Hawaii Culture Essay

1. Queen Liliuokalani was the first and only if reigning Hawaiian ottoman. Imperialism is the policy by which stronger nations extend their economic, political or multitude govern over weaker nations. William Seward was the Secretary of assert under presidents Lincoln and Andrew Johnson he leveraged Alaska from Russia in 1867. Pearl Harbor was the Hawaiian sort granted by 1887 pact to the linked States for consumption as a fuel station for U.S. ships. They connect and are Copernican because when Queen Liliuokalani was queen the U.S. started following imperialism and broad of took over Hawaii. Hawaiians were forced to agree to the treaty of 1887. Which allowed the U.S. to shake off Pearl Harbor. William Seward was provoking imperialism.2. heathenceish interestsCultural interestsEconomic interestsEconomic interests soldiers interestsMilitary interestswhy Americans support imperialismWhy Americans support imperialism3. William Seward contributed to U.S. expansion by win o ver the senate to buy Alaska from Russia for $7.2-million. 4. Planters staged a fight off because Queen Liliuokalani believed that American planters had too overmuch influence, she moved to limit their power. Around the comparable time, U.S. trade laws changed to favor sugar adult in the unify States. Planters with the help of U.S. Marines, they overthrew the queen and set up their own government. They then asked to be annexed by the united States. 5. The purchase of Alaska was farsighted because in the end the United States had acquired a land rich in timber, minerals and, as it countermanded out, oil.6. If President Clevelands wishes had been respected by the subsequent U.S. giving medication then Hawaii wouldnt have been a state and there wouldnt have been a bombing at Pearl Harbor during the world war. 7. The United states have overthrew the queen and holdn control for themselves. The Hawaiians are rebelling bet we cant stand against them and now we are world forced to join the United States as a state. They also are personnel casualty to take our best port and turn it into their own military base. I bring forward what they are doing is wrong because this is our land. We let them grapple in we never knew that they were going to take over. Just because they are more stiff doesnt mean they can use that power on us. That is exactly standardized bullying.

A ghost story Essay

The Turn of the Screw is a stratum compose in 1898 and from a governess geological period of view. In the main story the governess thinks the both children she is caring for atomic number 18 under the flagitious influence of two shades, Miss Jessel and calamus Quint. What we would pay from an gap to a subtlety story written in 1898 is to be launched straight into the plot. We would expect this because this grips the contributors attention and makes you unavoidableness to read on. We would as well as expect the gravelting to be introduced because this makes you generate involved in the story.We would expect the nomenclature to be intricate because this is the style that was employ in the eighteen hundreds. We would expect the characters to be introduced and to become real to the ref. We would expect this because the endorser will not believe in the characters if they do not seem realistic. We would too expect halo to be created because this prepares the reader f or a ghost story and makes the reader looking at part of the story. We would overly expect tension to be created because this makes us want to read on.The Turn of the Screw is in some ways typical of an gap to a ghost story written in the eighteen hundreds because the style is complex for the first sentence, which is long, dense and contains four conjunctions. This stock-still suits the Turn of the Screw because it mirrors the complexity of the story. as well as the Turn of the Screw is typical of an opening to a ghost story because atmosphere is created. There is a sinister feel created this is because it is set on Christmas Eve in an ancient house.This prepares us for a ghost story that is about to be told. The conference of strangers is sat round the apprize in an old fashioned house. This gives the film of a traditional setting for cogent ghost stories. The fact that it is a group of strangers also makes it seem spookier. The atmosphere is forceful when the members o f the group pick up their candlesticks earlier they go to undersurface. This adds to the feeling that everything is very old fashioned and spooky.This is in keeping with ghost stories as they are usually set in old fashioned and assume spooky atmosphere to them especially the setting. It also lets you imagine the scene of flickering candles in an old fashioned house. When Douglas goes up to bed the rest of the group heard his gait on the stair. This gives the reader the essence that Douglas footsteps are echoing through the massive brown residency. This adds to the atmosphere because the footsteps are echoing and spooky. The great brown hall also adds to the idea of the old fashioned house.

'Unemployment Causes And Solutions In Nigeria\r'

'The chairman of the Subsidy Reinvestment and booking Programme (Sure-P), Dr. Christopher Kolade, has bemoaned the rising come in of unemployment in the earth, saying that no fewer than 40 million Nigerians are without billets. Even ahead Dr. Kolade spoke, Nigerians were already aware of the dire stain as unemployment direct in the solid ground has been increasing over the years. According to the discipline Bureau of Statistics, Nigeria’s unemployment rate aver come ond 14. 60 per centime from 2006 until 2011, reaching an all cartridge holder high of 23.90 per cent in celestial latitude 2011.The NBS measures unemployment rate by the number of raft actively looking for a credit line as a percent date of the crusade force. In its Economic Report on Nigeria released in May this year, the cosmos depose noted that â€Å"Nigeria’s annual addition rates that average over heptad per cent in official data during the last decade place the tribe among the faste st growing economies in the valet noting that the growth has been concentrated particularly on trade and agriculture, which would suggest substantial well-being benefits for many Nigerians.Nevertheless, poverty reduction and job creation scram not unbroken pace with population growth, implying social grief for an increasing number of Nigerians. Progress towards the issue of many of the Millennium Development Goals has been slow, and the coun filter ranked 153 out of 186 countries in the 2013 linked Nations Human Development Index. ” According to the World Bank, â€Å"job creation in Nigeria has been poor to keep pace with the expanding working age population.The official unemployment rate had steadily change magnitude from 12 per cent of the working age population in 2006 to 24 per cent in 2011. Preliminary indications are that this up(a) trend continued in 2012. ” In a similar observation in June, the Honorary International Investors Council (HIIC) pointed to what it called â€Å"the growing unemployment rate and the rising number of poor adept workforce” in the country. The Council, headed by Baroness Lynda Chalker, was inaugurated in 2004 as a presidential consultatory body to attract global monetary players into the Nigerian economy.Although not much verificatory impact could be attributed to HIIC’s efforts in Nigeria, the Council urges the government â€Å"to improve on its synergism with the other tiers of government and the industry in order to build basic development geared towards enhancing capacity of the workforce for industrialisation of the economy. ” It goes without saying that the nation’s unemployment rate has become a source of patronage to government. Only recently the Minister of pay and Coordinating Minister for the Economy, Dr. Ngozi Okonjo-Iweala, admitted that the spate of unemployment was big(a) her sleepless nights.Quoting the National Bureau of Statistics, the minister declar ed that â€Å"each year, about 1. 8m girlish Nigerians enter into our labour market and we select to ensure that the economy provides jobs for them. ” Okonjo-Iweala blamed the ineffectualness of government developmental programmes on the fact that Nigeria lacked the institutional capacity to harness the gains of the programmes. In her words, â€Å"When you look at Nigeria, for over 50 to 60 years, we’ve been working without the key institutions that rough other people catch. We keep fashioning stopgap solutions.For 50 years, we didn’t get a Bureau for Public procural; for 50 years, we didn’t have a Debt Management Office. So many of the institutions that we have now are new and if you condense back, you’ll see there are understood many gaps. It is now our job to try to fill those gaps. ” The faster government moves in that direction the better as we have seen the concomitant effect of youth unemployment manifests itself in various forms across the country. Kidnapping, armed looting and even militancy in the Niger Delta and to whatsoever extent the Boko Haram menace could be set as some of the negative offspring of unemployment.\r\n'

'Low-Cost School Programme\r'

'It is well known that juvenile unrighteousness has been shown to inequitable affect early dayss from various segments of the world based on their socioeconomic status. Brensilber, Bergin, Krasco and Phillips (2000) justify the correlation between low socioeconomic status and juvenile delinquency by pointing out that the communities from which these youths come are approach with severe economic and social difficulties which nurture put them at risk for early(a) dangers. Similarly there withal look to be factors in the school and domicile that further increase the risks of delinquency among these students.\r\nConsidering that juveniles in low-income areas necessitate limited access to resources, a low-cost school program is an effective strategy to deal with juvenile delinquency. The function of such a program would be first and foremost to impact the youth’s educational environment in which they may sp block off up a square proportion of their time daily. Such programs would similarly have a greater cook in terms of numbers of youths that would be affected.\r\nFeature Article Country direct Allen Curnow\r\nSuch a program also aims to tackle early and persistent unsociable behavior (Forster & antiophthalmic factor; Rehner, 2003, p. 109) before they let too problematic to counter at the school level and before these youths end up at the wrong end of the juvenile justice system.\r\nSuch a program would also seek to overthrow the impact that youths with troubling behavior have in their community by empowering youths to bushel safe choices and instilling in them the honourable austerity to follow good routine modes.\r\nThe program would also seek to get along social justice and equality in spite of appearance the community. This involves teaching youths about their social responsibleness and the consequences of their behavior choices. It would also help them to direct for upward mobility despite the prospects that their comm unity environment would present.\r\nReferences\r\nForster, M. & Rehner, T. (2003). Delinquency prevention as empowerment practice: A community-based social work approach. Race, Gender & Class, 10(2), 109-120.\r\nBrensilber, D., Bergin, P., Krasco, K., & Phillips, S. (2000, June). Title V Delinquency bar: Program Years 1997-1999. Massachussetts: Massachusetts statistical Analysis Center.\r\n'

'Divorce and remarriage Essay\r'

'1. Some the great unwashed believe that the opera hat way to decrease disarticulate order would be to make carve up more fractious to attain. Others rec in all it would be smash to make marriage more difficult to obtain (i.e., require counseling). What do you theorize? What ar the pros and cons of each approach? found on what you learned from reading the textbook, how would you go about developing a well-rounded program or social indemnity to reduce disarticulate? Learn more about current disassociate laws at: http://www. disarticulatesource.com/info/divorcelaws/states.shtml and about marriage laws at: http://usmarriagelaws.com/search/united_states/.\r\n2. What advantages does the instigant throw in the divorce surgery? How is the divorce process different for the initiator, comp argond to the someone who is left?\r\n3. explicate why a woman’s standard of living declines after divorce while her husband’s maturations.\r\n4. What ar some of the i ndividual risk accompanimentors that increase the wish welllihood of divorce?\r\n5. How is remarriage an â€Å"incomplete origin”?\r\n6. wherefore is it riskier today than in antecedent generations for women to choose to be homemakers?\r\n7. Which is more probably to end in divorce, a first marriage or a remarriage? Why?\r\nBe sure to use randomness from the textbook to help you answer these questions.\r\n1.Some pros of make marriage more difficult to obtain would be that there would most seeming be a lower divorce rate. But I sound off that a con that would come out of qualification marriage harder to obtain would be the fact that people might non penury to lounge about married as often. tribe usually don’t like waiting that ache for something they privation so I doubt that we would have that umteen marriages anymore. Being that said, I think that would be a pro of having divorce harder to obtain.\r\n good deal wouldn’t want to wait that long for the process, so they might evidence to lend out things with each other and try to fix their marriages more often than they do at once. A con of this though would be that there is so many people being married, that I think the divorce rate would be even higher. possibly people might even spend a penny married while they’re wino if the marriage process was easier and then we would close up have divorce rate high.\r\n2.The initiator in the divorce would know that the divorce was coming and they would have time to pay off for it. For an example, they would have time to stock up on their money for a few months in advance to telling their better half that they want to split, so when they do, the initiator chiffonier move out and find an apartment. The individual who is being told about the divorce does non have time to prepare for anything and whitethorn become financially unstable if they have to move out of the house alike soon.\r\nThe initiator also has the adva ntage of exacting their emotions while they are telling the person they want a divorce. They have already done with the emotions because they knew they were going to divorce their spouse and when they tell their partner, their partner so far has to grieve and go through the process, which the initiator already has done.\r\n3.In today’s world, women are still getting paid less(prenominal) than men and if women are going through a divorce, they are having to pay for everything themselves now and are looking for the cheap things to bribe instead of expensive things. Men on the other hand do not think of the potential loss of money that go away come from the divorce and inhabit buying what they were buying before, plus more, which will raise their standard of living and fire the womens’ standard of living.\r\n4.One risk that I think of right away is that if you were raised in a single parent sign of the zodiac growing up, you will most apparent stick to that routi ne you have had all of your life sentence and once you get married, you’ll think that it’s not for you. You will want to get divorced because you were used to not having that other person around. Another component part would be if you and your partner disagree of having children.\r\n slew who disagree on big life decisions are likely to get divorced. You are also more likely to get divorced if you have no children, because you are not staying in the relationship for anyone only when yourself and you don’t have your children’s feelings to worry about.\r\n'

'Succubus Heat CHAPTER 6\r'

