past and I could concentrate. â€Å"And your diet?† Aro pressed, seeming interested in spite of himself. â€Å"Mostly blood, but some human food, too. I can survive on either.† â€Å"You were able to create an immortal?† As Aro gestured to Huilen, his voice was abruptly intense. I refocused on my shield; perhaps he was seeking a new excuse. â€Å"Yes, but none of the rest can.† A shocked murmur ran through all three groups. Aro's eyebrows shot up. â€Å"The rest?† â€Å"My sisters.† Nahuel shrugged again. Aro stared wildly for a moment before composing his face. â€Å"Perhaps you would tell us the rest of your story, for there seems to be more.† Nahuel frowned. â€Å"My father came looking for me a few years after my mother's death.† His handsome face distorted slightly. â€Å"He was pleased to find me.† Nahuel's tone suggested the feeling was not mutual. â€Å"He had two daughters, but no sons. He expected me to join him, as my sisters had. â€Å"He was surprised I was not alone. My sisters are not venomous, but whether that's due to gender or a random chance†¦ who knows? I already had my family with Huilen, and I was not interested† – he twisted the word – â€Å"in making a change. I see him from time to time. I have a new sister; she reached maturity about ten years back.† â€Å"Your father's name?† Caius asked through gritted teeth. â€Å"Joham,† Nahuel answered. â€Å"He considers himself a scientist. He thinks he's creating a new super-race.† He made no attempt to disguise the disgust in his tone. Caius looked at me. â€Å"Your daughter, is she venomous?† he demanded harshly. â€Å"No,† I responded. Nahuel's head snapped up at Aro's question, and his teak eyes turned to bore into my face. Caius looked to Aro for confirmation, but Aro was absorbed in his own thoughts. He pursed his lips and stared at Carlisle, and then Edward, and at last his eyes rested on me. Caius growled. â€Å"We take care of the aberration here, and then follow it south,† he urged Aro. Aro stared into my eyes for a long, tense moment. I had no idea what he was searching for, or what he found, but after he had measured me for that moment, something in his face changed, a faint shift in the set of his mouth and eyes, and I knew that Aro had made his decision. â€Å"Brother,† he said softly to Caius. â€Å"There appears to be no danger. This is an unusual development, but I see no threat. These half-vampire children are much like us, it appears.† â€Å"Is that your vote?† Caius demanded. â€Å"It is.† Caius scowled. â€Å"And this Joham? This immortal so fond of experimentation?† â€Å"Perhaps we should speak with him,† Aro agreed. â€Å"Stop Joham if you will,† Nahuel said flatly. â€Å"But leave my sisters be. They are innocent.† Aro nodded, his expression solemn. And then he turned back to his guard with a warm smile. â€Å"Dear ones,† he called. â€Å"We do not fight today.† The guard nodded in unison and straightened out of their ready positions. The mist dissipated swiftly, but I held my shield in place. Maybe this was another trick. I analyzed their expressions as Aro turned back to us. His face was as benign as ever, but unlike before, I sensed a strange blankness behind the fa?ade. As if his scheming was over. Caius was clearly incensed, but his rage was turned inward now; he was resigned. Marcus looked†¦ bored; there really was no other word for it. The guard was impassive and disciplined again; there were no individuals among them, just the whole. They were in formation, ready to depart. The Volturi witnesses were still wary; one after another, they departed, scattering into the woods. As their numbers dwindled, the remaining sped up. Soon they were all gone. Aro held his hands out to us, almost apologetic. Behind him, the larger part of the guard, along with Caius, Marcus, and the silent, mysterious wives, were already drifting quickly away, their formation precise once again. Only the three that seemed to be his personal guardians lingered with him. â€Å"I'm so glad this could be resolved without violence,† he said sweetly. â€Å"My friend, Carlisle – how pleased I am to call you friend again! I hope there are no hard feelings. I know you understand the strict burden that our duty places on our shoulders.† â€Å"Leave in peace, Aro,† Carlisle said stiffly. â€Å"Please remember that we still have our anonymity to protect here, and keep your guard from hunting in this region.† â€Å"Of course, Carlisle,† Aro assured him. â€Å"I am sorry to earn your disapproval, my dear friend. Perhaps, in time, you will forgive me.† â€Å"Perhaps, in time, if you prove a friend to us again.† Aro bowed his head, the picture of remorse, and drifted backward for a moment before he turned around. We watched in silence as the last four Volturi disappeared into the trees. It was very quiet. I did not drop my shield. â€Å"Is it really over?† I whispered to Edward. His smile was huge. â€Å"Yes. They've given up. Like all bullies, they're cowards underneath the swagger.† He chuckled. Alice laughed with him. â€Å"Seriously, people. They're not coming back. Everybody can relax now.† There was another beat of silence. â€Å"Of all the rotten luck,† Stefan muttered. And then it hit. Cheers erupted. Deafening howls filled the clearing. Maggie pounded Siobhan on the back. Rosalie and Emmett kissed again – longer and more ardently than before. Benjamin and Tia were locked in each other's arms, as were Carmen and Eleazar. Esme held Alice and Jasper in a tight embrace. Carlisle was warmly thanking the South American newcomers who had saved us all. Kachiri stood very close to Zafrina and Senna, their fingertips interlocked. Garrett picked Kate up off the ground and swung her around in a circle. Stefan spit on the snow. Vladimir ground his teeth together with a sour expression. And I half-climbed the giant russet wolf to rip my daughter off his back and then crushed her to my chest. Edward's arms were around us in the same second. â€Å"Nessie, Nessie, Nessie,† I crooned. Jacob laughed his big, barky laugh and poked the back of my head with his nose. â€Å"Shut up,† I mumbled. â€Å"I get to stay with you?† Nessie demanded. â€Å"Forever,† I promised her. We had forever. And Nessie was going to be fine and healthy and strong. Like the halfhuman Nahuel, in a hundred and fifty years she would still be young. And we would all be together. Happiness expanded like an explosion inside me – so extreme, so violent that I wasn't sure I'd survive it. â€Å"Forever,† Edward echoed in my ear. I couldn't speak anymore. I lifted my head and kissed him with a passion that might possibly set the forest on fire. I wouldn't have noticed.

