ESL and Koreans Essay

The goal of every language course is the individual student progress in terms of writing proficiency, reading and speech (Ferris and Hedghock 2004, p. 73). This is done by constant feedback and encouragement from the teachers and the dedication of the students under the English as a Second Language (ESL) program Ferris and Hedghock 2004, p. 73). Developing the ability to grow independently with the support of the group exists in an environment of support and encouragement from within the group (Ferris and Hedghock 2004, p. 73). There is a basic procedure teachers must use to be able to attain the best possible performance from their ESL students. There are also different tools that are available that could enhance the learning process. Technology and computers as well as pop culture have been trends that teachers use to reach out and connect with the ESL students. Korean students are actually well-educated and have the basic background when it comes to the English language. Theoretically, they are well-equipped. They are very academically inclined. The important thing that would be developed would be the application process of learning English as their second language. In Korea, they are used to speaking only in their native language. They do not speak in English to converse with other people. They only learn in their English classes. The need for ESL lessons when they are in other countries, like in Australia, is because they do not know how to put into practice the theoretical concepts they have of English. Teaching ESL Process A syllabus must be developed that included the principles and procedures needed to teach a small ESL class (Ferris and Hedghock 2004, p. 88). The day-to-day planning of activities for the teachers should encompass the design of the curricula and the general principles that would be considered in constructing the syllabus (Ferris and Hedghock 2004, p. 88). The goals should be translated into objectives and the syllabus would be the framework for the classroom instruction. Goals are the general statement of the curriculum’s purpose while the objectives actually reflect the particular knowledge and skills that the students would develop by the end of the course (Ferris and Hedghock 2004, p. 88). The objectives that are set for the students must be precise and should focus on essential characteristics like performance, condition as well as criteria (Ferris and Hedghock 2004, p. 88). For example, the instructional objectives are stated like â€Å"by the end of the course, the students would be aware of their writing style and identify where they need to be improved in† (Ferris and Hedghock 2004, p. 89). The specific nature of such statements lie on the fact that these characteristics are observable (Ferris and Hedghock 2004, p. 89). When instructional objectives are clearly stated the teachers would have an easier time when it comes to planning individual class periods (Ferris and Hedghock 2004, p. 97). A way of putting it is like this: â€Å"Compose descriptive, narrative, and expository paragraphs† and in order to achieve this, the students must â€Å"compose a 250-word paragraph about one’s experiences in the country (Ferris and Hedghock 2004, p. 97) A lesson plan can actually take different forms that depended on the time frame, the personal style and experience of the individual teacher (Ferris and Hedghock 2004, p. 97). Despite the variety of formats a lesson plan may be, the important thing is for it to provide for a script for presenting materials in interacting with the students and the actual instruction for the activities in the ESL program (Ferris and Hedghock 2004, p. 97). It can also serve as the link that connects the curriculum goals of the teachers with the students as well as the step-by-step chronology of the classroom activities (Ferris and Hedghock 2004, p. 98). Lesson plans are practical and dynamic tools for meeting the student needs and achieving the instruction objectives (Ferris and Hedghock 2004, p. 98). The important thing to see is the flexibility of the lesson plan. ESL classes are more customized and mapping out the complete instruction for the class can be futile since the teacher needs to get to know the students first to make the program adaptable (Ferris and Hedghock 2004, p. 98). Knowing the Students To design a syllabus for a specific class, the teacher would have to assess the student’s needs first. This is so the teacher is enabled to identify and validate the needs so that priorities may be established. Factors like diverse background features, different skills, schemata and expectations from ESL students are important factors when it comes to planning the lesson for the students (Ferris and Hedghock 2004, p. 73). It is very important to know what the prior educational experience of the Korean students has (Ferris and Hedghock 2004, p. 77). The teacher must know if the Korean students had prior experience in studying with foreign schools or if it was the first time they have studied in school that speaks English as a native language. International students may find contrasting training instructions