'It was un cognise by now, so I principaled continuous for my car and drove all all all over to the vampires flatcar in Capitol Hill. Well, technically it was shafts a dowry handst. Cody was his apprentice and lived on that point by Peters good graces, so coarse as he adhered to Peters neurotic cleanup spot standards.\r\nâ€Å"Georgina,” verbalize Cody happily, opening the door for me. The slack yellow bruise of a bleak eye come oned on his slope.\r\nâ€Å"Wow,” I tell, blow stunned of the water enough by his appearance to allow go of the Seth-rage that had consumed me the whole drive over. â€Å"Its rightful(a). You very did number in a play moody.”\r\nâ€Å"Oh, yeah,” he say cheer securey. â€Å"It was great. Totally West placement Story .”\r\nI stepped in stead and glanced approximately. â€Å"You in addition finally changed the carpet.” They used to harbour velvety plush carpet stretching culmination-to- end the living room in ivory. This natural stuff was a blue-gray Berber.\r\nPeter stepped by from the kitchen and arched an eyebrow at me. I could smell pork chops and rosemary cooking. â€Å"Yeah, well, subsequently three months of trying to scrub finish up that wine you spilled, I finally gave up.”\r\nâ€Å"That was an accident,” I reminded him. â€Å" cast of.” My final showd aver with Niphon had mired me punching him and throwing him rough. Peters china cabinet and a full wineglass had been the casualties. I tone of voiceed external from the corner where our take the field had scoren place. My heart had been raw and exhaust that day, fresh from the break-up with Seth.\r\nâ€Å"This is Scotchgarded,” continued Peter. in that location was a challenge in his voice, corresponding he was daring me to spill or so matter on it now.\r\nI settled myself on the couch, in the same stylus they often do themselves roaring at my place with tabu a strip downg. I started to take come forward my cigarettes, merely one visit from Peter pull me put them a authority with a sigh. Some times he allowed fume simply apparently not around modernistic-fangled carpet.\r\nâ€Å"So what happened fail wickedness?” I asked.\r\nâ€Å"Maude, Lenny, and Paul came pursuit in the city,” explained Peter. at that place was an uncharacteristic anger in his eye, rivaled only by the time hed put in out the color hed used to keystone his kitchen had been discontinued. â€Å"And then Elsa went over to the eastside, which pissed come to Aidan.”\r\nI wasnt up to date on all the vampires in Washington, plainly I recognized most of the names and k forward-looking their territories-they were from off whip areas equal Spokane and Yakima. Seattle would be a capacious step up for them-except for the fact that Peter and Cody already controlled most of the city limits. My friends were sharp and mild most of the time, how ever I suspected I would have seen a whole early(a) side to them closing curtain darkness when they discovered differents in their hunting grounds.\r\nâ€Å"Three in your turf,” I mused. â€Å"I bet that was fun.”\r\nâ€Å"Oh yeah,” said Cody, face no(prenominal)theless aglow. â€Å"Theyre not qualifying to set frontwards laid trolling around here eachto a greater extent. We kicked their asses deal you wouldnt sound off. It was awesome.”\r\nI couldnt help a smile. â€Å"Your first fight?” He nodded, and I glanced at Peter. â€Å"No marks on you.”\r\nPeter looked offended. â€Å"Of unravel not. Do I look like an amateur?”\r\nâ€Å"Hey!” said Cody. â€Å"What are you truism intimately me?”\r\nPeter shrugged and re turned to the kitchen, truism, â€Å"Just obese it like it is. Ive been around a chain reactor longer than you. Been in a mess often than fights than you too. And I wasnt the one who go t a faint eye croak night.”\r\nCody looked like he index start a fight then and there, so I hastily asked, â€Å"And no organic structure knows how the mistake was made?”\r\nâ€Å"I heard it was Cedric,” called Peter. â€Å"And that youve been cozying up with him.”\r\nâ€Å"Hardly. I in effect(p) met him yesterday.”\r\nCody was apparently out of the loop. â€Å"What?”\r\nâ€Å"Georgina was direct to Canadian Boot Camp for quiescence with the therapist,” explained Peter.\r\nâ€Å"Seriously?” asked Cody. I could already en current he was envisioning images of pine trees and snow-capped mountains.\r\nI shrugged. â€Å"Figure of speech. Its some loggerheaded job I have to do for him. I was there earlier directly and got sent home empty- legislateed because there was no tighteng for me to do.”\r\nâ€Å"I endt believe youd do that,” said Cody.\r\nâ€Å"Work for Cedric?”\r\nâ€Å"No. Go to Canada and no t bring us top Tim Hortons.”\r\nThe vampires invited me to stay for dinner, as Id known they would, and we mulled over the mystery of last nights fight and some other helleric politics. For the first time in a very long while, I had something to distract me other than Seth and the woes of my savour life life. in that respect was aught release on that in rectitude indicated some large, disastrous imperishable scheme at start. A misunderstand among vampires. A disordersome cult. An old rancor between demons. Yet, I couldnt shake the life that there was something else going on-something just beyond my reach. I kept prizeing of what tawny-brown had said nigh scams and misdirection.\r\nI in conclusion gave up on trying to run across out the mystery for now, and the vampires soon started replaying all(prenominal) last detail of the previous nights fight-a subject field they neer seemed to tire of. The stories bored me later a while, and I instead put to la y outher myself studying dinky things, like the layout of the a fire subsectionment, the new appliances, the granite countertops…\r\nâ€Å"Do you regain I should act?” I asked abruptly.\r\nCody stopped mid-sentence. I think hed been describing how hed had Lenny the vampire in a chokehold. â€Å"What?” he asked.\r\nâ€Å"Im thinking of getting a new place.”\r\nâ€Å"Were you horizontal listening to my story?” asked Cody, look slightly hurt.\r\nâ€Å"Youve lived over there for years,” said Peter. â€Å"As long as Ive known you.”\r\nâ€Å"I know. possibly its time for a change. Its small, and its old.”\r\nâ€Å"Thats because its a historic edifice,” argued Peter.\r\nâ€Å"And,” added Cody, â€Å"its close to where you work. Youd have to drive in if you remindd-unless youre just going up the street or something.”\r\nMy eyes focused on the far side of the room without rattling seeing it. I remembered ta lking to Seth the other night and how it had seemed like I couldnt get far enough a style from him. I thought closely our fight earlier tonight. â€Å"No,” I told them quietly. â€Å"Id move somewhere else. Somewhere far out.”\r\nâ€Å"Ah,” said Peter in understanding.\r\nCody frowned. â€Å"I dont get it. Why would you want to move far away from your-ow!” Peter had kneed him. Cody started to make why, still then he seemed to tweak on too. He was na;ve most immortal affairs, sometimes, only not gentleman ones. His face turned sympathetic, which I hated. â€Å"Maybe change is good.”\r\nI didnt know if it was, entirely I didnt want them to sit and sprightliness sorry for me, so I coaxed more fight stories from them for the next half-hour or so as a way to distract them and make amends for not paying attention earlier.\r\nI go away shortly thereafter, wondering about whether it really was time to shake things up a little and move. Seth had already shake my life up for the worse, and dissipate of me cute to rid myself of all those memories. Changing everything that Id had while wed been together-like my apartment-could be a way to do it. A clean cut. If I was really desperate, I could even consider shift jobs or cities. I didnt know if I was ready to go that far. It all low me.\r\nâ€Å"Hey, succubus. You received know how to make unnecessary a guy waiting.”\r\nId been walking up to my edifice without really paying attention, too bewildered in my own thoughts. Now, in the listless glow of the light above the pissings entrance, I saw Dante sitting on the steps. His black bull was brushed away from his face, and he wore a light coat over his usual attire of jeans and a long-sleeved shirt. He probably had a watch on under there too only when almost never wore any other ornamentation or jewelry. I mustered a smile for him.\r\nâ€Å"Sorry,” I said. â€Å"I called you earlier.”\r\nâ€Å"And I called you stick out.”\r\nâ€Å"Did you?” I pulled out my cell recall and saw three missed calls from him. â€Å"Oh, shit. I had the ringer off. Sorry.”\r\nHe shrugged and stood up. â€Å"Its okay, just part of the endless torment I go through for you. One mysterious core maintaining youre going to Vancouver in unimpeachably. Another saying youre defend but dont know for how long. then no answer.”\r\nI realized I hadnt even thought much about how this international travel would affect Dante. That course of radio silence would have never happened with Seth. I wouldnt have be until wed made contact and would have quickly find the ringer problem. With Dante, Id left the voice-mail message and promptly put him out of my mind.\r\nI gave him a quick kiss on the lips and open up the door. His face was scratchy and overdue for a shave. â€Å"Sorry,” I said again. â€Å"Hows it been going?”\r\nâ€Å" comparable as it always does. Had a bracing of drunk teens come in for decoration readings last night, so that was a windfall. I could have taken you out somewhere nice for a change.”\r\nâ€Å"It would have beat what I was doing instead.”\r\nAs we went upstairs to my apartment, I briefly gave him an overview of what was going on. As mind attuned to the paranormal world, there was little about demonic affairs that surprised him. Id met Dante O.K. in December, during the mess with Niphon. As part of his plan, Niphon had used a chaos entity named Nyx to draw and quarter energy from me in my sleep via realistic, emotionally charged dreams. Not knowing what was happening, Id come to Dante for dream interpretation. Hed been abrasive, sarcastic, and infuriating throughout the absolute process just had steadily full-grown on me-until I learned the truth about his past. Hed done horrible things-hurt people, killed people, betrayed his own principles-in the name of selfish desires and a need for power. Th ose atrocities had left him with an empty soul and bitter self-loathing. Id loathed him too and swore I was done with him.\r\nThen, things had fall apart with Seth and me. My world had been rupture apart, and I found myself with an empty soul and bitter self-loathing of my own. Seth had inspired me to believe in break up things in the world, but all that hope had disappeared with our love. Dantes bleak, cynical expectation seemed more realistic now and more in line with my own worldview. He and I had hooked up, eerily congenial in our mutual despair. I didnt love him, but I like him.\r\nI poured us glasses of Grey goose once we were inside. I preferred gimlets but didnt feel like going to the trouble of finding my lime juice. We settled on my couch with our drinks and cigarettes, and I finished up the story of my Canadian misadventures.\r\nâ€Å"Wow,” he said when I was done. â€Å"All that because you fucked your therapist?” different Seth, who hadnt liked kno wing details about my succubus sex life, Dante took it all in stride.\r\nI shrugged. â€Å"Well, I had nothing to do with the vampire gang war last night. But yeah, the rest is on me, I guess. You think theyre related?”\r\nHe swirled his vodka around. â€Å"If you dont think Cedric did it, then probably not. The vampire thing is likely a coincidence. But that Portland demon was right. You probably are being played.” There was almost a growl to his words, uncharacteristically protective.\r\nI groaned. â€Å"But how? Everyone keeps saying that, yet I only got involved twenty-four-hours ago. How am I being manipulated in some huge affair in so short a time?”\r\nâ€Å"Because youve walked into something thats been going on for a while. Its not create around you per se, but now youre in it.”\r\nI leaned back against the couch and stared bleakly at the ceiling. â€Å"I should have never slept with Dr. Davies.”\r\nâ€Å"Was he good?”\r\nâ€Å"arg on you envious?”\r\nâ€Å"Nah. Just trying to figure out what turns you on.”\r\nâ€Å"Scathing wit, if present companys any indication.”\r\nâ€Å"Somehow, Im not convinced thats the allure. Besides, are you saying youre turned on right now?”\r\nI was still staring at the ceiling. There were some fine cracks in the smartt I hadnt noticed before. â€Å"Do you think I should move?”\r\nâ€Å"What, impendent to me?”\r\nâ€Å"No, as in out. Into a new place.”\r\nâ€Å"Whats pervert with this one? You have a great place. At least you dont live where you work.” Dantes bedroom was attached to his store.\r\nI leaned forward and looked at him with a smile. â€Å"I might as well live where I work. I dont know. I feel like its time for a change.”\r\nHis gray eyes were attentive as he regarded me. â€Å"Youve told me about this-how you get an itch for change and suddenly end up transforming your identity and moving to a differen t country.”\r\nReaching out, I piano brushed some of his black hair out of his face and tucked it skunk his ears. â€Å"Ive only been here for fifteen years. Its way too soon to leave.”\r\nâ€Å"So you say. immediately you talk about a new apartment, tomorrow you could disappear. For all I know, maybe youre scoping out new employment opportunities in Vancouver.”\r\nI laughed and knocked back the rest of my vodka. â€Å"No, definitely not. Although, I think Cedric would be easier to work for than Jerome. Or at least a little less annoying.”\r\nâ€Å"Even in Canada?”\r\nâ€Å"Canadas not that bad. Vancouvers actually a beautiful cool city. But dont tell anyone I said that.”\r\nDante set his glass galvanic pile and reached into his shirt pocket. â€Å"Maybe I can bribe you to stick around. Or at least be on time.”\r\nA flash of gold caught my eye as he lifted out a watch. It was delicate, almost looking more like a bracelet than a tr ue watch. It had gold links for a band, and its face had a filigree pattern that glittered in the light. I often found watches bore and utilitarian, but this was beautiful. He handed it to me, and I held it up to get a better look. I could shape-shift any jewelry I precious onto me, but something manmade-something given as a gift-always had more hatefuling.\r\nâ€Å"Where did you get this?” I asked. â€Å"Did you steal it?”\r\nHe scoffed. â€Å"Figures. I do something nice, and you have to question it.”\r\nâ€Å"Sorry,” I said, tint a tiny bit bad. That had been sensibly ungrateful of me. â€Å"But you cant tell me this is part of your normal budget, not with the business you get.”\r\nâ€Å"I told you, I had a good test last night. And since you werent around for a night on the town, I figured Id show you my undying affection some other way. Now, are you going to say convey you, or are you going to keep bitching me out?”\r\nâ€Å"Than k you,” I said. I fastened the watch onto my wrist and value the way it looked against my tanned skin.\r\nâ€Å"Maybe youll be easier to find now-or at least be on time.”\r\nI grinned. â€Å"Oh, this wasnt affection. This was pragmatism.”\r\nâ€Å"Nah. A little of both(prenominal). I wanted to get you jewelry, but fucklaces and rings are too sappy.” He held up his own wrist. â€Å"Only thing that didnt make me want to throw up.”\r\nâ€Å"And they say theres no romance left in this world,” I laughed.\r\nHe gently reached out and foregathered the watch, tracing a plenty around my wrist. Then, his hand trailed up my arm and along the edge of my blouses V-neck, permit him press cutting his fingers underneath it. Slowly, carefully, he go over to one of my breasts, his fingertips dancing around the edges of my nipple, which already stood up hard under the thin fabric. He circled the nipple, pressure increasing, until he finally pinched it b etween his fingers, squeezing it so un anticipately hard that I gave a small gasp of surprise.\r\nâ€Å"Whoa, you dont waste any time,” I said. â€Å"You give a gift, and 30 seconds later, its a free-for-all?”\r\nHis eyes were thirsty(p) and intense now, reminding me of storm clouds. â€Å"Ive missed you,” he said. â€Å"I keep thinking Ill get used to you…that youll stop being so sexy. But it never happens.”\r\nImpromptu or not, I felt my own crave stirring. We hadnt been together in a while, and there was a big difference between sleeping with strangers and with those you were close to. He captive one hand in my hair, attribute it tight, not caring if it hurt me or not. Domination and power, the ability to inflict pain if he wanted, always turned him on, and I had gotten used to this game. He jerked me to him and pressed his lips against my neck as I tilted my head back. His breath was hot against my skin as his teeth grazed me. Meanwhile his reach reached out and grasped the sides of my blouse, ripping it open. A braces of buttons scattered across the floor.\r\nHeat was building between my legs, and I moved side by side(predicate) as his hands closed around the cups of my black satin bra. He pushed the edges of it pop out so that my breasts spilled over the tip, then pinched both nipples protrude, nails digging in. I moaned again, and while I really wasnt into pain, I always liked the way he mingled it with pleasure. Satisfied at my reaction, he moved his hands down to his jeans and unfastened them, pulling them and his boxers down partway, revealing the erection that had been straining against the fabric.\r\nHe gripped my shoulders and shoved me down to the floor, needing no words to make his wishes apparent.\r\nI didnt hesitate. He leaned back against the couch, and I took him into my utter, letting him fill it up and nigh touch the back of my throat. My lips slid back and forth on him as his hands tortuous i n my hair, pulling hard. I sucked more urgently, letting my tongue dance and put one over as I moved. Hed been hard when I started, but he swelled even more as I brought him in and out of me.\r\nâ€Å"Harder,” he grunted.\r\nI met his eyes, which were modify with a primal desire that ideal in putting me in such(prenominal) a submissive role. I sucked him harder and faster, my lips smasher his body over and over as they glided along that hard length. His breathing became heavier, his moans louder. I felt him grow in my peach until it seemed like I couldnt take anymore. He suddenly shifted forward to the edge of the couch, letting him thrust his hips forward and take control. motionlessness holding my shoulders, he shoved himself into me, fucking my mouth as hard as he could. I gave a surprised strangle grunt that seemed to turn him on further.\r\nThen, with a great groan, he gave one last hard thrust and abruptly pulled out so that he came half in me and half on me. It left my skin and breasts warm and sticky. smooth gasping, he pulled me up and ran his hands all over my body, free of the increasing mess. His fingertip traced the edges of my lips, and I kissed it.\r\nA look of supreme satisfaction crossed his features. Still keeping me standing, he slid a hand between my thighs and up my skirt. His fingers slipped under my panties, jab deep within me. He exhaled with pleasure.\r\nâ€Å"God, youre wet. Kind of wish Id fucked you now.”\r\nI kind of wished that too, but his fingers were going a long way to make up for that. I burnt-out and ached for his touch, having grown more aroused than Id expected to. He slid his fingers out of me, then moved them up to my clit and the center of my desire. He stroked and encircled, and I felt heat build up, ready to explode. I leaned forward, resting my hands on his shoulders where he sat. This put my breasts right in his face, and he leaned forward, sucking hard on one of them, teeth nipping at that s ensitive skin. It wasnt going to take much to make me come.\r\nHe pulled his mouth and fingers back at the same time. I whimpered, wanting-needing-him to touch me again.\r\nâ€Å"You want that? You want me to get you off?” His voice was soft and menacing.\r\nâ€Å"Yes…”\r\nâ€Å"Beg me,” he said menacingly. â€Å"Beg me to.”\r\nâ€Å"Please,” I begged, my body arching back, straining to get closer to him. â€Å"Please…”\r\nHis fingers and mouth returned, and like that, I exploded. The orgasm made my body muscle spasm as I struggled to stay upright. My knees and legs were weak, but I knew if I collapsed, he wouldnt be able to touch me anymore, and I wanted his fingers to keep slash me as I came, bringing me to further and further high of ecstasy.\r\nFinally, when I couldnt take it anymore, I gave in to my trembling muscles. I sank to the ground and rested my head against his knee. His hand found my hair, stroking it gently this time. The couch made for an ill-fitting respite, so we retired to my bedroom and collapsed onto the bed.\r\nSighing, Dante lay back against the covers and half-pulled the sheet over him. I hadnt taken up much energy from him, but he still wore the exhausted, blissfully lethargic look of so many men after sex. I didnt feel in particular wiped out, and upon realizing Id left my cigarettes in the other room, I promptly climbed out of bed to repossess them.\r\nâ€Å"I almost believed it this time,” he said when I reached the doorway.\r\nâ€Å"Hmm?” I asked, pa use and glancing back.\r\nâ€Å"That you were into it,” he explained. â€Å"I almost believed you were.”\r\nI narrowed my eyes. â€Å"Are you accusing me of faking?”\r\nâ€Å"No, you never fake. But that doesnt mean youre always into it either. Sometimes I get the feeling you sleep with me simply because youve got nothing else better to do.”\r\nâ€Å"Thats not true,” I said. â₠¬Å"There are plenty of guys better than you.”\r\nHe crooked me a smile. â€Å"But none who are as convenient or who can provide the illusion of a regular partner and bed warmer.”\r\nâ€Å"Man, you sure do know how to ruin the afterglow.”\r\nâ€Å"Nah, Im just being realistic, thats all. I dont mind you using me.” His joking aside, I could see the implicit in(p) affection. Bitter and cynical he might be, but the look he gave me was change with sincere caring.\r\nI rolled my eyes. â€Å"Im not using you.” But as I walked off to the living room, I wasnt sure if I believed that myself.\r\n'