A Letter Concerning the Tuition Fee Increase in the Campus Essay

This academic year in our school had been very exciting and full of learning for the students. The school had been efficient enough in providing us the quality education that students’ need in preparation of their future careers. However it had been a serious issue in the campus among us, students, the continued increase in our tuition and other fees.   Students see, that in order to escalate further the quality of education in our school, the school has to face strenuous modifications in technology, books, and other school facilities. However, there would always a need for students to be consulted first about the issue, because these matters would always concern us. Along with the increase in the tuition fee is the increase in all other fees. Why? First, if the school would not fight for a greater state subsidy, then the school had to pay for the bills, the salary as well as to the technology and materials it would employed. With this matter, the budget would come from the tuition of the students and everything else would be increased; Internet fee, laboratory fee, school paper, etc. Second, education is supposed to be a right and not just a privilege, but with the continued increase in the tuition fee, along with other miscellaneous fees in the campus, there had been an apparent decline in the enrollment rate compared to the previous years. This only shows that few students were able to access the right to education because of the increase. Hence, there is a significant relationship between tuition fee increase and to the limited access of students to education (Dalton 2006). A similar study from the Rand Corporation in 1995 indicated that for every 10percent increase in the tuition fee of the students, there would be a 1.97 percent in the enrollment of the focus of study. Third, the effect of tuition fee and other fee increases would be felt less by those of the middle class brackets. Most of the burden would be felt by those in the lower class; usually with among black and with ethnic backgrounds. Accordingly, majority of the students in most schools were usually coming from the lower bracket and they were the ones who were greatly affected. The school is the only way for these students to move to the next ladder in the society. The tendencies for these students are to dropout or to transfer to a cheaper school with low educational standards. Needless to say, the educational preparation that they got is not enough to equip them for a high paying job in the future. The tuition fee increase that the school implemented is a subtle permit for the state to less care for the educational welfare of its citizens. Students are wary of the fact, that because of the tuition fee increase, we have to burden ourselves with part time jobs more than double just to compensate for the shortage in budget. Students recognized that tuition fee increase in needed to uplift the educational quality in this school. However, it is too fast and too soon to implement. Students are not prepared yet; emotionally, physically and financially.   There was no consultation in the increase in fees. It had always been our right to know and the responsibility for this school to be transparent. The students carried the baggage of financial hardship just to beautify the school, but the education that we got before then was still the same as now. Except of course in slight innovations in the laboratory facilities and in technology, the same education system we got from the school. If tuition fee increase is really bound to happen, we wanted to be prepared for it. We wanted an apparent positive change in the learning that we got; of course it is not to say that we got no learning from this school, it is just that, the change in learning is just minimal. This school has been our battleground to combat poverty, to uplift our situations and to gain learning. If the school is to increase its tuition fee and other fees, we expect that it would also provide subsidy through scholarship, or other alternative solutions to augment our financial difficulties. As well as it is the responsibility of our parents to finance our education; it is also the responsibility of the state to provide to its people the right to education. But how could we get this if tour very right has now become a mere privilege. The sad fact is, not the privilege of the majority but of the few only.   If we are destined to suffer from the tuition fee and other fee increases, would it be right that we would also demand great changes in everything. Would the payment that we give, be enough for us to pose subordinate command over our instructors and over other employees; anyway, we paid for them. Students believe, that in this school, students of characters should be made and not just a mere passive, technologically dependent ones. We need support to develop our minds, which is the role of this school. But where would we go now if this school would deprive us of that need? We seek to be consulted first, we need data of its great benefits on us, and we need alternatives for the increase that is accessible for everybody and not only for the few. Sincerely, [Name of the Sender] [Position/Occupation] Works Cited Dalton, McGuinty. â€Å"Canandian Federation of students.† 8 March 2006

Sustainable Development Essay Example | Topics and Well Written Essays - 750 words - 1

Sustainable Development - Essay Example From a historical perspective, the decisions made by our forefathers with regards to rapid industrialization and development without considering the resulting impact on the environment continue to have a severe impact on numerous ecosystems even today (Stefanovic, 2006). Similarly, the economic decisions and policies our governments make today will have an impact on the world’s sustainability and growth in the future. The above points clearly suggest that sustainable development depends on the cooperation between various societal, economical, governmental, environmental and cultural aspects. As such, sustainability should not be perceived as a homogeneous concept. In fact, planning and achieving sustainability in any tangible manner is a complex process that is based on some broad principles. The introduction of the Brundtland report and its extensive coverage of sustainability have had an influential role in shaping future laws on environmental conservation and protection in many countries and international agreements (Wallace, 2005). Sustainable development and policy continues to face numerous challenges from various corners. Amongst these, the existence of poverty within a large part of the world’s population poses a serious challenge. The planet is estimated to reach a total population of 7 billion people in 2011, which implies a greater competition and struggle for growth and control of the earth’s limited resources (Cowie, 2007). People belonging to developing and poor nations are facing prolonged shortages of food, water and access to basic civic amenities. The past few decades have witnessed the emergence of new countries experiencing tremendous economic growth. Rapid development in countries like China and India has increased the demand for oil and other non-renewable fuels and is likely to increase the release of greenhouse gases into the atmosphere. Fragile places like Antarctica are likely to bear the most serious consequences if these trends are not controlled through sustainable means (Ekins, 2005). Another issue impeding sustainable development is the lack of economic growth in some countries, especially those in Africa. Many countries like Zimbabwe have faced years of economic depression due to oppressive regimes and lack of proper government. Several multilateral agreements have emerged out of the guidelines recommended by the Brundtland report. One among these is the United Nations Framework Convention on Climate Change. Known as UNFCCC in short, this is an environmental agreement signed by various countries at the UN Earth Summit held in Rio de Janeiro in 1992 (Wallace, 2005). The primary goal of this agreement is to restrict the emission of greenhouse gases into the atmosphere and stabilize their concentrations at an acceptable level that can prevent any serious interference with climatic patterns. However, this treaty suffers from several deficiencies, most notably its non-binding attribute which does not provide any mandatory limits that signatories have to maintain. Further, there are no enforcement

Biometrics Essay Example | Topics and Well Written Essays - 500 words

Biometrics - Essay Example As Jain, Bolle and Pankanti (n.d) point out, biometrics will gradually become a prime appurtenance in identification technology especially for the following reasons: repeatedly falling prices of biometric sensors, advancement in the underlying technology, increasing awareness among the public regarding the merits and demerits of the technology as such. But a strong voice had been rising against the implementation of biometrics especially regarding the threat posed by it to privacy of persons. Biometric scanners which were in use in some airports in the U.S. were greatly criticized for the reason that security officers could observe the naked figures of the passengers through the scanner, and it is said that biometric scanners can even detect if a woman is pregnant. And this in fact is the biggest challenge the technology has to overcome in order to be globally practical. Privacy is clearly a fundamental right of an individual. Hence, anything that invades ones privacy cannot be suppo rted. Biometric methods have both positive and negative impacts on the privacy of a person. It enhances the control of the individual over his/her personal information thus reducing the likeliness of identifying theft.

Analyzing the impact of Confucianism on customer behaviour and Essay

Analyzing the impact of Confucianism on customer behaviour and perception of western brands - Essay Example 150). There were attempts to eliminate Confucian thinking in China during the periods of Cultural Revolution, but these attempts were not successful. Confucian thinking and doctrines have profoundly impacted today’s China to have had resurgence and to become very important part of Chinese persona. Chinese culture has been influenced by the Confucian thinking about leading a virtuous life. Confucian thoughts are basically built on three principles; 1) humaneness and loving an individual’s personality, 2) morality and uprightness, and 3) rites and ritual propriety. These three principles are complemented by the five pairs of social roles that are recognized as the basic cultural relationship between individuals. These relations are; between father and son, between the ruler and the subject, between the older and young, between spouses and between friends (Gallo, 2011, p. 43). Confucianism perceived family as the centre of all relationships and the family has been viewed a s the basic unit. In contrast to the Western business culture that is either fact-based or transaction-based, Chinese business culture is based on valued relationship and personal networks. Guanxi- the Chinese term used by Confucianism literature to denote relationship- gave greater emphasis on friendly relation between two persons based on favour-exchange, and therefore, literatures stressed that the exchange of favour is at the heart Guanxi. (Morschett, Schramm-Klein and Zentes, 2010, p. 150). Confucianism’s principles of interpersonal relationship and other doctrines are perceived to impact the consumer behaviour of Chinese people and their attitude towards western brands too. Impact of... As China has become an attractive and emerging marketplace and that it consist major portion of world’s total population, the Chinese consumer and his behaviour have been major focuses in the literature of international consumer behaviour. Culture is regarded as a significant determinant of consumer behaviour and cultural values are found to play vital roles in influencing consumers in their buying behaviour. China is a rapidly emerging market and global brands are studying about the potentiality of Chinese market in terms of investment, consumption, employment, and attitude and buying behaviour. Chinese culture is mainly influenced by Confucianism. This piece of research paper has analyzed the impact of Confucianism on the buying behaviour and perception about foreign brands. Various literatures stressed that Confucianism has profoundly impacted the buying behaviour because Confucianism emphasized harmonious relationship between different people and this caused people to show different attitudes toward different products. This paper concluded that Chinese people are quite thrifty and are found to show prestige since men have to strongly impress wives to maintain better relationship.