from the previous language training programs they have undergone (Ferris and Hedghock 2004, p. 78). Information about the students’ educational history is valuable for the teacher. Aside from such educational background, teachers must also consider the current language proficiency and literacy (Ferris and Hedghock 2004, p. 79). This can assess what areas they need to focus on and what areas they just need to review on. The immigration status of the students should also be considered as the international students generally intend to return to their own countries after they have completed their studies in Australia (Ferris and Hedghock 2004, p. 80). This tells how much of the primary language environments they have been exposed to as well as how exposed they are to English because of staying in the country long enough (Ferris and Hedghock 2004, p. 80). There is also such a thing as learner preferences, strategies and styles. The learner’s disposition towards classroom instruction and independent learning must be considered as it can be a determining factor as to brining out the best performance from the students (Ferris and Hedghock 2004, p. 84). Language Needs The educational programs need to cover and address what the students bring with them (Slavit et al. 2002, p. 116). There is a need for teachers to carry on what the students have instead of focusing on what they lack (Slavit et al. 2002, p. 116). The key is banking on the students own experiences that involves their language and their culture and mix that with the new principle and concepts offered in the present class (Slavit et al. 2002, p. 116). This is because the teacher is merely connecting the constructs from the past experiences and stimulates the learning to make them comfortable with the new environment they are in (Slavit et al. 2002, p. 116). Second language learning is a difficult process because learning the first language had been a process that has been done since the first day of the child. It is quite harder to acquire a second language because of the difference of the language and the culture from what the person has already been used to (Slavit et al. 2002, p. 116). There is often much reservation when it comes to having to begin to learn language skills. It is very important to consider how the students may feel inferior because of such circumstance. Fluency, then, does not end inside the classroom. It must be developed even after the class and do so in basic conversations. Errors may actually indicate progress. They can be replaced with the appropriate forms even without teacher intervention when done in an informal atmosphere (Slavit et al. 2002, p. 116). Unit Plan Free Conversation A quarter of the time, in the first part, middle, or the end, should be devoted to free-flowing conversation. Conversation versus classroom instruction can build relationship between students and teachers that would enable them to work together trustingly and more efficiently throughout the course. Actual body languages, facial expressions, gestures, intonation, and other things serve as cues that help the student in understanding the context of speaking in English (Drucker 2003, p. 22). Academic English can actually provide less contextual cues (Drucker 2003, p. 22). Conversation builds relationships between the students and the teachers. Once the conversation gets going, they get to find out each other’s interests and preferences (Drucker 2003, p. 22). Especially in the beginning of the course when the Koreans would feel reserved and inferior to have to learn a second language, it is important to gain their trust and their confidence for them to be able to perform well in whatever activity the curriculum may require. When the teacher is able to get the trust of the students, they are then made more comfortable to open up and use the English language to converse. This also makes them more open to commit errors and be open to the corrections of the teachers. Teachers can actually start by just conversing about their lives as individuals. Some teachers relate to male students who enjoy video games by translating and analyzing the words in the context of the games they are both familiar with. If the students love music, it can be in terms of the lyrics of their favorite songs. The teachers can provide the context for the student when they begin reading a specific text and challenge them by talking with them about it (Drucker 2003, p. 22). The teachers can start by relating selected reading passages that would be discussed with something that is relevant to the students in terms of their interests and skills (Drucker 2003, p. 22). Part of getting students to converse with each other is posing a question about the text or about a specific topic that would engage the students to provide their opinions about the topic in the English languages (Drucker 2003, p. 22). The teachers can also direct the students into discussing and looking for particular information and analyzing it. Another way of starting conversation is banking on pop culture. It has been known to provide for a rich and powerful classroom resource to show relevance