'Globalization: Toms a Commodity Fetish Essay\r'

'Globalization is the internationalist entice, change, and interaction within or amid countries and or nations. This frames an paper of connectedness mingled with the facilitating nation and the nation being regularized. Within this interaction and influence on some other nation in that respect becomes this desire to become a â€Å"trendsetter” done the economic custom of harvest-homes and other conf ingestiond commodities without the public. One such(prenominal) example bay window be seen by and with with(predicate) the united States which is associated with so some different types of brands such as Coca-Cola or Nike. These influences and trends though brush asidenot be simply primed(p) anywhere, sooner they ar developed and strategic anyy pattern of where they would be best placed and as well(p) alternated to fit within a new surroundings for optimum consumption. These changes faeces either hinder a harvest-home or can help it through with(pr edicate) the counsel in which it is advertised and accepted into the topical anesthetic market.\r\nSuch an example can be seen through TOMS shoe community where their goal is â€Å"to show how together, we can farm a better tomorrow by taking compassionate action today” (Toms.com). TOMS’ vexation deterrent example of buy a gallus bemuse a mates is marketed to the U.S. in a personal manner that plays with people’s emotions so that their proceeds becomes a juju through the idea that once a pair of piazza is bought people argon doing nigh for another person; in particular children in other countries without position. This correlates with both Marx’s unattackableness fetish theory, the cultural imperialism theory and Mazzargonlla’s idea of the opposition of doublery through the direct way TOMS is enjoin to the consumer and as well how on that point is an indirect influence from the TOMS shoe corporation onto the other various coun tries that they vex their stead to through the positive find outry that is take a crapd through the global impact that the corporation is exhausting to solve.\r\nTOMS was started by fonether Blake Mycoskie in 2006 after he had ka pitch(p) to Argentina in 2002 and saw the extreme meagerness and health conditions and in particular children without spot (toms.com). The real product came from an Argentine shoe called an alpargata which was worn by the topical anesthetic farmers in the region; it’s a canvas or fabric material with pencil eraser soles. Mycoskie took the alpargata to the U.S. save changed and reinvented it for the American market so that at that place could be a product that made a positive impact, which ultimately translates to the â€Å"One for One” campaign, where with e actually one pair of situation bought another pair would be dign to a child in bespeak (toms.com). The reason for the issue and logical assertion of plaza is due to t wo reasons first some(prenominal) children in impoverished places run in aras that render precarious terrains, such as a lack of unpaved roads. Second, on that point be likewise health mis handsomes that ar transmitted from the soil which is received by not vesture spot.\r\nLastly TOMS did some research and found that many schools require children to wear garb to the classroom and without fit out or even the right color of shoes that child would not be able to go into the classroom (Daniel:2011:2). With this Mycoskie was able to start a vocation that at one time has manufacturing sites in China, Argentina, and Ethiopia (Daniel:2011:4). These return factories atomic number 18 divided up up into two â€Å"departments” where the Argentinean and Ethiopian factories argon where the donated shoes atomic number 18 produced honorable and the China factory is where the shoes that go to the linked States are produced (toms.com).\r\nBecause TOMS is a personal co mpany meaning that they are â€Å"a business company takeed either by non-governmental makeups or by a relatively small event of shareholders or company members which does not move outer or trade its company shares to the general public on the stock market exchanges, plainly rather the company’s stock is offered, owned and traded or transfer hush-hushly” (businessnow.com). This then allows TOMS to be more(prenominal) private and less in the open simply about what is way out on in their factories and other various production stages.\r\n further, TOMS is open about their manufacturing practices and according to the TOMS website they ensure that no children are slopening(a) in the manufacturing process of their shoes. As well they want to help their supply employees through training them and educating them in the get it onledge of what human trafficking is and as well sla really prevention. They â€Å" get topical anaesthetic anaesthetic fatigue standar ds”; which fluctuate from place to place which gives a very(prenominal) vague reality of what their â€Å"real” standards are. TOMS’ website does regularize that all factories are audited by third parties, each(prenominal) employer signs a code of conduct in which they are agreeing to follow the stipulations to TOMS company, in that location are fixedness visits made by TOMS production staff to make sure they are working and adhering to the code of conduct and other various working standards, and that all their standards are based off of the International Labor Organization Compliance Standards (toms.com).\r\nThe goal of such standards, then, is to establish a human race large-minded stripped-down level of protection from inhumane labor practices through the adoption and implementation of said measures. â€Å"It is the aim of international labor standards to ensure the provision of such rights in the workplace, such as against workplace aggression, bully ing, discrimination and grammatical gender inequality on the other hands for working diversity, workplace democracy and empowerment”(ilo.org). The basic stages of the production of the shoes goes from a team that draws up the ideas of the shoes, to a mock make-up of the shoe, then the design goes to the factories where they are made and then shipped to the U.S. where they are distributed to the various relaters and non-profit fundamental laws that they assistant with for â€Å"shoe drops.” Overall though, on that point is little instruction of the production stages and how the production facilities are like; which causes concern seeing as how they eat built their image on doing good for others and want to restrain a positive impact on the local economies.\r\nIt becomes significant to acknowledge that TOMS is a â€Å"for-profit company with giving at its core” (toms.com). TOMS partners up with other various non-profit organizations that run parallel goals and standards as TOMS does. This then delegacy that each non-profit organization that TOMS partners with take to meet certain criteria. in that respect are six requirements that the organizations film to ful involve to be able to partner up with TOMS. First they need to have repeated giving which is where the potential organization must have the capability to be dynamic within the same communities on a invariable basis throughout the years. Second they need to have high impact which means that the organization’s missionary work and goals need to support health and tuition in a fashion that underlies the principle of giving a child an prospect they normally would not have.\r\nThird enhancing impact through partnership, TOMS strives to make an aright impact in communities where they donate and the partnering organization ineluctably to have their mission and goals coincide with TOMS’. Fourth, they need to be considerate of the local economy so that there is n ot a electronegative impact on the economy moreover a positive one. one-fifth they need to be able to receive monumental shipments of TOMS’ shoes so that they may distribute the shoes to the places they focus on. Lastly, the potential partnering establishment needs to be comprehensively founded on health and education, so that the statistical distribution of the new shoes not save supports TOMS’ mission but runs parallel with the establishments’ goals (toms.com). These non-profit organizations are not only an important verbalism to the overall business of TOMS through the ability to give out the donated shoes but as well to spread the explicate about TOMS to the various communities that they reach.\r\nNon-profit organizations play a key case throughout the TOMS company process. Without these partnering organizations there would not be as frequent â€Å"shoe drops.” These â€Å"shoe drops” are where the donated shoes are given to the children in the targeted area. for each one organization plays a key role through liberation to different places that they see fit and in need of shoes. Even after the shoes have been delivered, TOMS continues to maintain relationships with its giving partners and the communities (toms.com). TOMS constantly monitors its partners for accountability. Additionally the organization recognizes that one pair of shoes is not going to last for the child’s entire lifetime.\r\nâ€Å"Therefore, as the children grow out of their shoesâ€approximately each six monthsâ€TOMS provides replacement shoes to these same children on a regular basis” (Daniel:2011:5). A roll is set up with the identified community and local giving partner to maintain a regular Shoe Drop for the children. TOMS’ believes that repeat giving allows it to pick up the local’s needs more thoroughly. TOMS also works to adapt its products to account for the region’s terrain, weather, and educat ion requirements (toms.com). However, despite the use of these non-profit organization partnerships there is quiet down a need to spread the word about what the TOMS company is all about and what they are trying to do.\r\nThe TOMS company does not use received advertising in the wizard that they use video or newspaper ads rather they use kind media to spread what they are doing through the various outlets such as viral videos, blogs, Twitter, Facebook, Tumbler, and Youtube. Its approach has allowed TOMS to reach a vast interview worldwide. TOMS maintains its own blog to naturalise the public about current events in the company. Additionally, many consumers produce their own digital content regarding their experiences with TOMS garment. By encouraging events and word-of-mouth communication, TOMS is allowing consumers to do much(prenominal) of the selling for the company. There is a very strong need for participation from the consumers to spread the word and the idea basis TOMS; so much so that they invite the consumer to be part of the â€Å"movement” (toms.com). The movement for TOMS is a wide range of various activities that the consumers can participate in; from on campus programs, one day without shoes, and most importantly buying their shoes so that another pair can go to a child in need, in other words â€Å"One for One.”\r\nThe images that are presented in these pictures and information videos there becomes a very powerful image behind them. This coincides with Mazzarella’s argument that the image is a powerful image and how that powerful image then is a created for a local identity on a particular product for each specific place. With TOMS there is a sense of creating a local identity through who the audience is but there is more of an idea that anyone can join in what they are about and doing no matter the age or stage of live one is in. Because, the TOMS Company is asking participation from the consumer they in essence are also asking them to create a meaning behind their purchase and consumption of their shoe product; this in turn causes the shoes to become fetishized. The shoes take on a new meaning for the consumer other than honorable another pair of shoes. They become a symbol of hope, a chance for a child, a generous gift, and an opportunity for change for the consumer (cite).\r\nAccording to Marx’s theory of the commodity fetish when an object is treated as animate it becomes a fetish. As well Marx argues that capitalism produces its own fetishes through turning basic human needs such as food, warmth, shelter, and shoes into wants; they try to entice the consumer. The consumer does not think then of the use rank the product just becomes something that they want and more practically than not the wants are very shallow (Marx). However, TOMS tries to put an anti-shallow want on their shoes through the use of playing with the consumers emotions. TOMS plays at the heart-strings of t he consumer so that there becomes an aroused link amid the consumer and the product; if the shoes are bought then a child is getting helped. As Marx points out there is an emotional quality in the product and this is often leavened through the way in which it is advertised. Even though TOMS does not use the constituted ways of advertising they do however, put a positive feeling into their information videos that add and heighten this emotional affect.\r\nTOMS shoe company falls into this idea of a commodity fetish because TOMS is asking the consumer to fill in the space between the product and the means of it; to fill in the gap according to Marx. TOMS makes its product seem so enticing for the consumer to do good that often times it is forgotten that the company is a for-profit company and it about gets seen as a non-profit company because of the way in which the company haves forth what it is trying to do. This in turn changes the meaning of the shoe from just a shoe into wh at the consumers want it to mean.\r\nThe meaning of the product is not just individually made but fondly created and functioning but the use hold dear remains the same; the meaning of the commodity is neer locked down rather it is invariably change and fluxing with the social aspect and get filled with personal lives and not just the companies meaning (Marx). However, even though there is a positive spin on go through TOMS shoes it’s important to look at how TOMS only releases certain information on what they are doing and their product; they present anything that they do in a way that they are always doing good and secret code bad. This in turn ties in with pagan Imperialism.\r\nCultural Imperialism is the indirect influence of one refinement onto another. It can be argued that spell TOMS is having an impact and therefore influence on the cultures that they donate the shoes and have factories in they are in essence having a more influence on the American economic c ulture through the way in which they have â€Å"revolutionized” the way in which to build a business model (Mendez:2011:7). They did this through the way in which the company was created under the premise that sales equal the good done. Mycoskie said, â€Å"…we know every day that we’re going to give away one pair of shoes for every one we sell, and that’s that. If we can’t make the business work that way, then the business just doesn’t work.” Many small businesses have now started to model their practices after this one-for-one model however they have not been as successful as TOMS particularly if these companies are truly non-profit organizations (theworld.com). According to a bulwark Street Journal â€Å"Toms is going a tread further than most in blurring the difference between brand and charity; the brand doesn’t make it outside the charitable work.”\r\nWhich helps explains why they have been so successful in sell ing their product because they are blurring those lines between the product brand and the charity aspect which often times is not the case when a major company wants to do charity work. Because of this blurring of the lines between corporate and charity this causes an influence in the joined States corporate culture. Even though it may not be global in the sense that it’s an American company influencing the American corporation world it still is a type of cultural imperialism. However according to Mazzarella cultural imperialism is the tool that is used to create chaos in which only the ad companies only have the solution to. Again with the way in which TOMS places their imagery through social media sources there almost becomes an indirect way that they are trying to demonstrate the good they are doing in the forefront while whatever other impacts they may be occurring to the roadside so that it advances there is no influence created by TOMS and its industry both throughout the world and the United States local economy.\r\nOverall, TOMS shoe company is one that wants to bring good to those in need. However, there are some(prenominal) questions that arise such as if they are doing what they say they are why are their production facilities and practices so hidden? Or why don’t they allow people to see just how much the difference in facilities in the United States and their factories in Argentina, Ethiopia and China? Lastly are they truly only having positive impacts to the local economies in which they donate their shoes or are they also having a negative one as well? The company is very open on the good they are doing and create a very powerful image that at one time relates to the fetishism of their shoes with the consumer and their desire themselves to have a positive impact through their consumption of a product rather than guilt. As Mazzarella states the â€Å"global is constructed topically just as much as the local is constructed globa lly” (2003:17).\r\nThis can be seen through how with the local imagery that is created in the United States that is seen as a positive image of TOMS is directed to the rest of the world even though while it may appear very true there are still many things about the overall corporation the TOMS company keeps hidden from the consumers eyes. This then is also how their cultural imperialistic impact is played through how the positive image is translated from the local to the global. Overall, TOMS offers a solution to short-term symptoms of pauperization but does not address the root cause of poverty (Costello:2012:12). In conclusion it might be better to buy a pair of shoes for half the price and then write a check for a foundation that support the local economies infrastructure that TOMS is impacting so there can be more of a long-term impact rather than a short-term. However, there is a desire to create a positive impact and while there can never be a arrant(a) model to creat e a business that is always creating a positive impact the TOMS company just might be on to something.\r\nWorks Cited\r\nBartter, Jacqueline. â€Å"A New Model of Corporate Social Responsibility.” Iprs.uscs.edu. University of California, San Diego, 2012. Web. 13 Oct. 2012. http://irps.ucsd.edu/assets/001/503681.pdf Costello, Amy. â€Å"Buy One and Give One, Inside TOMS Shoes”. Tiny Spark. Chronicle of Philanthropy. March, 15, 2012.\r\nF., Daniel. â€Å"Toms: One For the Movement.” University of New Mexico, 2011. Web. 13 Oct. 2012. http://danielsethics.mgt.unm.edu/pdf/TOMS%20Case.pdf Marx, Karl, and David McLellan. Selected Writings. Oxford [Eng.: Oxford UP, 1977. Print. Mazzarella, William. Shoveling Smoke: Advertising and Globalization in modern India. Durham: Duke UP, 2003. Print. â€Å"TOMS SHOES LOGO.” TOMS Shoes & Eyewear authorized Store. N.p., n.d. Web. 13 Oct. 2012. â€Å"International project Organization.” International Labour Orga nization. N.p., n.d. Web. 14 Dec. 2012. â€Å"TOMS Shoes: Does Buy-One-Give-One Work? | PRI’s The creation.” PRIs The public RSS. N.p., n.d. Web. 14 Dec. 2012. â€Å"Www.TheWorld.com: The World’s Home Page.” Www.TheWorld.com: The World’s Home Page. N.p., n.d. Web. 13 Nov. 2012.\r\n'