Picturing the Perfect Essay by Tim Bascom Example | Topics and Well Written Essays - 250 words

Picturing the Perfect by Tim Bascom - Essay Example With the help of this written piece, I have been able to develop understanding regarding visual models that encompass our mindset of bringing abstract to words and expression. It is no less than an astonishing experience of mine after reading this piece that I came to know about literal nature of design. Visual models such as braids and dipping into the well immersed a whole new experience of mine about writing and expressing (Bacom).   If such visual models are generally used by the essay writers then it is expected that essays would not just deliver a body of words but incorporate communication in a two-way mode between the essay writer and reader.   The tone that has been used by the author in the paper is very clear and easy to understand. General public will be able to gain understanding about the subject being discussed without getting misled by the designs and its relation with essay writing (Bacom). I would agree with almost every claim that had been made by Bascom in his written piece because I believe clarity about writing is much needed. By implementing visual models, one can easily expect an effective piece of writing or essay. I would suggest my peers to make use of this written piece in learning the art of essay writing. If such visual models are generally used by the essay writers then it is expected that essays would not just deliver a body of words but incorporate communication in a two-way mode between the essay writer and reader.  

PSY 420 Essay Example | Topics and Well Written Essays - 2750 words

PSY 420 - Essay Example I have been drinking alcohol since the past five years and it seems that I am not leaving this habit in the distant future. It started off with family problems and seeing my father drinking it influenced me to start with the habit of drinking. Emotional distress and parental influence was the main reason to start off with the habit. In order to handle the increasing misery which was caused due to many problems (financial and family) I resorted to the drinking of alcohol. At first it provided me a sense of relief but a point came when the distress began to mount all over again. People start the habit of drinking due to many reasons which mainly include emotional distress. According to some theories drinking of alcohol provides relief to increasing stress. (Cooper et al., 1988) A time comes when a person feels like evading himself from the reality and that is the time when he gets the urge to drink.(Wills and Hirky, 1996) Drinking of alcohol is commonly found amongst the young generation. This is because young people start the drinking process thinking that it would lead to the betterment of their frame of mind. (Frone and Windle, 1997) Recent research has proved that if alcohol does not satisfy one’s emotional needs then it can lead to the usage of more alcohol. (Wunschel et al., 1993) To further prove this a ten year model research was conducted to find out about the relationship between alcohol consumption and the coping up with emotional distress. The ten year model showed that if drinking helped in coping with the emotional distress the consumpt ion of alcohol increased but if it did not the consumption decreased. (Holahan, Moos, Holahan, Cronkite , & Randall 2001) The relationship between a child and parent is an important one and the parent is a great source of influence for the child. Through the observation of ancestral and parental habits children pick up the influential practices. Observing

Green biotechnology, government policies, taxes, barriers and all that Essay

Green biotechnology, government policies, taxes, barriers and all that include government policies for green biotech. deadline 2 - Essay Example Regulation of Green Biotech The potential for human health risks and environmental damage has necessitated the need for the government to monitor and regulate the release of genetically modified (GM) organism in the environment and commercialization of GM food products. The Brazil government uses the precautionary principle in the regulation of biotechnology products. This is with respect to the environmental safety and consumer health. The precautionary principle is used when there is a threat of severe damage to human health or the environment. Innovation in agriculture biotechnology depends on the strength of intellectual property rights. The World Intellectual Property Organization manages and protects international intellectual property and ensures countries commitment to fight biotech piracy. Governments have established transparent judicial mechanism to enable firms to complain about intellectual property violation, and provide resources to the enforcement of property rights ( Gaisford and William 61-69). In U.S, the efficacy and the safety of an agricultural product should be demonstrated to regulatory agencies before it is commercialized. The agencies also conduct a risk assessment to ensure safety of GMOs in laboratories or green house (Joyia 20-21) Barriers to green biotechnology The lack of appropriate technology is a great obstacle in the attempt to apply biotechnology to benefit the developing countries. This is brought about by technologies being developed in advanced nations and take time to diffuse to developing countries. Another problem is the issue of intellectual property rights. Companies in advanced nations own most of the patents for green biotech. These companies have to be adequately compensated in order to allow access to their invention. Other obstacles to green biotech include the lack of marketing mechanism, poverty and disparities between nations, local and regional politics, biosafety issues, limited infrastructure for exploiting biotechnology, and the biotech debate waged in potential donor countries (Acquaah 460). Ways in which Green biotech can be best traded? Most developing countries can adopt transgenic crops to increase food production in the market and bring in more money to the farmer. Green biotechnology may not be the ultimate solution to hunger and malnutrition, but it can bring about increased, environmental friendly, sustainable and economically profitable agricultural growth. Most developing countries in sub-Saharan Africa, for example, have high hopes of producing high yields of transgenic crops to reduce threats of food security. Food insecurity is brought about by drought, insect pest infestation, viral and fungal diseases that result into severe crop loss. The potentiality of agricultural biotechnology in Sub-Saharan countries lies in producing hard crops to withstand the various natural risks. The sub- Saharan biodiversity resource provides possibilities for developing new genetic traits. These traits can be used in transgenic crops through regulatory processes and well- funded innovative research to create environmentally friendly and new varieties that are harder than existing varieties. Cases of scientific success in developing countries show that green biotech can change the local economy and reduce food security concerns. The famous example of technology beneficial impact on agricultural production is the green revolution. In Kenya, scientists have developed

Effect Of Television On Family Relationships Essay

Effect Of Television On Family Relationships - Essay Example When the television was first introduced in the market, it was in the homes of the rich and were kept in bars, the latter being the place where it reached more people. Slowly there was a demographic shift in the TV viewing population. The middle-income and low-income people started to own or aspired to own a television set resulted in defining the nature of the programs shown. The program quality was not better than the high school drama’s previously, but after the shift in the demography of the audience, there was a surge of programs which showed the reality of life. Larger than life emotions and problems did not suit the living room viewing as they have to be based on the reception in the living room. The program content was scrutinized for suitability for family viewership, the production budgets and plats were spruced up to suit the growing demand for variety in TV entertainment. Television did not occupy a special place in the living rooms of the families in America all a t once. The production capacities were limited and the program content was still developing, national signals were still talked about in the early decades of television. But if we analyze what caused a huge acceptance among the public that it is an essential in the living room. The magazine opinion helped in the leap of TV sets into the living room of families across America. All through the early years of television growth, it was emphasized thoroughly that television helps to improve family relationships by various sources. It was believed to bring the members of the family together. In the commercials and in the pictures in magazines, a family watching TV happily as a loving and bonding time was projected. This phenomenon was further enhanced by the baby boom and the suburbanization of American families. When families leave behind their friends and extended family, TV was positioned as an important tool to strengthen the existing family ties. Also, it