between the students and the teachers (Duff 2002, p. 482). This makes the discussion more interesting, relevant and appealing to the students especially despite the language barrier and coping mechanism the students have in using the English language (Duff 2002, p. 482). This also builds the rapport between the teachers and the students. Discussion about current events can help the students’ voice out their opinions, only they are using the English language (Duff 2002, p. 482). Despite the fact that the teachers and the students may not share the same socio-cultural and psycholinguistic repertoires, practices and abilities and need assistance from others, this can be a standpoint wherein they can connect with their students and help them be more vocal (Duff 2002, p. 482). However, teachers must be aware that some of their students are not familiar with other pop culture icons because of the difference of their backgrounds. This can confuse them more. However, it is also useful to introduce such icons for them to gain the confidence in speaking the language, knowing that they are now more aware of Western icons (Duff 2002, p. 482). Elements of Instructional Conversation The theme is very important to serve as the focal point for the discussion (Williams 2001, p. 750). This can be viewed as the general plan as to how the conversation within the class would take place. There is a need to use the background or the relevant schemata of the student by activation or by providing background knowledge that is necessary to form a connection between the students and the teachers (Williams 2001, p. 750). Such knowledge is interwoven into the discussion. When necessary, the teacher provides the actual conventional teaching of the lesson to the students, as much as possible this is not applied too much to avoid disconnection and boredom (Williams 2001, p. 750). The teacher also promotes for the students to use more complex language and expression (Williams 2001, p. 750). They encourage them to elaborate on their answers in the discussion by elicitation techniques to would invite them to explain further like asking them to tell more about what they have said or to ask what they meant by it. It is also effective to have them restate their phrases saying â€Å"in other words† and phrases like that (Williams 2001, p. 750). Other elicitation techniques include the promotion of the use of different texts, pictures and reasoning to support the arguments made by the students without overwhelming them the teacher may gently probe for the student’s sentiments by saying â€Å"what made you say that †orâ€Å" how you came to that conclusion (Williams 2001, p. 750)? † It is also important to assure the students that there are more than once correct answers (Williams 2001, p. 750). This would encourage the students to try and try to provide more answers and not be pressured to provide the correct one. The teacher while being focused on the flow of discussion and maintaining the coherence of the discussion to the lesson as well as keeping track of the time, the teacher must also be responsive to the statements of the students and to watch out for the opportunities they provide. There must be discussion that has â€Å"multiple, interactive, connected turns; succeeding utterances build upon and extend previous ones† (Williams 2001, p. 750). Students must remain challenged so as not to feel like they are limited as well as not feel threatened by the teachers (Williams 2001, p. 750). The atmosphere must remain balanced and effective for improvement (Williams 2001, p. 750). The teacher must act as a collaborator rather than an evaluator (Williams 2001, p. 750). The atmosphere the teacher creates allows the students to negotiate and construct their own sentences as well as be subjected to training as well (Williams 2001, p. 750). There must be general participation amongst the students. The size of the class must be carefully considered in terms of the level of proficiency and skills of the students (Williams 2001, p. 750). By doing this, the students can each have their chance to participate in class and be trained to speak out statements in English. Students must be encouraged to volunteer to speak out (Williams 2001, p. 750). Those who are more reserved must be the ones the teacher would call upon. The important thing is for everyone to have their own turn to speak up (Williams 2001, p. 750). Correction and Interaction Students in the early stages of acquisition must be expected to commit errors in communication (Williams 2001, p. 750). The teachers must be sensitive enough to correct in a gentle fashion as Koreans may feel threatened by harsh criticisms from the highly academic backgrounds they have in Korea. This must be considered more so when it comes to vocabulary. The teachers would not want to the students to have negative experiences with learning English that they would be afraid to try the next time. This can discourage the students from attempting to use the second language and can hinder their efforts from developing (Slavit et al. 2002, p. 116). Rather than correction, modeling the correct form would be