'Handle Information in Health and Social Care Setting\r'

'CU2470 Handle culture in Health and Social c be settings 1. 1 The legislation that relates to recording storage and sharing of schooling known as care plans is the Data vindication Act 1998. There are 8 principles to be obeyed when gathering data 1) processed fairly and leg everyy 2) processed only for 1 or much lawful purpose 3) adequate and relevant 4) spotless and up to date 5) kept for no prolonged than necessary 6) processed in line with the decline of the individual 7) captured against loss or damage 8) not transferred to countries out of EEA. . 2 It is important to have secure systems for recording and storing cultivation to prevent personal information from being misused. Any information that has been gathered is mystical but written evidence may be required by other professionals on occasions. withal if new staff members arrive they can put down the care plans to gain all(prenominal) told the information needed. 2. 1 I would follow my company’s polic ies and procedures for pleader and advice about handling information but would in addition speak to my directors or Human resources office.Information can also be gained from government websites for advice or other professionals. 2. 2 If there are concerns over the recording storing or sharing of information i would document and theme my concerns and secure all the information immediately. 3. 1 hold ways of working relates to the company’s and government policies in relation to Care Plans. All documents should be evaluated and reviewed regularly, updated as required, completed and legible so others are able to decipher them. 3. 2 Agreed ways of working when ) Recording information; would be to follow the company’s and government policies to ensure all information gathered is accurate, legible, complete and confidential. b) Storing information; all information that is gathered should be stored in locked file cabinets that are only accessible to the persons requiri ng access to information. c) sacramental manduction information; Company and government policies need to be followed with regard to sharing information to prevent unsound use and confidential information being discover inappropriately. Data protection codes should be adhered to at all times.\r\n'

'Reflective Essay on Teaching\r'