Race in our everyday lives Assignment Example | Topics and Well Written Essays - 750 words

Race in our everyday lives - Assignment Example This conflict involved two people: an African and Irish man. The African ethnic background belongs to the Indo-Mediterranean race. This is one of the southern branches of the big European race. This race is common in southern Europe, North Africa, Arabia, Iraq, southern Iran and North India (Haddon, 22-50). It has local versions. In the zones of contact with Caucasians in North Africa and Arabia two transition anthropological types were formed. On the northern border of the area there is the Balkan- Caucasian race, on the southwest - the Ethiopian and the Negro, the south -east - the Dravidian (Haddon, 22-50). The special mixed racial type combines the features of Negroid, Mongoloid and Caucasoid races. The other man originates from the atlanto -Baltic race of the big European race. This race is an important element of the anthropological composition of Norwegians, Swedes, Scots, Irish, Danish, Russian, Belarusian, Baltic peoples, partly found in the populations of the northern regions of France, Germany and Finland (Haddon, 22-50). A small proportion of this race can be found in the European lands. There are two main Irish values: the first - family and the other is education. In this they are similar to Africans; Africans attitude to life is expressed in the moral values of family, procreation, kinship (Pepin, 245-255). Africans believe that an individual is still not a person but a project person; he becomes only person in the family, when there he has his firstborn. Desire for procreation, augmentation of vital energy is one of the most important incentives for life (Pepin, 245-255). Such an attitude towards children led a number of peoples in the formation of the moral norm th at defines the value of the childs birth in marriage and before marriage and outside marriage. Traditional value of life and the consequent attitude towards children comes into conflict with Christian values and moral standards. A child born