more efficient for the students (Slavit et al. 2002, p. 116). Language can develop when placed in a variety of setting that promotes informal talk and interaction (Slavit et al. 2002, p. 116). When there is talking and listening involved, activities involving reading and writing can actually help the learners develop a higher facility for the language and have control over social interaction (Slavit et al. 2002, p. 116). Literacy is part of language; it goes along the lines of reading and writing (Slavit et al. 2002, p. 116). The language learners must have the competence for oral language and learn the language as it is needed for new functions (Slavit et al. 2002, p. 116). The role of the teachers it to teacher the learners to use the resources they need for the new language. The best performance for ESL students in classrooms comes when they are able to speak and listen as part of the integral â€Å"process of negotiating knowledge, exchanging personal experiences and thoughts, and the development of language and literacy abilities (Slavit et al. 2002, p. 116). † This comes from a demonstration of cultural diversity and a provision for equal opportunities for the students in the ESL classrooms (Slavit et al. 2002, p. 116). Proper implementation would fall upon the supportive nature of the school staff and the recognition of diversity as â€Å"an asset and not a handicap† (Slavit et al. 2002, p. 116). Games Most of the time teachers start every day’s session with a three to five minute game to get the lesson started. They are not merely icebreakers; they also tie into the lesson for the day. Aside from conversational way of training the students, the teachers find using games as effective ways to train the Korean students excel in English. The level of difficulty language learning has on the students are so high that the teachers wanted to provide easier methods for them by using games (Wright 1984, p. 1). Games actually help the students and encourage them to participate as well as sustain their interest (Wright 1984, p. 1). They help create contexts that are much more meaningful for the students that make them want to take part in the lesson (Wright 1984, p. 1). Games make way for students to practice their language skills and to practice different types of communication in a lighter environment (Ersoz 2000). This provides an effort to lessen the difficulty of language learning for the students (Ersoz 2000). It gives the students a chance to take a break from the conventional lessons and provide high motivation at the same time challenge and amuse the students (Ersoz 2000). It deviates from the principle that learning has to be serious and solemn (Kim 1995, p. 35). Games are used to practice the skills of speaking, writing, listening, and reading (Kim 1995, p. 35). At the same time, they can use games for vocabulary presentation and revision (Uberman 1998, p. 20). Some scholars even say that games should be treated as a central instead of merely a peripheral to teaching foreign language to students (Uberman 1998, p. 20). They give the students new experiences with the foreign languages that could not have been easily calculated by conventional learning (Uberman 1998, p. 20). Games actually promote fluency with the students because of constant and pressure-free use (Uberman 1998, p. 20). Ideal games are those that involve pictures. The students are made to pronounce the nouns that are in the pictures. They are then asked to describe the pictures using adjectives in forms of sentences and nor merely phrases. Whoever gets to describe the picture more wins the game. There are also games that would encourage the students to complete each other’s stories by taking turns in giving sentences. They take turns in filling in what can happen next in the story and the students would have to do it fast otherwise they would loose the game. This enables them to be creative as well as explore more vocabulary to be developed in the students. Lessons Sentence, Phrase and Text Construction. The sentence structure for the English language is very easy because of the rigid word order (Hinkel 2004, p. 65). Sometimes, it’s only a matter of proper translation that comes from understanding the rules of English sentence construction. Koreans usually directly translate their sentences to English that becomes their pitfall when it comes to the English grammar. Their sentence construction is different from English construction and that is where they need to be trained so that it can be adjusted. Although there are different kinds of structure that can be possible for the English sentences, there is still a pattern that can be easily identified and mastered through practice (Hinkel 2004, p. 65). For instance, when it comes to prepositional phrases, it cannot perform what a subject can do (Hinkel 2004, p. 65). Only noun phrases can act as a subject and a verb must be present in sentences for it to be grammatically correct (Hinkel 2004, p. 65). Generally, the English sentence can be broken down to see how they are ordered and sequenced in slots found in a sentence. There are certain basic principles that the