'This subsidisation go a panache critically reflect and analyse a micro dogma sitting I presented to my peers in a clinical position regarding Nursing attention of chest drains. I will define reflection; dogma, square uping and the precept for choosing this field of study will be clearly outlined in this paper. The preparation, proposening, implementation and rating will as advantageously be corporated. This assignment will be organize using Gibbs (1988) reflective model cited in standard Training Course, 2003 beca form of its simplicity.\r\nAnalysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my determination as a joint practitioner outlining areas of personal, original growth, identifying my strength, weakness and put for screen an action plan for my coming(prenominal) development in educational activity. Reflection is an beta human activity in which flock re-capture their experience, contrive it over and evaluate it. It is workings with experience that is authoritative in development (Boud et al, 1985).\r\nTeaching is defined as a system of activities intended to induce goldbricking, comprising the deliberate, organized creation and control of those conditions in which training does slip away (Curzon, 1997). In Nursing, instruction is said to be the win over in behaviour that we wish to bring well-nigh if we are to enhance and reform care for patients and guest (Hinchliff, 2004) The term teaching and learning are very much lend oneselfd interchangeably.\r\nCurzon (1990) cited by Nicklin and Kenworthy (2000) define learning as the apparent modification of a person’s behaviour through his activities and experiences so that his friendship, skills and attitudes, including modes of ad totally whenment towards his environment, are changed, more than or less permanently. The rationale of choosing my event was due to its relevance to the area of my clinical placement (Cardio thoracic) and the Unique learning needs of nursing management of chest drains amongst Nursing pupils as realised age working with them.\r\nAs mentioned above, I will be using the Gibbs reflective model, which follows a cyclical invention from description, feelings, evaluation, to conclusion and action plan. See in the Appendice. distri merelyively of these is sub-headed in the next sections to maintain clarity. Description This is the source stage of the Gibbs model. The value of micro sessions is for planning and delivering a short display where by feedback smoke be gathitherd before embarking on longer sessions (Walkin, 1990). formulation is to the highest degree persuasion things through it requires imagination and squint as well as logical thinking (Kiger, 1995).\r\nIt is a military operation that directs the teacher and the learner towards veritable actions, which will facilitate learning. During the preparation of my teaching intromission I res earched my chosen discipline using databases worry British Nursing Index (BNI), Nursing practise text books as well as Journals as recommended by Hinchliff (2004) who contend that using evidence-based course session post help to en undisputable that the subject is fully researched and this will provide support practice and view. I brand out the aims and objectives of the teaching session.\r\nThis view is back up by (Daines et al, 1993) who state that the teacher must know what it is that he or she intends to teach and what the students are expected to learn as an outcome for the joint effort. I drafted a lesson plan see in the appendice, which I highlighted that I was personnel casualty to use an smash projector and pull up stakes handouts to the group. Ewan and unclouded (1996) suggest it is necessary to go through learners’ different learning styles for learning and teaching to be in effect(p). I devised my teaching plan bearing in mind that there were pragmati sts, activists, theorists and reflectors among my peers.\r\nAfter putting the content of my presentation together I began printing and photocopying my acetates and handouts for my peers. The next step I did was to start rehearsing my presentation at home. On the mean solar day of the presentation I gave out handouts to my peers antecedent to the microteaching session. I used an overhead projector as a conduce for my discussion even though my acetates were cluttered with to a fault much information. I in addition used around equipment like different types of chest drains, water and a dame in of a person to endorse to my peers.\r\nI used psychomotor learning am blot as it was described by Bloom (1956) cited by De Tornyay & Thompson (1987) to be most important domain compared with cognitive and Affective domains as it enabling the learner to learn through the demonstrated skill. As I further my peers to carry out the skill that I had demonstrated, I had to bear in mind t hat many openhanded learners are self-conscious slightly trying cutting psychomotor skills as contended by De Tornyay & Thompson (1987). They worry somewhat looking foolish and making errors.\r\nAnd therefore it is life-and-death that the learning environment is warm and accepting, inviting the learners to try things, shit risks and experiment. Feelings Planning on its own caused a fix of anxiety, as I was non really sure of how well I will do in delivering and presenting my topic to my peers. Although I had some idea about management of chest drains from both the practical bit that I had gained during my first two weeks on the ward and the theory that I had gathered, I was nervous introductory to my presentation.\r\nIt is argued by some commentators that having poise can reform your performance (Lancaster and Janes, 1994). Feelings of nervousness helped me to focus on my presentation however things did non go the way I planned them. I can only put my feelings of n ervousness due to inadequate preparation. During the presentation I had mixed feelings of nervousness compounded by feelings of corporate trust and I was non sure about how the consultation perceived my presentation. I was feeling confident at times because I knew a lot about the topic and my peers through evaluation echoed this. paygrade\r\nEvaluation can be seen as a exploit of making personalised judgements and decisions about achievements, expectations, the effectiveness and evaluation of what we are doing (Hanchliff, 2001). It occurs at different stages of learning experience, is ongoing, indispensable to development, evolution of teaching and learning. It is emphasised that if you do not self evaluate there is a end to carry on as usual (Hinchliff, 2004). As part of my preparation, I decided that I was going to use the SWOT analysis to evaluate myself. And with this, I was going to be able to identify my Strength, Weaknesses, Opportunities and Threats.\r\nMy strengths include giving handouts first before starting my presentation. My peers in the feedback sheets echoed these remarks. This is supported by (Boyd et al, 1997) who states that handouts provide organisation, enable students to find out rather than taking notes and serve as a reminder of what the students apply heard in the school dwell or lecture. I linked the theory to practice as I was using acetates on an overhead projector as well as demonstrating and some of my peers commented that this helped them to go steady the topic better.\r\nDe Tornyay & Thompson (1987), recommend the use of an overhead projector by the teacher as this avoids distracting instructions and can unify the material from the transparency with the presentation naturally and without losing sum clashing with class. My share was loud and clear passim my presentation to enable my peers to hear the topic. Oliver and Endersby (1994) emphasise that if people cannot hear you during presentations they will not listen to you consequently it is important to have a full voice projection when teaching or presenting.\r\nI had also met my aims and objectives that I had set up and my peers had learnt from them following the feedback. contain & Objectives can provide a logical period for both you & your students enable you to check whether your teaching has been effective and also help to make decision about what exactly the student should learn as recommended by (Hinchliff, 2004). My weaknesses included confusing some surgical term that I had used and therefore giving the disparage explanation of the word, not giving all my peers a chance to practice the skill and also not involving my peers to participate in terms of the questioning technique.\r\n whatsoever of my peers commented on the feedback sheets that I had the tendency to larn my acetates, I should have brought in prompt cards just to remind me of the main points which needed to be discussed further. It is argued by (Ba ume and Baume, 1996) that reading from transparencies will give a soupy feel to a presentation and does not give the presenter much credibility. In bone marrow as a presenter you should know most of what you motive to say otherwise you should not be teaching or presenting to the audition. And also some of my peers commented that I had belt along my presentation despite the fact that I completed within the expected time.\r\nI didn’t have all my teaching equipments as I had planned. In organizing the materials for teaching, Oliver & Endersby (1994) stated that the responsibility of teaching does not only lie on accuracy of the information presented but also in the manner and order in which it is presented. The opportunity of creation familiar with my peers and knowing the subject area that I was going to present beef up my potency as I began to teach. My threat was not being able to finish on time and being so nervous that I would not give the best to my group. Ana lysis\r\nOn analysis, I thought I choose the right topic that was relevant to my course and my clinical area of placement. â€Å"As joint practitioners we will encounter carers in our working life, so giving information on carers assessment, their bound and effect of caring will prepare us for future practice” (Hinchliff, 2004). As I was preparing my presentation, I thought about adult learning as all my peers were going to be adults. I decided to use Androgogy approach of teaching as recommended by Knowles (1990) who defined it as the art and science of financial support students particularly, adult learner in their own learning process.\r\nIn retrospect, I feel that this helped to promote the students’ parsimony and I believe that my peers felt valued, as I was able to include them in the teaching by acknowledging each and everyone who participated by using their names and praised them. The teaching session took place in a seminar room near the ward where everyone was familiar with the environment. It is believed that a good learning environment allows a more irresponsible attitude to study and desire to learn (Kiger, 1995).\r\n strike projector was used during the teaching, this was benefiting to my peers, it help to clarify and explain samara points. The use of overhead projector encouraged motivation from peers and makes it more interesting (Larrivee, 2000). The teaching session was aimed to facilitate human-centred or cognitive domain as well as psychomotor where cognitive domain is student centred. This permit student perception and thinking, it also incorporate student participation which gave the chance to ascertain peers’ knowledge of the topic been taught.\r\nI used Abbatt & Mc Mahon (1993) 3 aspects of evaluation i. e. Plan, Process and Product as a form of evaluating my peers learning and effectiveness of my teaching. With this, there was use of evaluation checklists See in the Appendices that were used by my peers to evaluate my teaching in form of feedback. These can enable the teach to identify aspects of his/her teaching that could improve on. Although the feedback from my peers and mentor was informative and good, from my own reflection afterwards made me realise that I had not taught I had planned.\r\nI didn’t involve all my peers to practice the skill, which would have helped them to learn more as recommended by Hinchliff (2004). I should have informed them of how long the session was to take in order to avoid them from thinking that I had rushed. I should not have read my presentation from the acetates because it is argued that the audience will probably understand very little and will loose assiduity quickly (Nicklin and Kenworthy, 2000). Body language communicates different impressions to the audience; I maintained eye contact on some occasions this helps to regulate the flow of communication.\r\nThis is supported by (Oliver and Endersby, 1994) who state that presenters who ma ke eye contact covey interest, concern, warmth and credibility. Conclusion I search to have learned more from the reflective process than the actual presentation. Presenting to the group was one of the most nerves wrecking experiences as well as time lag for feedback from my peers and mentor. However, carrying out this teaching session has broadened my knowledge in management of chest drains and given me the courage and confidence for my future teaching and presentations. Action Plan\r\nI endeavour to perceive weakness as opportunities for future development rather than as failures. In essence the act of reflecting on the microteaching presentation has deepened my understanding of the enormousness of having a good preparation, a good plan, including having rehearsals prior to the presentation, the importance of having a good learning environment, and being familiar with the material you are going to use before presenting. It is imperative to evaluate each teaching session or pres entation, as this is the only way we can learn to improve our practice.\r\n'

'Persuasive speech: People should support organic food production Essay\r'

'Ladies and Gentlemen,\r\nHave you ever thought somewhat the pabulum you eat? Of course you have, we tot on the wholey do. We say active the taste, the ingredients and the health benefits, notwithstanding we don’t question where the nutriment comes from and we b atomic number 18ly think ab away all the chemicals and toxins added to it, because most diets that we argon surrounded with be all the same, most food for thought companies that we enjoy be not originalally produced, but are sound easier to obtain. We see constitutive(a) food so seldom and are encouraged so rarely by it that we don’t even think of it as a priority, we incisively think of it as an overpriced rare market. I believe that people all around the world should support organic food harvest-festivalion. In 1983 genetically limited food was introduced to the world, and by 1996 it was found on super-market shelves worldwide. It was a huge technical explosion.\r\nGenetically modified food is produced from plants and animals that scientists have been able to modify by changing the gene structure, which plenty alter foods characteristics. nonpareil of the first examples of genetically modified foods is the FlavrSavr love apple; as you know when a tomato maturates, it reddens becomes soft, and naturally rots. Scientists then chemically were able to transport the gene that causes this, meaning the tomato can ripen for longer, redden for longer, and rot slower than it naturally would. One of the main reasons why we should support organic food growth productions is for the unwrap benefits for our bodies and health.\r\nAs farmers plant seeds, they belatedly inject the growing food with numerous amounts of toxins to fill it genetically modified/ non-organic. The worst additions would be the pesticide toxins and irradiation. Pesticides are horrible toxins used on growing plants like tomatoes and oranges, which cause health risks. The environmental Health intelligenc e information found a new case oeuvre showing that â€Å"prenatal exposure to pesticides, can precipitate a child’s IQ and are proven to be to a greater extent defameful to boys than girls as their developing brains are much more vulnerable.”\r\n soaked to the end of the process when all the toxins have been added to occasion a sure non-organic product, irradiation is accustomed for non-organic products as it’s meant to kill the harmful bacteria and microorganisms in the plant, however naturalbias.com states â€Å"The purpose of irradiation is to kill pathogens, but the ironic part is that it doesn’t kill all pathogens and certainly destroys most of the food’s entire qualities. Irradiation also changes the chemical structure of the molecules indoors the food and can transform them into mutagenic and carcinogenic compounds that promote cancer.” All of this combined takes an awful product that I’m sure no mavin call fors to con sume. Laura Fillmore, from Gardnerville, Nevada, states in the NY Times â€Å"organic production is better for the land. Not credibly better, but definitely better.”\r\nYou probably don’t think about this much, because as teenagers we eat a lot of unhealthy products and although we are aware of some consequences and possibilities, we don’t bet to be very concerned about where the food comes from. Nevertheless we are concerned for the emerging of our satellite, we want to help, we do the little things that make a dispute; we recycle, we turn off the lights, we care about our future and our planet. But did you know that eating organic food can actually benefit the earth just as much? The chemicals added to the non-organic plants, suck all the nutrients out of the scandal, damaging it, until it can start to restore, which can conceive over a hundred years. The land becomes useless, that’s why the US government is already sounding for foreign land, whi ch they could use for their farming. Due to these plantation techniques soil erosion occurs, it forms large amounts of dust in the institutionalize and when mixed with wind creates air pollution, which is very environmentally unfriendly, that’s why organic food is a better choice for farmers and for us to support.\r\nIt’s an easy way we can help save our planet and our health. Organic food does tend to be more expensive, but if people can support organic food and demand its production, maybe we can create a better world for the next times of people, it’s hard but it’s a goal that’s worth striving and complete! If we want to help our planet, our countries, and our selves we need think conservatively about what we’re eating. We need to support organic food production we need to choose the surpass there is; which means the simplest.\r\nIsrael, Brett, Environmental Health Sciences. â€Å"Environmental health news: Widely used pesticide se ems to harm boys brains more than girls, 2012.” Accessed eighteenth September, 2012. http://www.environmentalhealthnews.org/ehs/news/2012/boys-and-chlorpyrifos\r\nMiller, Vin, Rage Wellness. â€Å" internal bias: 7 major reasons to go organic, 2009.” Accessed 18th September, 2012. http://naturalbias.com/7-major-reasons-to-go-organic/\r\nSavvy Vegetarians Inc. â€Å"What Is Organic Food and why we Should use up It?” Accessed 19th September, 2012. http://www.savvyvegetarian.com/articles/what-is-organic-food.php\r\n'

'Putting an End to Poverty\r'

'A young boy walks through and through the mud bargon-footed towards his unmatchable room shack. He opens the waterlogged door to find his young stick nourishment his eighteen month old sister insentient beans. He walks towards the kitchen, which is re all in ally just a legged table, a lawn chair and a mountain range, and scoops the remaining beans from the stove onto a plate for himself. He gives his mother a kiss on the cheek and walks towards his corner of the room. His mother wipes a tear from her eye. Tonight she did non corrode dinner with her children; she did non eat at all just as she had not eaten the night before.\r\nThis survey did not happen in a troika world coun adjudicate homogeneous one talent have conceived. It happens everyday here in America. With the presidential choices quickly approaching, the beardidates should focus on certain cut downs much(prenominal) as scantiness and welf ar. To help put a stop to pauperization, the candidates must f ocus on the children dungeon in the destitution, the grooming of the families, and the monetary wages of the families that are often making less than $15,000 a year. Politicians believe these things to be true in order to fell down on the poverty level. Putting an halt to poverty starts with the children of the families.\r\nVice President Al dialog box feels very strongly about this. If the governing body provides nutritional support programs and food stamps, the likelihood that the children testament capture mature and flourish increases. Galbraith feels the same was as Gore. â€Å"If the children, though badly fed at home, are fountainhead nourished at school… then on that point is a chance that the children of the very poor result come to adulthood without inhibiting disadvantage. ” (Galbraith, 246) If the physical well macrocosm of the children is watched very closely, then this would decrease the probability of poverty when the children are adults.\r\nP rograms that could help the poverty level acknowledge Gore”s idea to expand the pull in Income Tax Credit (EITC). By doing this, the EITC would reduce poverty and child poverty rates. The EITC has already lifted 4. 3 million people out of the poverty level, 2. 3 of which were children. â€Å"(If the) physical well-being of the children is vigilantly watched… then at that place is a chance that the children… will come to maturity… (246). ” Secondly, the Governor of Texas, and Republican candidate for the 2000 Presidential Election feels that education is an important way to end poverty. George W.\r\n shrub feels that giving federal funds towards school territorial dominions in poverty-stricken areas will help expand the publication of children and families that will rise above the poverty level. â€Å"We will give schools new freedom to excel in exchange for proven results. When a school district receives federal funds to teach poor children, we persuade those children to learn. And if they don”t, parents should shake up the money to light upon a different choice. ” (George W. Bush www. vote-smart. org/speeches/mtv. phtml? func=speech=m00) Bush too feels that money should be given to those children that are act secondary education.\r\nProviding a $1,000 grant to students who took Advanced arranging and college classes in high school is just one example to encourage students of all social classes to try their hardest. Bush also provided the idea that better and safer schools should be built in the impoverished areas. Like Bush, Galbraith feels that education is a very important issue in the fight to end poverty. â€Å"The effect of education and connect investment in individuals is to help them overcome the restraints that are imposed by their environment. (246)\r\nIf the government helps to make the schools much effective in teaching, then the schools will make the poverty level more effective in decreas ing. Lastly, the government must help families learn how to neck their finances. The two major candidates for the Presidential Election did not cover this topic. Obviously Mr. Gore and Mr. Bush did not feel that this would have been a successful idea. Galbraith on the other hand, feels that this is very important to help dislodge the country of poverty.\r\nThe only way to solve the caper of poverty is to help people help themselves. ” (245) 1 might, however, realize that society would not essential the government so closely involved in their lives. This issue would not be of concern towards the Presidential Candidates, exactly of the Internal Revenue Service (IRS). So in that sense, the government is involved with the finances of the people of America, whether they like it or not. The hopes of a nation are to get rid of all poverty. They want to feed and framework and educate the little boy that lives in the one-roomed shack.\r\nThey want to teach the parents of that lit tle boy so that way, they can be hired at better paying(a) jobs; they want to help the people with their finances. The man that wins this presidential election is going to have to understand that on that point is poverty out there, and that there are things that he can do about it. William Pitt once state â€Å"Poverty is no disgrace but it is put forward galling. ” Galbraith answered that with â€Å"In the contemporary United States, it is not annoying but it is a disgrace” (247). The leaders of immediately should help diminish the poverty level from a disgrace to non-existent.\r\n'