High school Essay Example for Free

High school Essay * Literacy is a human right, a tool of personal empowerment and a means for social and human development. Educational opportunities depend on literacy. Literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy. (Why Is Literacy Important? UNESCO, 2010) * The notion of basic literacy is used for the initial learning of reading and writing which adults who have never been to school need to go through. The term functional literacy is kept for the level of reading and writing which adults are thought to need in modern complex society. Use of the term underlines the idea that although people may have basic levels of literacy, they need a different level to operate in their day-to-day lives. (David Barton, Literacy: An Introduction to the Ecology of Written Language, 2nd ed. WileyBlackwell, 2006) * To acquire literacy is more than to psychologically and mechanically dominate reading and writing techniques. It is to dominate those techniques in terms of consciousness; to understand what one reads and to write what one understands: it is to communicate graphically. Acquiring literacy does not involve memorizing sentences, words or syllableslifeless objects unconnected to an existential universebut rather an attitude of creation and re-creation, a self-transformation producing a stance of intervention in ones context. (Paulo Freire, Education for Critical Consciousness. Sheed Ward, 1974) * There is hardly an oral culture or a predominantly oral culture left in  the world today that is not somehow aware of the vast complex of powers forever inaccessible without literacy. (Walter J. Ong, Orality and Literacy: The Technologizing of the Word. Methuen, 1982) * We expect the contradictory and the impossible. . . . We expect to be inspired by mediocre appeals for excellence, to be made literate by illiterate appeals for literacy. (Daniel J. Boorstin, The Image: A Guide to Pseudo-Events in America, 1961) * Women and Literacy In the history of women, there is probably no matter, apart from contraception, more important than literacy. With the advent of the Industrial Revolution, access to power required knowledge of the world. This could not be gained without reading and writing, skills that were granted to men long before they were to women. Deprived of them, women were condemned to stay home with the livestock, or, if they were lucky, with the servants. (Alternatively, they may have been the servants. ) Compared with men, they led mediocre lives. In thinking about wisdom, it helps to read about wisdomabout Solomon or Socrates or whomever. Likewise, goodness and happiness and love. To decide whether you have them, or want to make the sacrifices necessary to get them, it is useful to read about them. Without such introspection, women seemed stupid; therefore, they were considered unfit for education; therefore, they weren’t given an education; therefore they seemed stupid. (Joan Acocella, Turning the Page. Review of The Woman Reader by Belinda Jack [Yale University Press, 2012]. The New Yorker, October 15, 2012) * From the website of California Literacy, Inc. The literacy rate in the US has many educators in search of answers about this problem that has plagued our country for decades. Instead of decreasing, the numbers of literacy has steadily increased over the years. This raises a lot of questions about our education system, how it is ran, and why there is such a problem with illiterate people in our country. (quoted by The New Yorker, Nov. 22, 2010) Pronunciation: LIT-er-eh-see Language * Six Common Myths About Language * Key Dates in the History of the English Language * Introduction to Etymology: Word Histories Elsewhere on the Web * The National Institute for Literacy (US) * The Literacy Project * National Literacy Trust (UK) Resources for Writers * Reference Works for Writers and Editors * Grammar and Usage Advice Sites * Sites for Correcting Common Sentence Errors Related Articles * orality definition and examples of orality * illiteracy definition and examples of illiteracy * aliteracy definition and examples of aliteracy * Adult Education What Is Adult Education * Writing Degree Do I Need a Writing Degree Richard Nordquist Grammar Composition Guide * Sign up for My Newsletter * Headlines * Forum Advertisement. 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Icon Lower Case 6. literacy definition and examples of literacy * Advertise on About. com * Our Story * News Events * SiteMap * All Topics * Reprints * Help * Write for About * Careers at About * User Agreement * Ethics Policy * Patent Info. * Privacy Policy * Your Ad Choices  ©2013 About. com. All rights reserved. The Greatest Literacy Challenges Facing Contemporary High School Teachers: Implications for Secondary Teacher Preparation Mary B. Campbell Saint Xavier University Margaret M. Kmiecik Saint Xavier University Secondary teachers face significant challenges in their efforts to increase the literacy levels of adolescents. Encouraging teachers to speak out about these challenges and to recommend initiatives that may improve literacy practices for adolescents is vital for future reform efforts. This study examines the questions: What are the greatest literacy challenges facing high school content area teachers? and What will help to diminish these challenges? The data collection questionnaire was distributed to teachers in eight high schools throughout the greater Chicago area. A discussion of the findings suggests compelling directions for secondary teachers and teacher educators. 2 Reading Horizons, 2004, 4, (1) WHILE SEVERAL REFORMS in higher education teacher preparation have made a difference in more teachers being highly prepared and qualified (Smylie, Bay, Tozer, 1999), preparing teachers to meet the literacy demands of secondary students still remains inadequate. Improving literacy learning in our nations high schools needs serious elevation as an educational priority at all levels. The 2002 NAEP (National Association for Educational Progress) Report indicates that 36 percent of students in grade 12 performed at a proficient level, indicating that only a little over one-third of our nations high school seniors can understand challenging material (Feller, 2003). This was a decline in performance from 1998 when the NAEP reported the percentage of seniors who performed at the proficient level as 40 percent (U. S. Department of Education, 1999). Additionally the 1998 report states that no more than 6 percent of the adolescents performed at the advanced level which demonstrates students ability to analyze and extend the meaning of the materials they read. The NAEP data further show more than one-third of the students did not demonstrate competence at a basic level of literacy. The International Reading Association has taken a substantial leadership role in elevating attention to middle school and secondary literacy issues by establishing the Commission on Adolescent Literacy in 1997 (Rycik Irvin, 2001). The work of this Commission resulted in the published document, Adolescent Literacy: A Position Statement (Moore, Bean, Birdyshaw, Rycik, 1999), which recommends principles for teachers to consider when supporting the literacy growth of secondary students. Still much more comprehensive work needs to be done as challenges still persist and teachers, administrators, and staff developers have asked for more examples of practices that might renew and revitalize their efforts for middle and high school students (Rycik Irvin, 2001, p.4). Teaching has greatly increased in range and complexity over the last decade. Teachers now find themselves in highly pressured environments (Pincas, 2002). Faced with the reality of overcrowded classrooms, high stakes testing, and standards-based environments, using instructional practices that move students to higher levels of thinking through more authentic forms of learning are lost. Additional factors Secondary Teaclher Literacy Clhallenges 3  that compound the situation are high student mobility, absenteeism, minimal student engagement, misbehavior, missing homework, cultural and linguistic diversity, special needs, and increasing numbers of students from poverty and single parent households (Alvermann, Hinchman, Moore, Phelps, Waff, 1998). Regardless of the number or degree of challenges, teachers still remain accountable for fostering literacy growth among all students. Efforts to improve literacy learning for secondary students must take seriously the realities and challenges persistent in todays high schools. Reform theorists who suggest improvement can be made through a series of workshops, enhanced technology, sanctions and the like, (Smylie, Bay, Tozer, 1999, p. 59) are naive at best. A new paradigm requires comprehensive and systemic change. It also requires a serious re-orientation towards broad organizational, political, and economic presuppositions on which definition and acquisition of change must be based. Moreover, it involves a commitment to putting teachers at the forefront of the reform process. Valencia and Wixson (2000) argue that it is time for the voices of teachers to be heard. Without empowered professional voices, we lose the potential for constructing serious reform. Emerging Directions If students are to achieve high literacy standards, evidence strongly suggests that what teachers know and can do is one of the more important factors influencing student achievement. (Darling-Hammond, 1999, p. 228). Research also makes it clear that if teachers are to negotiate the demands of new standards and new students, they must have access to a deeper base of knowledge and expertise than most teacher preparation programs now provide (Darling-Hammond, 1999, p.229). While several studies have looked at reform in teacher preparation programs, Schwartz (1996) concluded that reform changes in teacher preparation have resulted in little more than adjusting on the margins (p. 3). Particularly troubling, in secondary teacher preparation, is the limited attention given to the challenges existing in schools in which future teachers must help students to achieve literacy, and the problems 4 Reading Horizons, 2004, 4, (1) of schooling in a broader social context. Moreover, in many states, secondary teacher preparation programs include a requirement of a content area reading course, whereas in other states there is no equivalent requirement. This has remained literally unchanged