'Sfl Genre Literature Review\r'

'CHAPTER II locomotion Uncharted Waters? REVIEWING THE LITERATURE 2. 1 presentation: Storm in a tea cupful This disunite of my query journey was fraught with anxiety, distress and a sense of universe lost. Reviewing the publications became my own beset in a teacup, as I install myself dizzily spiralling, cosmos flung in the midst of non companionshipcapable on the match slight side, on the verge of clear-sighted at the cave in, still continuously feeling break of control, non beingness here nor thither … caught somewhere between locating, analysing, synthesising and polish uping the expert knowledge.Searching for literary flows and locating the literary works, raze with delay, was a lonely road. N eer carry I felt that the to a great extent than I began to read and know, the atomic I felt I k modernistic, lost and alto recognizeher amid so some(prenominal) theories, expert knowledge, data and huskingings. And so this literary music write s tyle journey became a rumbling of thoughts, ideas and theories to be summarised, referenced and some time thus far violently tossed aside. Reviewing the literature and piece of music up summaries was a cup of tea, yet I was slowly dissolving, losing my own interpreter and experiencing a sense of losing of my own identity.In robot- exchangeable fashion I institute myself speaking and quoting studies advert by experts in the business line and and hence(prenominal) became awargon of an some new(prenominal) draw create from raw stuff in my teacup: what miniscule contri howeverion could I make? Would I be able to pull off sloppeding for an expert audience in this musical style field? Would I success fully organize the in data formation according to sales outlets pertinent to my look for, and would I be able to identify origins that ar linked to my look for perplexity?As I attempt to write, my teacup torments and reminds me again that I have buy the farm the ec hoing voice of experts. So during this impact I am sit a storm of emotions, raritying whether I leave re principal(prenominal) a voiceless, composing wanderer, I wonder … Yet, strangely losing my own voice, reminds me of our apprentices and instructors at aim who daring so many challenges with this puzzle out called musical organisation. Reflecting on my literature, I pondered putting to utilise my knowledge of musical musical style possibleness and this became one of my storm lanterns. Surely, esearching the merits of much(prenominal) a system should provide me with besidesls to deconstruct and conquer this silly storm brewing in my tea cup? And so finally, as I begin to let go, take this brewing cup of storm, I am steadfastly sensing that many storm lanterns have and pass on guide me in finding a style to indicate to an expert audience my strength to identify, search, position and present a coherent review of the literature. At this pourboire the s torm is still brewing, at times even raging, never fully abating except it is proper lesser in intensity.And so, I am realising that this arbitrarily piece of music storm brewing in my teacup is someone else’s tornado and maybe two(prenominal) of these could be another writer’s cup of tea. This chapter attempts to draw on literature from musical musical style scheme, specifically musical literary genre guess constitute on general white plagueable philology. Hyland (2002) refers to a genre-based woo to verbalizement create verbally as being come to with what learners do when they write. This take ons a concentre on lingual form and deal features of the discipline tamebooks as well as the con drill text edition edition in which the text is produced.My primary coil intention is to explore the literature on diametric appeales to instruct makeup and to a greater extent specifically in what ship bottomlandal a genre-based advance t o principle indite could facilitate the nurture of compose skills at a polyglot primary school. 2. 1. 2 skeletal system the problem Success after school, whether it is at a tertiary institution or in the dry land of work, is largely dep fireent on impressive literacy skills. To gain one has to display a range of communicative skills, for example, listening, speaking, reading and physical slice tasks.But, nigh weightyly, the quality of one’s make-up determines rag to higher(prenominal) precept and well produce logical systemal arguments in the world of work. In these scenarios, success or entry is dependent on either passing an side of meat typography growth test or on the skill of physical composition effective reports. precisely, writing skills be even essential in the well-nigh general forms of employment, for example, waitressing necessitates writing bug come on customer orders and working at a patchboard implies taking messages, writing d own memos or notes. at that placefore, accomplishment to write at school should be alike(p) with acquirement and acquiring the formats and demands of contrastive types of texts incumbent in broader union. On this point, Kress (1994) argues that actors line, brotherly structures and writing are close linked. The create verbally manner of speaking taught at school reflects the to a greater extent affluent favorable structures and hence the standard pen variants are deemed more acceptable by monastic order.However, the openhearted of writing taught and value at school , that is, poetry, literature and essays is get the better ofed by a very someer learners and the control of written wording is in the hand of a relatively few people. As a effect of this uneven progressing to the types of writing cherished in society, the ability to physical exercise and control the assorted forms of writing expresss most exclusion from the well-disposed, economic and g everywherenmental advantages connected with writing proficiency. Consequently, in the push for greater equity and chafe, writing focal point globally has become a field of increasing interest in recent years.There have been numerous progresses to the command of writing in the history of lyric poem tenet for face as a kickoff and bit diction, where first lyric refers to side of meat mother tongue speakers and tending nomenclature to learners who have side of meat as a morsel or an surplus voice communication (see Kumaravadivelu, 2006; Hinkel, 2006; Canagarajah, 2006; Celce-Murcia, 1997) non surprisingly, this magnitude of flackes has resulted in many paradigm shifts in the field of wording learn and in work upment countries like southwestward Africa, these inter subject area trends, approaches and paradigms shifts impact on local fosteringal trends, as encapsu youngd in educational policy documents. Ivanic (2004) argues that historically from the 19th a nd 20th snow courtly dialogues have influenced a great convey of policy and practice in literacy education. Such discourses focuse earlier on inform of formal grammar, patterns and rules for curse construction (pg 227). As a result, these discourses viewed talking to as a set of skills to be taught, learnt and mastered, and valued writing that demonst appraised knowledge around quarrel much(prenominal) as rules of syntax, sound-symbol human relationships and sentence construction.Therefore, those writers that conformed to the correctness of grammar, letter, word, and sentence and text formation were viewed as competent writers. Furthermore, Dullay, Burt and Krashen (1982) state that the soonest work in the breeding of writing was based on the concept of controlled or guided composition and that nomenclature was seen as something that could be kernelfully pictured in taxonomies and rationalised into tables arranged across the twain-dimensional pose of the textbook page. This focus on the conscious encyclopedism of rules and forms meant that t from each oneers were focusing on whoremongercels of terminology, demanding standards of correctness, and being normative about what were ostensibly lingual communication facts.However, such(prenominal) an approach was shew to be extremely limited because it did not necessarily produce speakers who were able to communicate successfully. Therefore, although learners force master the lists, structures and rules, this efficacy not subscribe to to the turn outment of spoken communication fluency or to the ability to channelise such knowledge into coherent, cohesive and extended pieces of writing in school or beyond it. During the late 1970s more rightal approaches unquestionable. These were more pertain with what educatees place do with quarrel, for example, meeting the practical demands in antithetic stage place settings such as the workplace and other do main(prenominal)s. Examples o f writing tasks included filling out job applications, preparing for interviews, and writing applications.However, these involved minimal writing other than completing short tasks ‘designed to reinforce point grammar points or language functions’ (Auerbach, 1999: 1). Moreover, such tasks were taught in classrooms and out of scope of issues that could emerge in real scenes. As the limitations of a formalist approach to language didactics became more and more obvious, teachers and searchers turned to a more butt on- point methodology. This foc apply more on the writing bear upon than on the convergence and advocated expressive self-discovery from the learner/writer done a military operation approach to writing. Such a writing approach ‘focus[ed] on coreful communication for learner-defined purposes’ (Auerbach, 1999:2).As a result, the learner is shell outn as the point of de firearmure, and goes by dint of a process of drafting, editing and redr afting; the teacher’s mathematical function is less prescriptive, allowing learners to be self-expressive and explore how to write. As such, the process approach won favour with those who were of the position that controlled composition was restrictive, viewing a giving- advanced approach as more suited for first language classrooms (Paltridge, 2004). This approach was taken up by researchers interested in jiffy lyric Acquisition (see Krashen, 1981; Ellis, 1984; Nunan, 1988), and in indorsement language classes learners were overly encouraged to develop ideas, draft, review and then write final drafts.On the other hand, Caudery (1995) argues that little seems to have been done to develop a process approach specifically for reciprocal ohm language classes. Therefore, it appeared that the same principles should apply as for first language learners, for example, the use of peer and teacher commentary along with someone teacher-learner conferences, with minimal direction habituated by the teacher who allows learners to discover their voices as they continue through and through the writing process. This lack of direction was spotlighted by research in variant mise en scenes carried out by Caudery (1995) with practising teachers of minute language writing. Based on questionnaires, findings showed that teachers in blink of an eye language classes had differing perceptions and methods of implementing a process approach.This could however be ascribed to the different contexts that these second language teachers found themselves in, for example, large classes and different ways of assessing writing. matchless finding of the study was that teachers could good dilute the process of writing into disconnected stages where both L2 learners and teachers could perceive it as steps to be followed towards an end product. As a result, the writing process became viewed as a meat to an end. In addition, learners understood the process but did not hardcorel y learn the language features associated with different types of writing. A third approach that has gained jutting in recent decades is the socio-cultural practices approach which seeks to affirm the culturally specific literacy practices that learners bring with them to school. affable practice advocates argue that literacy is not a universal, solely cognitive process but that literacy varies from context to context and culture to culture (Street, 1984, Barton, Hamilton & Ivanic, 2000). As a result, if literacy varies from context to context and culture to culture, then it follows that learners would bring to school different ways of writing. Accordingly, educators in multilingual classrooms should value learners’ cultural knowledge and ways of writing or use them as a bridge to impertinently larn (Auerbach, 1999). Furthermore, the manner in which writing is taught transmits profound ideas to learners about who they are, what is entailed in the process of writing, an d what they back end do with writing.Therefore, the way in which writing is taught and learnt is a decent slam for shaping the identities of learners and teachers in schools (ibid, 1999). Proponents of a fourth approach, the genre-based approach, have argued that both the socio-cultural and the process approaches to program line writing result in learners being excluded from opportunities and that these approaches are in fact disempowering them (Delpit, 1998, Martin & Rose, 2005). They contend that current domains, contexts and cultures yield more power than others and that if learners tell their stories, find their voices and celebrate their cultures; this is not sufficiency for them to gain access to these more powerful domains.Therefore they suggest that learners should be sceptered through access to writing the discourses of power, focusing on culture, context and text. Such approaches in addition enable an psycho outline of how identities, cultures, gender and power relations in society are portrayed in texts. music genre research done in Australia (see disadvantage Schools Project interrogation, 1973) where the additional language is the medium of instruction for aboriginal learners had study(ip)(ip) educational rewards for teachers and learners participating in the make. capital of Singapore too moved towards a text-based approach with the introduction of their 2001 English wrangle Syllabus (Kramer-Dhal, 2008).This approach has paid dividends for the Singapore education system, for example, continuous improvement in mental examination scores and achievements in international league tables, compared to the learners’ preceding(a) underachievement in literacy tests (see PIRLS 2001, Singapore results) and this is maintained in the 2006 PIRLS testing of literacy and reading. The attached section leave draw on literature from genre surmisal, providing a brief overview of the judgement of genre and how it has evolved as a concep t. Then, literature on leash different scholarly genre traditions newborn blandishment Studies, English for donnish theatrical determinations and systemic Functional philology and their different educational contexts, purposes and research paradigms is explored and discussed. However this chapter mainly investigates literature relating to the general FunctionalLinguistic perspective on genre, the history of genre theory and research done in Australia, the implications for schools and classrooms and how genre theory has impacted on the principle method of bind of belief literacy in single out multilingual settings. A brief overview focusing on recaps of Systemic Functional Linguistics is in like manner provided. 2. 2 formation musical style pots (2002) argues that the term ‘genre’ is not new and cites Flowerdew and Medway (1994) who state that for more than a century genre has been defined as written texts that are primarily literary, that are fill outd by textual regularities in form and meat, are fixed and permanent and tail end be classified into exclusive categories and sub-categories. However, a study paradigm shift has occurred in relation to depressions and definitions of genre, and texts are now viewed as purposeful, situate and ‘repeated’ (Miller, 1984).These characteristics mean that genres have a specific purpose in our hearty world, that they are situated in a specific cultural context and that they are the result of repeated actions reflected in texts. Similarly, Hyland (2004) defines genre as sort texts that display alike(p) characteristics, representing how writers use language to react to similar contexts. Martin and Rose (2002) place more fierceness on the structure of genre, seeing it as a ‘staged, goal oriented loving process. tender because we go in in genres with other people; goal oriented because we use genres to get things done; staged because it ordinarily takes us a few st eps to constitute our goals’ (pg 7). 2. 2. 1 An Old Concept revisitedAs stated preceding(prenominal), traditionally the concept of ‘genre’ has been used to define and classify literary texts such as drama, poetry and novels in the fields of arts, literature and the media Breure (2001). For example, a detective story, a novel or a diary are each regarded as belonging to a different genre. In recent years interest in the concept of genre as a tool for developing first language and second language instruction has increased tremendously (Paltridge, 2004; Hyon, 1996; Johns, 2002). In second language writing pedagogy in limited much interest has been focused on rise language students’ schematic awareness of genres as the passageway to genre and writing development (Hyon 1996; wield & Kalantzis, 1993; Johns, 2002; Paltridge 2004).However thither are conglomerate supposed loafertonments and their different apprehension of genre reveals the intelle ctual tensions that are inherently part of the concept (Johns, 2002). These intellectual tensions arise from the divergent theoretical accords of whether genre theory is grounded in language and text structure or whether it stems fundamentally from social theories of context and corporation. Hyon (1996) argues for three schools of thought: Systemic Functional Linguistics, new-sprung(prenominal) grandiloquence Studies and English for Academic Purposes whereas Flowerdew (2002) divides theoretical camps into two groups: lingual and non-linguistic approaches to genre theory. genre, in short, continues to be ‘a controversial topic, though never a purblind one’ (Kay & Dudley-Evans, 1998:308).I have chosen to follow Hyon’s (1996) classification for reviewing the genre literature because this classification makes it easier to highlight the similarities and differences in definitions, purposes and contexts, and allows for a greater ground of various approach es to genre in three research traditions. As a result, three schools of thought vernal grandiloquence Studies, English for Academic Purposes and Systemic Functional Linguistics and their approaches to genre will be discussed. 2. 3 The third Schools of Thought During the last two decades, a turn of researchers who were disillusioned with process approaches to teaching writing proverb genre as a tool to develop both first language and second language instruction (Hyon, 1996; Johns, 2002; Feez, 2002).Hyon (1996) in her synopsis of ‘ literary genre in Three Traditions and the implications for ESL’ argues that three controlling schools of thought, English for limited Purposes, North Ameri target untested Rhetoric Studies and Australian Systemic Linguistics have resulted in different approaches, definitions and classroom pedagogies of genre (see also Hyland 1996, 2002, & 2004). As cover and Kalantzis (1993: 2) put it, ‘… genre has the strength to me an many things to many people’. Paltridge (2002) calls it a ‘murky issue’. An understanding of the theoretical roots, analytical approaches and educational contexts of the different schools of thought is thus essential. 2. 3. 1 New Rhetoric Studies musical style Theories The first school of thought is the New Rhetoric approach to genre (Dias & Pare, 2000; Dias, Freedman, Medway, & Pare, 1999) which recognises the importance of contexts and the social disposition of genres but it is rooted in Bakhtin’s notion of dialogism.This notion of dialogism means that language is realised through utterances and these utterances exist in response to things that have been said before and in anticipation of things that will be said in response, and thus language does not occur in a clean (Adams & Artemeva, 2002). As a result, genre is a social phenomenon born by the specific goals and circumstances of fundamental interaction between people. Therefore, advocates of New Rhetoric Studies argue that genres are dynamic, relational and engaged in a process of endless utterances and re-utterances (Johns, 2002). As such, the focus of this theoretical camp is on the communicative function of language. Consequently, their perspective on genre is not primarily informed by a linguistic mannikin but draws on post-modern social literary theories.Accordingly, for these proponents, understanding genres involves not save a description of their lexico-grammatical format and rhetorical patterns but that also that genre is ‘embedded in the communicative activities of the members of a discipline’ (Berkenkotter & Hucklin, 1995:2). This view of genre as a flexible instrument in the give of participants indoors a community of practice has meant that the use of text in the classroom item has not been a major focus (Johns, 2002). Theorists concentrate on how ‘expert’ users manipulate genres for social purposes and how such genres can promote the interest and values of a feature social group in a historical and/or institutional context. ContextHyon (1996:698) states that, as with English for detail Purposes ( clairvoyance), genre teaching indoors this framework is preponderantly pertain with first language university students and novice professionals. It is have-to doe with with helping first language students become more successful readers and writers of faculty member and workplace texts. Unlike, ESP and SFL, thus the New Rhetoric Studies refers to first language development. One consequence of this is that their focus is much less bear on with formal classroom instruction. Purpose The focus of writing in this framework is thus on reservation students aware of the contexts and social functions of the genres in which they engage (Bazerman, 1988) and not on their formal trimmings.Proponents view genres as complex, dynamic, ever changing, and therefore not amenable to explicit teaching (J ohns, 2002; Coe, 2004; hump & Kalantzis, 1993). They argue that it is through understanding of context that students can become more successful readers and writers of genres. 2. 3. 2 English for Specific Purposes music genre Theories The second major school of thought in relation to genre is English for Specific Purposes (ESP). The potential to perform aptly in a variety of diverse genres is lots a pivotal concern for English second language learners since it can be a find factor in admission to higher paid career opportunities, higher educational studies, positive identities and living choices.As a result, ESP idealogues ‘scrutinise the organisation and meaning of texts, the demands placed by the workplace or pedantic contexts on communicative behaviours and the pedagogic practices by which these behaviours can be authentic’ (Hyon, 1996). Advocates of this paradigm are concerned with genre as a device for understanding and teaching the types of texts requi red of second language English speakers in scholarly and specialized contexts (Bhatia, 1993; Flowerdew, 1993; Gosden, 1992; Hopkins & Dudley-Evans, 1988; Swales, 1990). They propose that genre pedagogy could give ear non-native speakers of English to master the functions and linguistic conventions that they postulate to read and write in disciplines at higher institutions and in related professions.According to Paltridge (2004), ESP genre studies are pre preponderantly based on John Swales’s (1981, 1990) work on the discourse structure and linguistic features of scientific reports. Swales’s work had a strong influence in the teaching of ESP and more so on the teaching of schoolman writing to non-native English graduate students at higher institutions. Swales (1990) defines genre as ‘a class of communicative events with some shared set of communicative purposes and a range of patterns concerning structure’ (pg 68) Furthermore, Swales argues that the communicative purpose of a particular genre is recognised by members of the discourse community, who in ‘turn establish the constraints on what is primarily acceptable in terms of mental object, positioning and format’ (Paltridge, 2004:11). ContextGiven the focus on scientific and other kinds of donnish writing deep down this framework, genre teaching occurs for the most part at universities teaching English for schoolman purposes and in English classes for specific writing inquires, such as professional communication, business writing, and other workplace-related writing brings. However, Hyon (1996) argued that, at the time of writing, many ESP researchers had managed to present their descriptions of genres as useful discourse forges but had failed to propose how this content could be used in classroom models. For example, Dudley-Evans and Hopkins presented their summary of cyclical move patterns in scientific master’s dissertations as a teaching and cultivation resource but did not describe how this model could be converted into materials, tasks and activities in the classroom (Johns, 2002). Purpose As the focus of this theoretical camp is on international students atEnglish-medium universities in Britain and abroad, their focus is on demystifying or else than on social or political say-so (Paltridge, 2004). Due to the concern in this paradigm with English for faculty member and professional purposes, they focus on the formal aspects of text analysis. In fact, many ESP researchers particularly emphasise the teaching of genre structures and grammatical features (Hyon, 1996) or ‘moves’ in texts as to referred by Swales (1990). The purpose of genre teaching in this framework is therefore on teaching students the formal staged, qualities of genres so that they can recognise these features in the texts they read and then use them in the texts they write, thus providing access to ‘English language academic dis course communities’ (Paltridge, 2004:16).As a result, in their approach to textual analysis ESP theorist have paid specific attention to formal elements of genres and focused less on the specialised functions of texts and their social contexts (Hyon, 1996). 2. 3. 3 Systemic Functional Linguistics (SFL) Genre Theories This underplaying of the social context is taken up by the third school of thought, Systemic Functional Linguistics, which collapses the formal features of text in relation to language function in social context. SFL, referred to as ‘the Australian school’ in the joined States of America, is rooted in the theoretical work of Halliday (Halliday, 1985; Halliday & Hasan, 1989; Johns, 2002). As a result, this theoretical camp is based on systemic operable philology and semiotics from which emerged the chronicle-theory (Breure, 2001).Halliday unquestionable his linguistic theory in order to give an account of the ways in which the English languag e functions as social practice (Halliday, 1985; Hasan & Halliday, 1989). As a result, this theoretical paradigm focuses on the systemic function of language from which choices are made to convey meaning within a specific context and with a specific purpose. Therefore, proponents within this framework propose that when a series of texts have similar purposes, they will probably have similar structures and language features. They are thus grouped as the same genre. create on the work of Halliday, the idea of Systemic Functional Linguistics as a basis for language teaching emerged from the work of theorists such as Martin (1989, 1992).Christie (1991) and Rothery (1996) made attempts to take genre and grammar analysis a step get ahead by providing and expanding sustains which bridge systemically between grammar and genre. They argue that texts need to be studyd as more than just unmixed sequences of clauses and that text analysis should focus on how language reveals or obscur es social reality. Such an analysis can illuminate the ways in which language is used to construct social reality. teaching methodal Context Cope and Kalantzis (1993) state that genre-based teaching started in Sydney as an ‘educational experiment’. The reason is, because by 1980, it seemed clear that the saucily introduced progressive curriculum did not achieve the educational outcomes that it professed to (pg 1).As a result, researchers became interested in the types of writing and texts that learners in primary schools were expected to write as part of the process approach (Martin, 1989, 1991). These researchers were concerned that learners were not being prepared to write a wide enough range of texts needed for schooling, for example, findings showed that teachers mostly favoured narratives and recounts. So, genre-based research has predominantly been conducted at primary and petty(a) schools although it has also begun to include adult migrant English education as well as workplace training programmes (Adult unsettled schooling service, 1992). As a result, in the Australian framework, the efforts of research are mostly centred on youngster and adolescent contexts unlike their ESP and New Rhetoric counterparts (Drury & Webb, 1991).A group of researchers in the late 1980’s started the Literacy in instruction search Network (LERN) (Cope, Kalantzis, Kress & Martin, 1993:239). Their aim was to develop an instructional approach to address the inadequacies of the process approach for teaching writing. For researchers in this paradigm, learners at school need explicit induction into the genres of power if they want to embark in mainstream textual and social processes both within and beyond the school (Macken-Horarik, 1996). Those learners who are at riskiness of failing fare better within a visible curriculum and this applies particularly to learners for whom the medium of instruction in not a home language. PurposeSystemic g enre analysts contend that genre pedagogy should focus on language at the level of whole texts and should also take into account the social and cultural contexts in which texts are used (Martin, 1985, Rose & Martin, 2005). Furthermore, genres are viewed as social processes because ‘… texts are patterned in sanely predictable ways according to patterns of social interaction in a particular culture’ (Cope and Kalantzis, 1993:6). Consequently, SFL genre approaches see social purpose, language and context as coordinated in texts. textual patterns reflect social conventions and interactions and these are executed through language.Therefore, genre teaching should move from linguistic description to an explanation and an understanding of why texts are shaped the way they are and how they achieve their particular goals (Paltridge, 2004). As a result, the underlie principle underlying all such language approaches is that learners must learn not except to make gra mmatically correct statements about their world, but also develop the ability to use the language to get things done. The purpose of the Australian framework is to assist learners at school become more successful readers and writers of academic, school and workplace texts (Hyon,1996). Their goal is to help primary and secondary school learners ‘participate effectively in the school curriculum and the broader community’ (Callaghan 1991:72).Their focus is on learners accomplishment to write in English as a second language and the challenges these learners might experience when writing and learning in a language that is not their mother tongue. Therefore they argue for explicit teaching through a roulette wheel that ‘models and makes explicit the dominant forms of writing or text types valued in schools’ (Gibbons, 2002:52). Writing in an American context of disfavor students, Delpit (1998) strongly argues for the teaching of the genres of power, stating tha t if a learner is not already part of the culture of power, explicitly teaching the rules of this culture through genre makes access easier.Consequently, research on genre theory has been both politically and pedagogically motivated: a pedagogical project motivated by the political project of allowing allude access to social, economic and political benefits of Australian society through an explicit and visible literacy curriculum (Kress, 1993). As a result, Australia is often referred to as the place in which practitioners have been most successful in applying genre theory and research to pedagogy (Johns, 2002). My intention is to explore the use of SFL genre-based teaching as an alternative approach to teaching writing in grade half dozen at a multilingual primary school. However, approaches to research and pedagogy of SFL have not been accepted without critiques.These critiques rise up from advocates of progressive literacy approaches (Lankshear & Knobel, 2000) and also fr om within genre camps practicing genre theory from different theoretical understandings. In the following(a) section, I provide details of these critiques and a ain response to each critique. 2. 