for years, even as secondary students continue to struggle with reading and writing throughout the high school curriculum. The wide-spread standards movement has made some impact in requiring newly certified teachers to demonstrate competency on specific literacy knowledge and performance indicators. However, the depth of what is needed to teach content area literacy in secondary schools requires more than one course, and/or a few standards. Connecting Two Distinct Communities Education can no longer be seen as an exclusive function, and the traditional structures cannot remain isolated from social change. Faculties in colleges and universities and the practicing teachers in secondary schools have no choice but to adjust to new paradigms. While it is now more common to find partnerships and institutional collaborations between university faculty and secondary teachers, many of these need redefinition. In many partnerships, practicing teachers have related there has not been a high level of reciprocity, as the universities are too dominant (Campbell, 2002, p. 22). Each entity must put into the equation improvement strategies that are meaningful to their respective organizations; that is, they need to identify areas where they truly need help from one another. Then institutionally and programmatically, they need to find ways to work together to make those intended improvements a reality (Howey Zimpher, 1999, p. 299). High school teachers and teacher educators alike are looking to move beyond  yet another good idea to realize reconceptualization and transformation for secondary literacy education. This means engaging high school teachers in the process of secondary teacher preparation, determining what factors pose the greatest challenges to literacy development and using this knowledge as a cornerstone for improving Secondary Teaclher Literacy Clhallenges literacy practices in schools. Failure to confront these challenges effectively will undoubtedly compromise the ability of teachers to serve as effective agents of change. Purpose The purpose of this study was to identify the problems secondary teachers face that impede literacy learning in the classrooms and to yield information that may inform the preparation of future secondary teachers. Two broad questions emerged to guide this study: o What are the greatest literacy challenges facing high school content area teachers? e What will help to diminish these challenges for current and/or future high school teachers? The Study ParticipatingS chools and Teachers The schools that participated in this study included eight high schools, seven public and one private. The researchers purposely selected the schools to ensure ethnic diversity as well as urban and suburban representation. Six of the high schools represented grades 10-12 and two included grades 9-12. The school principals granted permission to graduate students enrolled in a Masters Degree Program in Reading to place the High School Literacy Survey in the school mailboxes of the teachers. A total of 450 questionnaires, including a cover letter and a stamped return envelope, were distributed to 9-12 teachers. Two hunared and two questionnaires were returned, realizing a return rate of 45 percent. There were no follow-up attempts to obtain a higher return rate. Most respondents (71 percent) had advanced degrees beyond the B. A. or B. S. : among these were 68 percent with a M. A. and 3 percent with a Ph. D. Teachers from 18 different subject area fields responded to the survey. English (18 percent), mathematics (16 percent), and science (15 percent) teachers comprised the majority of participants. The remaining teachers represented the following subjects; art (3 percent), 5. 6 ReadingHorizons, 2004, 45, (1) business (4 percent), technology (4 percent), drivers education (1 percent), foreign language (6 percent), history (7 percent), library (1 percent), music (1 percent), physical education (3 percent), reading (1 percent), radio/television (1 percent), social studies (8 percent), special education (3 percent), theology (3 percent), and vocational education (4 percent). Teachers with more than 10 years of experience accounted for 63 percent of the sample, while 37 percent had 10 years or less. Teachers working in suburban areas surrounding the greater Chicago area comprised the majority (67 percent) of the sample population, with the remaining 33 percent coming from urban schools. Forty-four percent described their schools as predominately diverse ( 50 percent), 32 percent considerably diverse (30-50 percent minority), 17 percent somewhat diverse (10-30 percent minority) and 7 percent primarily white (less than 10 percent minority). The Questionnaire We collected the data from a survey instrument, High School. Literacy Survey, designed and constructed by us. The questionnaire requested two types of information: * objective, relating to educational degrees, content field of study, years of teaching experience, diversity of school population * subjective, relating to opinions and values in teaching and learning The subjective portion of the survey was comprised of two broad questions. The first question asked teachers to identify 5 of the 20 factors that posed the greatest challenges in helping their students to attain literacy in their subject field. Respondents wrote the numeral 1 next to the statement representing their greatest challenge, the numeral 2 next to the statement representing their next greatest challenge, and so forth through the numeral 5. (See Appendix) The twenty statements, defined as challenges, were derived from the literature on content area reading. An extensive review of the literature Secondary Teaclher Literacy Clhallenges 7 resulted in identifying twenty challenges, however, these may not represent all possible factors and they may not represent factors that teachers would have included if they were to construct the questionnaire. A space was provided for teachers entitled other for their convenience in identifying additional factors that pose as challenges. Since no specific theory was identified to serve as a foundation for the selection of factors, they represent an eclectic representation. Additionally, the factors were not defined on the questionnaire, indicating that a singular definition cannot be assumed and that the factors may represent multiple meanings in the field. The second question invited the teachers to respond openly to the question, What do you believe will help to diminish these challenges for current and/or future high school teachers? Findings Percentages were used to report the data on the high school teachers perceptions about the factors that challenge them most in helping their students to achieve literacy in their subject area. Table 1. Percentage Responses of Factors that Represent the Greatest Literacy Challenges Factors Percent 1 2 3 4 5 Total Assessment of student learning 2 1 1 2 2 8 Classroom environment 1 2 1 2 6 Classsize 4 4 6 8 5 27 Cultural and language diversity 1 1 2 among students Curriculum 1 2_ 1A _3 7. 8 Reading Horizons, 2004, 45, (1) Factors Percent 1 2 3 4 5 Total Helping students to construct. meaning from text Helping students interpret graphics in text Helping students to learn and use critical thinking skills Helping students to locate and organize information Helping students to understand concepts and vocabulary Homework issues Integrating technology for teaching and learning Selecting materials for teaching and learning Organizing and managing the classroom for learning State/district/school standards for students Struggling readers Student motivation/interest/attitudes 3 6 6 7 7 1 1 3 2 16 8 12 11 12 1 5 5 4 3 8 3 6 11 12 5 8 10 6 7 1 5 2 1 3 1 4 1 2 2 3 1 1 1 1 2 9 9 8 8 8. 33 17 17 8 7 1 5 5 5 3 19 29 7 59 18 40 36 12 5 8 6 42 82 Students with special needs Secondary Teacher Literacy Chiallenges Factors Percent 1 2 3 4 5 Total Students who lack study skills 11 13 13 13 7 57 Writing skills of students 2 8 5 7 8 30 (A ranking scale, with 1 meaning greatest challenge, 2 next greatest challenge, and so forth) The top five challenges as reported in Table 1 were: * student motivation, interests, and attitudes (33 percent) o helping students to learn and use critical thinking skills (16 percent) o students who lack study skills (11 percent) o struggling readers (9 percent). o helping students to understand concepts and vocabulary (8 percent). The least perceived challenges were cultural and language diversity among students (2 percent) and selecting materials for teaching and learning (5 percent). Examining the data of the largest responding groups of content area teachers, English, mathematics, and science, yielded similar findings. All three of these groups identified the same top two challenges as did the total group. The English, mathematics, and science teachers third, fourth and fifth rankings were: * English (3) homework issues (4) students who lack study skills. (5) writing skills of students o Mathematics (3) students who lack study skills 9 iO Reading Horizons, 2004, 45, (1) (4) homework issues (5) helping students to locate and organize information e Science: (3) students who lack study skills (4) helping students to understand concepts and vocabulary (5) helping students to construct meaning from text The teachers were also asked to respond to the following openended question, What do you believe will help to diminish these challenges for current and/or future high school teachers? Seventyseven percent of the teachers wrote responses to this question. The resppnses were grouped by similar topics from which themes emerged. Table 2 reports the percentages of the most frequently occurring responses to the open-ended question. Table 2. Themes and Percentages of Responses for Confronting the Greatest Challenges Most Frequent Responses by Theme Percent Better basic skills instruction in elementary schools 64 More parent responsibility and support 58 Mandatory inclusion of critical 39 thinking questions on all assessments Study skills classes for incoming students 33 I Iimprove teacher preparation/more methods for 28 secondary teachers. Greater respect and support from society 20 Practical/useful staff development 11 Secondary TeachterLiteracy Challenges 11 Most Frequent Responses by Theme Percent Teacher task forces making policy decisions 9 instead of politicians and administrators Complete restructuring of the current traditional 7 