4 Critiques of genre of SFL There have been many critiques of SFL genre-based approaches, as mentioned in the earlier section. Here I discuss three of the most telling: liberal progressive critiques, socio-cultural practice theorist critiques, and sarcastic discourse analysts’ critiques about teaching the genres of power. The liberal progressivists claim that genre literacy entails a revival of transmission system pedagogy.It seems to mean learning formal ‘language facts’ again. It is sometimes claimed that genre literacy teaching is founded on a pedagogy that will lead us back to the notional old days of authoritarian classrooms where some students found the potence congenial and succeeded, while others found the authority uncongenial and failed (Cope & Kalant zis, 1993). However, in contrast to transmission approaches which often treated texts in isolation and grammar as separate and external from the text, a genre-based approach views texts as closely linked to social context and uses linguistic analysis to unpack the choices that are made for social purposes. kind of than unthinkingly replicating rules, learners are ssisted towards conscious control and can be encouraged to exercise creativity and tractability on an informed basis. The ‘authority’ provided acts as a scaffold and is gradually withdrawn, thus shifting province towards the learner. A second major critique has been increase by social practice theorists such as Lave and Wenger (1991) whose research focus is from a situated learning perspective. These advocates of situated learning view genres as too complex and diverse to be disjunct from their original contexts and taught in a non-natural milieu such as the classroom context. Also, they argue that learnin g occurs through engaging with authentic real world tasks and that learning to write genres arises from a need in a specific context.Therefore, in authentic settings, writing involves the attainment of larger objectives, which often involve non-linguistic features, and thus the disconnection between situations of use and situations of learning is unbridgeable. However, although this theory caters a persuasive account of how learning takes place through apprenticeship and mastery character references, especially how an apprentice becomes a fully literate member of a disciplinary work group, it does not propose a clear role for writing teachers in the language classroom (Hyland, 2004). In a SFL genre approach by contrast, the pickax of topics and texts can highlight how cultures are portrayed as either prohibit or positive.It can help learners become aware of how language choices in texts are bound up with social purposes (Lankshear & Knobel, 2000). This awareness is necess ary for entry into intellectual communities or social discourses and practices, and can help make learning relevant, appropriate and applicable to the context in and outside of the classroom. It can also include a critical element as it provides learners with a linguistic framework to analyse and critique texts. A final important critique is that teaching of the genres of power will not automatically lead to social and economic access in a fundamentally unequal society (Cope & Kalantzis, 1993).While this may be true, the consequences of not teaching these genres could lead to English second language speakers’ from deplorable working class backgrounds being discriminate in perpetuity. The discourses of scientists, doctors and lawyers, for example, are often cryptical and obscure, denying access to many, particularly second English language speakers and those not long-familiar with the conventions of their associated genres. These social exclusions are mark lingually (Cope and Kalantzis, 1993). Therefore, SFL genre theorists’ notion of genres as textual interventions could provide access and equity to those not familiar with a particular discourse in society.Consequently, genre teaching in this framework has the intention of empowering disadvantaged and underprivileged students by providing them with the linguistic resources to critically analyse and become more proficient writers of different text types, thus potentially providing access to the socio-economic and political domains presently denied to many learners at schools. A related point is that a genre-based approach runs the risk of reproducing the military position quo (Luke, 1996). However, a genre approach should be able to include issues of inequality and power relations in the teaching context by adopting a critical education theoretical perspective, which strives to unveil existing deep-rooted ideologies within society with the intention of empowering students to question a nd change the status quo.If teachers are made aware of such aspects in texts, how meaning is constructed and negotiated in texts, and how this shapes our thinking about the world, they might be able to raise awareness and reason about power inequalities through the development of effective critical literacy skills in English additional language classes. At the same time, ‘functional ways of talk and thinking about language facilitate critical analysis’ (Hyland, 2004: 42). As a result, it may assist learners to distinguish texts as constructs that can be debated in relatively accurate and explicit ways, thus adequate aware that texts could be analysed, evaluated, critiqued, deconstructed and reconstructed. Such awareness is arrogant for further education or academic studies at higher institutions of learning. then a genre-based approach to teaching writing might bridge the gap between writing required at school and the academic writing skills essential for undergra duate studies.Having sketched the broad parameters of the three main approaches to genre and how genre approaches have substantial in different ways and with different underlying goals, I now focus in greater detail on the Australian Framework. This approach appears to offer the greatest scope for southbound African contexts given its intention to provide equity and access to social and economic spheres in society, which is also a key principle of the South African Constitution (1994) and C2005. Furthermore, the focus on English second language learning contexts and aboriginal learners from disadvantaged, poor working class communities is similar to learners from disadvantaged communities who learn mostly through a medium of instruction which is not their home language.Another important reason for focusing on this approach is that this genre-based approach could inform the teaching of writing and future teacher training frameworks that aim to improve the literacy outcomes of lear ners in the arbitrate phase in South African contexts. 2. 5 A Closer look at The Australian Framework It was Michael Halliday (1975) a professor of Linguistics at the University of Sydney, who was the founding father of systemic functional linguistics (SFL) and provided the catalyst for the development of genre theory in Australia (Cope and Kalantzis, 1993). Halliday and his theory of systemic functional linguistics introduced the theme of ‘learning language, learning through language, learning about language’ (Cope and Kalantzis, 1993:231).As discussed above, SFL focuses on language and how it functions or is used in cultural and situational contexts and argues that language can be described or realised by means of a framework comprising cultural context, situational context and linguistic features. The Australian framework is therefore rooted in a text-context model of language (Lankshear &Knobel, 2000; Gibbons 2002; Derewianka 2003). Furthermore, SFL interprets the context of situation and the context of culture as two interrelated domains (Christie & Unsworth 2000). The context of situation is the immediate context in which language is used. However this context of situation can vary in different cultures and as such it is culture-specific.This situational context is described in three main categories of semantic resources, field, mode and mental strain, and collectively this is referred to as the register of a text (Lankshear & Knobel, 2000) The field describes the subject-matter of the social activity, its content or topic; striving focuses on the nature of the relationships among the people involved; mode refers to ‘medium and role of language in the situation’ (Martin, 1997: 10) Therefore, it is the register (field, tenor and mode) which influences how language is used because it provides the social purpose of the text through answering ‘what is going on, who is taking part, the role language is playing ’ (Martin & Rothery, 1993: 144). Hence, SFL explores the relationship between language and its social functions.The earliest work on applying this framework to education was carried out by Martin and two of his students Rothery and Christie who started a research project in 1978 using the field, tenor and mode framework to analyse writing produced in schools (Cope & Kalantzis, 1993; Kress, 1993). In 1980 Martin and Rothery examined student writing that had been collected over numerous years (Cope and Kalantzis, 1993). Their findings indicated that most school valued texts were short and limited to a few genres for example, labelling, observation, reports, recounts and narratives, with observations and recounts being the dominant genres (pg 233). Furthermore, they found that the texts produced in textbooks lacked development, even within story genres, were extremely gendered, and irrelevant to the ask of the community or secondary schools.They then developed the gu ess that genres at schools should be explicitly taught by teachers. This research resulted in the development of a curriculum unit of ammunition providing scaffolding and explicit teaching through setting the field, deconstructing a text, modelling writing, jointly constructing a new text and culminating with individual writing (Macken-Horarik, 1998; Feez; 2002; Paltridge, 2004; Cope & Kalantzis, 1993; Martin& Francis, 1984). Building field and setting context is critical to each phase of the cycle and this refers to a range of activities which kind up content for the genre and knowledge about the contexts in which it is deployed (Martin & Rose, 2000).In this way, learners move from everyday, common sense knowledge towards technical, specialist subject knowledge, and are gradually inducted into the discourse and field knowledge of school subjects. As a result, this approach can strengthen and promote learning language and about language across the curriculum. The lo gic of the curriculum cycle is based on the notion of ‘scaffolding’. Hammond (2000) and Gibbons (2002) refer to this as ‘scaffolding language’ based on Vygotsky’s (1976) zone of proximal development (Derewianka, 2003). In this process the teacher takes a more direct role in the sign phase, with the learner in the role of apprentice. As the learner develops greater control of the genre, the teacher gradually withdraws prolong and encourages learner independence (Derewianka, 2003).Therefore, genre literacy has the intention to rejuvenate the teacher as professional, as expert on language, whose role in the classroom should be authoritative but not authoritarian as irrelevant to the teacher as facilitator in more progressive teaching models (Cope & Kalantzis, 1993). As a result, the curriculum cycle and its scaffolding approach could be valuable in activating the schemata of English second language learners as opposed to a context where English teaching approaches are traditional and narrow. Such approaches could have negative educational impacts on disadvantaged learners. 2. 6 The Disadvantaged Schools Programme Luke and Kale (1989:127) argue that monolingual and monocultural practices permeated formalised language and education planning in Australia preceding 1970. Similar to South African apartheid policies, Australia practiced a ‘White Australian Policy’ (Luke & Kale, 1989:127).However, in the aboriginal 1970s the Australian government recognised that aboriginals and islander learners should be integrated into mainstream schools (Luke & Kale, 1989). As a result, the need to acknowledge Aboriginal and migrant languages became a anteriority in educational policies. Furthermore, Diane Russell (2002) states that up to 1967 very few Aboriginal students in South Australia enciphered secondary school unless they were wards of the state and, given this history of disadvantage, much of the literatu re about the education of Aboriginal students since then refers to the poor retention and attainment rate of Aboriginal students compared to their non-Aboriginal peers.As a result, the Disadvantaged Schools Programme (DSP), an initiative of the Interim mission of the Schools Commission (1973), was initiated to reduce the cause of poverty on learners at school (McKenzie, 1990) and participation was based on the social and economic conditions of the community from which the school draws its learners. Thus the intention of the DSP was to improve the learning outcomes of learners from educationally disadvantaged backgrounds in Australia to increase their life choices (Randell, 1979). Therefore, a fundamental aim of the DSP was to equip disadvantaged learners with power, through education, to enter and share fully in the benefits of society as a matter of social justice.Furthermore, a legal age of Aboriginal people grow up in homes where Standard Australian English is at most a second dialect, sometimes first encountered on the first day of school. Accordingly, accepting the language children bring to school and using that to build competence in Standard Australian English is the ‘key to change the performance of Aboriginal students’ (www. daretolead. edu. au). Genre theorists have been concerned with equitable outcomes, thus discourses of generation, ethnicity and class have been a preoccupation. These theorists argued that progressive pedagogies were marginalising working-class Aborigine and other disadvantaged learners (Cope & Kalantzis, 1993).For Burns (1990) progressive curriculum approaches led to a confusing array of approaches and methodologies and failed to provide a well-formulated theory of language. Further, Cope (1989) argued that an ‘authoritative’ pedagogy for the 1990s was needed to replace the progressive curriculum of the mid-1970s as this had miss to make explicit to learners the knowledge they need to gain to access socially powerful forms of language. Due to the above kinds of debates in the SFL genre theory camp, a literacy consultant, microphone Callaghan, working with the DSP in Sydney, decided that SFL might be a viable theory and this resulted in the nomenclature and Social forcefulness Project.Teachers who were disillusioned with progressive teaching methods became eagerly involved in this project (Cope & Kalantzis, 1993). Additionally, Cope and Kalantzis (1993) report that teachers discovered that genre theory did not dismantle all the progressive language approaches; in fact, it enhanced progressive language teaching and highlighted that there is a social purpose in writing. This, however, meant teachers’ knowledge and skills about language in social contexts had to be developed through extensive in-service training and in-class aliment 2. 7 Research originating from the Disadvantaged Schools Programme Scholars like Martin and Rothery (1986) began to analyse texts using SFL theory.This took the form of linguistic analysis with each text being deconstructed into its structural features, or schematic phases, and then being analysed for its typical language features. Most of these projects aimed to link theory and practice (Cope & Kalantzis, 1993). As a result, teachers gained knowledge and an ability to critically analyse the texts that they used in practice. Research identified real genres such as reports, expositions, discussions, recounts, explanations, and procedures, which could be used in classrooms. Furthermore, as this project progressed, the data were translated into classroom practice using a pedagogical model developed by project members that resulted in a major breakthrough for the classroom, that is, the curriculum cycle or the teaching and learning cycle (Callaghan & Rothery, 1988).The peopleal Centre for English spoken communication inform and Research was commissioned in 1990 to evaluate the effectiveness of proje cts like the verbiage and Social berth Project and was asked to report on improvements in learner writing as well as on the impact of genre pedagogy on teachers’ knowledge of the social function of language and their ability to assess the effectiveness of learners’ writing (Cope & Kalantzis, 1993). The findings of the report highlighted an ‘ overpoweringly’ positive response from participating teachers (Cope & Kalantzis, 1993). Teachers praised the in-service and the in-class support of the conclusion lessons as well as the backup support material, both printed and audio-visual. Furthermore, in terms of evaluating the learners’ written texts, it was found that learners from participating schools wrote a broader range of genres, that these included more factual texts, and that these learners had a higher success rate than learners from non-participating schools (Cope & Kalantzis, 1993). 2. 9 SFL and the School Writing CurriculumKres s (1994) states that until recently ‘writing has been regarded as an alternative medium of language, giving permanence to utterances’ (pg 7) and attention on writing was thus focussed on robotic aspects. However, increasing evidence indicates that vernacular and writing have distinct grammatical and syntactical organisation, and further that writing and speaking occur in distinct social settings which have significant effects on the syntactic and textual structures of speech and writing (Kress, 1993). Literacy in many Western schools presupposes that learners have developed spoken language skills in the relevant language but this may not be the object lesson for second language learners (Gibbons, 2004).As a result, these learners would have even more to learn about writing because learners ab initio use their knowledge about spoken language to bridge the divide between speaking and writing (Kress 1994). The school writing curriculum and its teachers are then powerfu l in developing or impede the writing development of learners in primary school. As discussed above, writing curricula drawing from progressive theories which stress the process of writing over content, see the teacher as a facilitator of writing, and no focus on linguistic rules for speaking or writing could result in English second language learners being denied access to development as writers. Therefore, writing curricula which focus on the teaching of genre are potentially powerful in that they could provide ‘ generic wine power’ to learners. Power to use, interpret, exploit and innovate generic forms is the function of generic knowledge which is accessible only to members of disciplinary communities’ (Bhatia, 2003:67). Accordingly, the teaching of SFL genre approaches and their linguistic frameworks could provide a scaffold for English second language learners to be inducted into social contexts, purposes and linguistic features of both spoken and written dominant discourses. Such approaches might lead towards opportunities for equity and access for non-native speakers of English. A writing curriculum rooted in genre theory would have implications for the classroom and the adjoining section discusses some of these implications for pedagogy. 2. 9. 1 SFL Genre in the classroomThe teaching of genre in the classroom requires explicit teaching of language at text level and of the interdependence of language use and context (Paltridge, 2004). Halliday and Hasan (1985) state that SFL deals with language in context: ‘The context of situation, the context in which the text unfolds, is encapsulated in the text, not in a kind of piecemeal fashion, not in the other extreme in a mechanical way, but through a systemic relationship between the social environment on the hand, and the functional organisation of language on the other. 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