education model A center at each high school for struggling readers The most common responses cited by the majority of teachers to confront the greatest challenges (Table 2) were better basic skills instruction in elementary schools (64 percent) and more parent responsibility and support (58 percent). Sample responses given by less than 50 percent of the teachers were mandatory inclusion of critical thinking questions on all assessments (39 percent), study skills classes for incoming students (33 percent), and improvement of teacher preparation with more methods for secondary teachers (28 percent). Discussion The results of this study provide insight for the continuing efforts to improve the literacy levels of secondary students. They are, however, neither exclusive nor exhaustive. They are offered with no claim for the universality or total generalizability, but they are offered as a common ground for thinking. Student Motivation andA ttitudes High school teachers identified student motivation to read, write, and do other literacy-related activities as their greatest challenge. The teachers written comments on questionnaires indicated that much of the class-assigned reading is often boring and not relevant to the students own interests and experiences. They also stated that the students who will not read are as much at a disadvantage as those who cannot. Student 12 Reading Horizons, 2004, 45, (1) motivation was ranked the greatest challenge of all for the participating teachers. The dilemma of identifying and implementing strategies to motivate adolescents is not new to literacy practice. The data from this study confirm what the research (Alexander Filler, 1976; Au Asam, 1996; Benware Deci, 1984; Collins-Block, 1992; Guthrie Alao, 1997; Schraw, Brunning, Svoboda, 1995) has documented over time: that student motivation, interests, and attitudes are indeed authentic challenges. Teaching adolescents to become active, motivated, and selfregulated learners is a continuing issue in secondary schools. It is during the adolescent years when reading motivation and attitudes appear to worsen, especially for poor readers (McKenna, Kear, Ellsworth, 1995). Serious attempts to advance literacy skills require interventions that address motivation and attitudes as much as interventions that assure cognitive changes in the learners (Verhoevan Snow, 2001). This generally does not happen. Motivational constructs are usually not given significant vigilance in relation to student cognition and thinking, and at best, are given only passing and superficial attention. A further problem is that standard reading texts and uniform curricula make life somewhat easier for teachers and administrators, but they make it very difficult for students to get involved with the material at the level that is right for them, and therefore to find intrinsic rewards in learning. In the classroom, the teacher is the key element in motivating students to learn. The responsibility is great and the ramifications even greater, yet many responding high school teachers stated they were not adequately prepared in their teacher preparation programs with the knowledge, skills, and instructional strategies to ignite the spirit of their students. These teachers indicated they want more ideas, support, and freedom within the school curriculum to take the lead, and more ways to experience first-hand, in-field, motivational issues in their teacher preparation programs. Critical Thinking Skills. Teaching critical thinking skills was the second greatest challenge for teachers. Large numbers of teachers indicated they feel underSecondary Teachter Literacy Clhallenges 13 prepared in pedagogical methods to help studenis conceptualize problems and solutions. Assisting adolescents to become proficient with these skills is a prodigious challenge for secondary teachers. The capacity for abstraction, for discovering patterns and meanings, generalizing, evaluating, and theorizing is the very essence of critical thinking and exploration. For most students in the United States and throughout the world, formal education entails just the opposite kind of learning. Rather than construct meaning for themselves, meanings are imposed upon them. Frequently, students often accumulate a large number of facts along the way, yet these facts are not central to their education; they will live their adult lives in a world in which most facts learned years before (even including some historical ones) will have changed or have been reinterpreted. Whatever data they need will be available to them at the touch of a computer key. If students are to learn critical thinking skills, teachers must teach them and engage their students in genuine problem solving discussion. Generally these skills are best, and likely only taught and assessed, through extended discourse. This is difficult to do in crowded classes where it is near to impossible to carry out extended discussions. The commitment to teaching these skills in all content areas means gaining support from the public. It also means that teachers must gain the knowledge and skills to do so through teacher preparation programs and inservice education, taking into account the real-life situations and parameters in todays classrooms. Study Skills Students who lack study skills ranked as the third greatest challenge to teachers. The importance of study skills has been documented over time in the professional literature (Flood Lapp, 1995). What is known is that many people of all ages have difficulty reading and learning, largely because they are not using appropriate techniques or good learning habits. Often, the adolescents who are dropping out of schools are doing so because they believe they carnot learn. For the majority of these students, they lack suitable reading and study techniques, which 14 Reading Horizons, 2004, 45(1) impede their growth in learning and contribute to their negative beliefs about themselves and school. Although most secondary teachers have a thorough understanding qf their subject, many responding teachers in this study indicated they lack the knowledge of instructional/study strategies by which to help students internalize the concepts. Research shows that with an organized system of study, students can increase their comprehension of subject matter up to 50 percent (Annis, 1983). As nations seek to assist adolescents in gaining higher levels of literacy, the knowledge and skills that teachers need to teach their students effective study habits and strategies may likely become central to the curriculum in secondary teacher preparation programs and in the curriculum of secondary schools. Struggling Readers Struggling readers ranked as the fourth greatest challenge to the high school teachers. Teachers responded that these students can be found hiding out in content classrooms. They frequently are passive and disengaged. , Many have found coping strategies to help (them get by, but they do not significantly improve their literacy skills or their knowledge in the content areas. I Although comprehension of text material is difficult and sometimes impossible for struggling readers, there are research-based strategies that have proven to be successful when used with struggling readers. One such strategy is instructional scaffolding, an effective strategy that gives students a better chance to be successful than if left on their own (Vacca, 2002). Pedagogy, which includes instructional techniques for diverse learners, is glossed over in many teacher preparation programs for secondary teachers. However, it is as important in the preparation of high school teachers as is cognitive knowledge (Darling-Hammond, 2000). If high school teachers are to make substantial contributions to all adolescents, it will require more knowledge of relevant instructional methodologies. Darling-Hammond (2000) found that teacher subject-matter knowledge was related to student achievement only up to a certain point. Secondary Teacher Literacy Challenges 15 Marzano (2003) asserts that the importance of the relationship between pedagogical knowledge and student achievement has been consistently reported in the research literature. Furthermore, in a study conducted by Ferguson and Womack (1993), they found that the number of courses teachers took in instructional techniques accounted for four times the variance in teacher performance and student achievement than did subject-matter knowledge. Teachers stated that more information about how to assist the struggling readers in their classrooms is sorely needed in preservice teacher education programs. Additionally they need to know that the strategies and support to assist these learners are realistic for todays classrooms. Key Concepts and Vocabulary Helping students to understand concepts and vocabulary ranked as the fifth greatest challenge. Every subject area has its own vocabulary and modes of argument, and its language is the common denominator for learning subject matter knowledge. Vacca and Vacca (2002) agree: they state, Vocabulary must be taught well enough to remove potential barriers to students understanding of texts as well as to promote a longterm acquisition of the language of a content area (p. 160-161). Teachers want more knowledge about ways to teach vocabulary and concepts to adolescents, strategies that will provide adolescents with a deeper and richer entry into the content area of study, and strategies that will work in the classrooms of today. Intriguing Findings It is a noteworthy finding that the cultural and language diversity among students in the classrooms was not identified among the greatest challenges. The majority of teachers in this study were from diverse schools, and yet only two percent ranked this to be a challenge. Equally notable was the fact that state, district, and school standards, writing skills, and integrating technology were not identified among the greatest challenges. 16 Reading Horizons, 2004, 45, (1). Of all the findings, the most revealing was that provided by the drivers education teachers: whereas every other content-area group of teachers, albeit art, music, business, foreign language, etc. , ranked student motivation as the greatest challenge, they did not. This is not surprising as it supports the findings of this study as well as long standing research in the field, as cited in Marzano, 2003. The hypothesis being that when motivated, students strive to learn.

Womens Roles In The Canterbury Tales English Literature Essay

Womens Roles In The Canterbury Tales English Literature Essay Geoffrey Chaucers The Canterbury Tales has been thought to serve as a moral guidebook for the 1300s and years after. He exhibits in each story what is right and wrong and how one should live through the blunders of both men and women. However, the underlying message within the sub context of the tales is a jaded look at women and how they are the cause of the demise of men. While most readers have said a womans role in The Canterbury Tales was to break free from a mans dominance in a secretive inconspicuous manner, and maintain faithful and steadfast devotion and affection for a man and his decisions. A close and careful reading shows that instead womens strength and need to break free from mans dominance can eventually lead to the demise of the mans role in society. Michael Calbrese wrote in Chaucers Dorigen and Boccacios Female Voices, that man represents sensuality and error, while woman embodies reason, self-mastery, and the wisdom that inspires virtue and order. Women remind men of their better selves, and even, at times, make chaste brothers and friends out of sexual pursuers (Grady, 272). That being said, however, more of The Canterbury Tales actually points to how women are more destructive on men than helpful. More specifically, I assert that in the Knights Tale it can be demonstrated that women are corruptive. The Knights Tale appears to be a tale of chivalry and upstanding moral behavior to the average reader. However, the theme of the evil nature of women lingers below the presented storyline. In the story, Emily plays the part of the beautiful woman who captivates the hearts of two unsuspecting men and leads to the death of one. Those two men are cousins Arcite and Palamon, both knights who eventually duel for Emilys hand in matrimony. Arcite and Palamon begin the tale as the best of friends and then roommates in a jail cell that is to be shared for eternity because of crimes the two committed together. But with one look at Emily, the Palamon and Arcite start bickering impulsively and almost come to blows over a woman neither will ever be able to have, or so it seems. So, essentially one could argue that had Arcite and Palamon had never seen Emily, their relationship never would have been severed and the two would have upheld the promise they made to one another to forever remain friend s. Chaucers knack for irony revels itself when King Theseus releases Arcite from his life sentence but disallowed from ever coming back to Athens. Theseus claimed that if Arcite ever returned to Thebes. This upsets Arcite are great deal because he is doomed to never see Emily again. His broken heart causes him sickness as hes weakened by love and as readers we witness him slowly wither away. Once Arcite devises a plan to return to Thebes successfully, the potential of seeing Emily begins encouraging Arcite to get better. In the meantime, Palamon remains in captivity, rendered helpless due to his lifelong punishment in prison. He knows that he will never be able to talk to Emily and certainly not marry her because of his plight yet he. All he can do is watch her from a distance and admire her beauty, for Palamon though what little experiences he has with Emily are still worth living for. Despite being locked in jail, Arcite believes that Palamon is better off than he is, though, as he says: O dere cosin Palamon, quod he, Thyn is the victorie of this aventure Ful blisfully in prison maistow dure; In prison? Certes nay, but in paradys! Wel hath fortuen y-turned thee the dys, That hast the sighte of hir, and I thadsence. à ¢Ã¢â€š ¬Ã‚ ¦ But I, that am exyled and bareyne Of alle grace, and in so greet despeir, That ther nis erthe, water, fyr, ne eir, Ne creature, that of hem maked is, That may me helpe or doon confort in this: Wel oughte I sterve in wanhope and distresse; Farwel my lyf, my lust, and my gl adnesse! (58 60) Being unable to see Emily has caused him such anguish that he weeps constantly and contemplates killing himself so he wont have to feel this daily pain that appears to have no end. Arcite and Palamons distress occurs all because of a woman, that maintains no actual interest in either man nor realizes they even exist. Emily is not a typical female character her for her time we soon realize. She is sweet and very conscientious of the world around her. In an outlandish twist for a woman of The Canterbury Tales, she worships Diana and is content alone and doesnt ever want to be married much like that of her goddess wishes. Despite Emilys disinterest, Palamon and Arcite battle twice for Emilys love, this eventually leads to Arcites death. Even though Palamon, wins her by default, she still dismisses his love. He then commits himself to Emily faithfully for several years before she agrees to marry him, even though she still does not love him. This conclusion demonstrates that no one wins in The Knights Tale, but it is the two men who fight over the woman who lose the most. The general argument made by author Jill Mann in her work, Feminizing Chaucer: The Feminized Hero, the question Are women good or bad? is relentlessly turned back onto the sex that asks it and is transformed into What makes a good man?   I believe that although this may be true, more can be said about how the idea of the women is directly correlated to the man she is associated with. In conclusion, it might seem that despite whether the female has a passive or active attitude her actions will always be turned back onto the male at hand, therefore reinstating the belief that women are what creates or destroys a man. The Nuns Priests Tale is possibly the most notable depiction of a mans ruin due to the persuasion of a woman. This tale revolves around a rooster, Chauntercleer, that oddly enough can be seen as a symbolic representation of all men. He has seven wives but his favorite was Pertelote, and it is this female hen that brings about a great deal of trouble for Chauntercleer. One night Chauntercleer awakens suddenly from a terrible dream. Seeking comfort from Pertelot, he tells her about the dream which involves a wild, rampant dog with beady eyes coming after Chauntercleer with the intent to kill him. Rather than console Chauntercleer, she challenges his masculinity and states that no man of hers should be frightened of a dream. Offended by Pertelots reaction, Chauntercleer reminds her about the numerous times in history dreams have predicted the future and how non-believers suffered the consciences of not taking the appropriate precautions. Despite his reminder though, he dismisses his con cerns and says that Pertelot is probably right and so he goes off about his day not reflecting more about his dream. At this point, the nuns priest takes an aside from the story to tell the reader his own opinion on women but says that it is the belief of many men and not his own in an attempt to perhaps cover himself. In this aside he says: Wommennes counseils been ful ofte colde; Wommannes counseil broughte us first to wo, And made Adam fro paradys to go, Theras he was ful mery, and wel at ese. But for I noot to whom it mighte displese If I counseil of wommen wolde blame, Passe over, for I seyde it in my game. Rede auctours, wher they trete of swich matere, And what they seyn of wommen ye may here. Thise been the cokkes wordes, and nat myne; I can noon harm of no womman divyne. (438-442) The aside being included from a readers perspective could be construed as maybe Chaucer the authors own viewpoint on the situation. Since the nuns priest takes it upon himself to tell of the downfalls of men that have been brought about by women it reiterates the belief that can be gathered by the reader by spelling it out verbatim. Although as readers it is unnecessary for the nuns priest to have spelled it out so simply because he then shows yet another example of how this occurs, this signifies that this point is one that Chaucer wanted to be sure we gathered sufficiently. Had this not been a belief he had held, would he have spelled it out so plainly? Chauntecleer later is indeed attacked by a wolf and carried away to the woods to his certain doom before slipping away, proving the point that women are the downfall of men. If he had listened to himself and his own ideas instead of Pertelote, Chauntecleer would have been more cautious and would not have had the near-death encounter he did. Essentially the moral of the nuns priest tale can be parsed down to the idea that men should not listen to the beliefs of women because this will in due course lead to their death. As a final point, the prologue to the Wife of Baths Tale illustrates yet another type of woman of the era, this time in the effect of the story teller. The Wife of Bath demonstrates qualities that women of her time typically did not exude; she is a tough individual with a mind of her own and she refuses to allow society to dictate her actions. She intimidates her societal peers due to the strength she possesses. To undermine her strength however, Chaucer includes physical characteristics of the Wife of Bath that make her less than appealing; he crafts her physique so that she is toothless and ugly. She has also had five husbands over the span of a few short years and countless affairs, thus demonstrating that she breaks innocent mens hearts. At one point of the prologue, the Wife of Bath comments on marriage and women from a mans point of view: Thou lykenest wommanes love to helle, To bareyne lond, ther water may not dwelle. Thou lyknest is also to wilde fyr: The more it brenneth, th e more it hath desyr To consume everyt thing that brent wol be. Thous seyst right as wormes shende a tree, Right so a wyf destroyeth hir housebonde; This knowe they that been to wyves bonde. (5583-5602). The Wife of Baths constant blurring of gender roles seems to create a threat against many of the very masculine aspects of late medieval culture. Glenn Burger states in an article, the Wifes apparently successful and entrepreneurial role in wool Englishing and the growing centrality of people of her type in defining the English mainstream; and the ways that such newly emergent groups appropriated the identificatory strategies and patterns of discursive author of previous groups, such as the celibate clerisy and the aristocracy, in order to define their identities (193). In my view, Burger is right, because as a reader you get to experience the reaction of the male characters to her prologue. While she is boasting about her success and issuing her oration on her way of life, she gets cut off by the monk who tells her direction she is not of the authority to discuss such matters. If the Wife of Baths character was not meant to be seen as a threat, this interjection would be likely to h ave never happened. It can be believed that Chaucer intentionally included a strong female character in the tales to make a statement against self sufficient females. The monks interruption could convey Chaucer as a writers own insecurities and beliefs that the strong female individuals could eventually lead to the destruction of men because they could become marginalized by powerful women. Since the Wife of Bath goes through so many husbands as a device to uphold her own stability we do see where this belief could derive from. That being said, we as readers know that Chaucer and many of the other pilgrims find ways to dismiss her strength because of her use of husbandry. The Wife of Bath brings up many a valid point throughout the prologue but Chaucer voids her opinion because of her social class and looks, when in truth she is very wise. It is as if her intelligence is overshadowed by the fact that she has had five husbands and considered something of a whore. These three narrations that contain women who are thought of as having an evil-like quality, that always tempt and take from men, are not the sole example of how women aid to the downfall of men; almost every one of the tales told can been seen as commenting on this principle. They are depicted as untrustworthy, selfish and very vain throughout the collection of tales. Chaucer obviously has very opinionated views of the marriage and the opposite sex and expresses it very strongly in The Canterbury Tales. Simply put, would Chaucer have included these details in his tales if they were ones that did not coincide with his own personal belief system? Scholars will continue to debate over Chaucers use of gender in The Canterbury Tales because no one individual will ever be able to state what Chaucers true intent was, as readers and scholars we can simply postulate.