learner must learn in order to fully understand sentence construction. The first principle would be the sentence units cannot be isolated from one another. They are in relationship with the other elements of the sentence even though they serve different functions and are labeled as different units (Hinkel 2004, p. 66). In most sentences, the subject goes before the verb. The context of the sentence elements determines the variation of the elements under the second principle (Hinkel 2004, p. 66). This is where we see that singular nouns use singular verbs. Although the sentence structures are dynamic they still follow predictable patterns that can easily be explained to the students (Hinkel 2004, p. 66). There are the subjects and object slots that can only be filled by words or phrases that are under the class of nouns or pronouns like proper and common nouns (e. g. Nancy, house or Australia); abstract and concrete nouns (e. g. love, book); gerunds (e. g. dancing, walking); compound phrases (e. g. corn soup, coffee table); pronouns (e. g. I, you, they); or sets of parallel nouns (e. g. shirts, shoes, and bags) (Hinkel 2004, p. 67). This is the basic core structure of a sentence, when this is mastered, the teachers can go into more complicated structures that are basically adhering to the same order of element (Hinkel 2004, p. 67). According to the third principle, the sentence states how the sentence elements are arranged and it is according to a hierarchy of importance for the sentence to be grammatical (Hinkel 2004, p. 68). The most important elements for a sentence would be the subject and the verb. Elements like the adverbs and prepositional phrases are more mobile and can appear in other locations (Hinkel 2004, p 68). To simplify the identification of core elements it is very helpful to identify the â€Å"subject, predicate verb phrase, and importance of subject-verb agreement† (Hinkel 2004, p. 69). The organization of the sentences accounts for the fluidity of the sentence construction and itself stylistic variation (Hinkel 2004, p. 69). Sentence Elements. The teachers must also run through the parts of the sentence. Even though, most Koreans have a strong background in the theories and rules involved in Basic English grammar, it is different when it is presented and emphasized in ESL classes. It is also helpful to present them in tables and other visual presentations in these manners: S – V Time Place Manner Reson (He eats/He ate†¦ ) (When) (Where) (How) (Why) Adverbs yesterday there quickly last night here sloppily Prepositional at 7:00 in the house with a fork For fun Phrase Adverbial Clause when he wherever he can as a good because he’s finishes work boy should hungry Other to get fat (infinitive) Table 1 Sentence Elements (ESLgold. com 2007). S – V Duration Frequency Contrast Condition (He works/worked/ (How long) (How often) (To show a (Under what has worked†¦ ) difference) conditions) Adverb forever sometimes anyway always Prepositional for two hours on Thursdays despite his for pay only Phrase illness Adverbial Clause as long as whenever he although he if he feels good he can has time doesn’t get paid Table 2 Sentence Elements (ESLgold. com 2007). Practical Techniques for Reading and Grammar Depending on the capability of the students, there must be essential elements that can design a flexible curriculum depending the reading and grammar proficiency of the students (Hinkel 2004, p. 33). Most lessons focus on sentence and phrase structure, nouns, pronouns, verbs, verb tenses, vocabulary and spelling. Activities must be created to develop the learners’ conversational fluency (Hinkel 2004, p. 34). Teachers must always check the level of reading comprehension of the students (Williams 2001, p. 750). The teachers must approach this with caution as sometimes the students can decode a text but can understand little from what he or she has read (Williams 2001, p. 750). Decoding is different from comprehension. The teacher should not always assume that the student can understand what goes on in the classroom conversations (Williams 2001, p. 750). The teacher must always test to see if the students are catching up, some may be getting what the flow of conversation may be but others are not. The teachers should have reading time wherein the students can actually hear how the words are pronounced and in what intonations sentence structures call for (Williams 2001, p. 750). This actually supports language development, therefore goes on to be literacy development (Williams 2001, p. 750). When it comes to introducing a reading text, the teachers must first start with discussing the importance when establishing a new topic (Hinkel 2004, p. 36). The students must be prepared and have already understood foundations that would let them study a new text (Hinkel 2004, p. 36). Using Other Tools Computer In the light of growing technology, students are expectant for the teachers to make use of such information and communication technology. The teachers must consider whether or not their students would develop faster with computers as a tool for their learning (Shin 2006, pp. 65+). Computer-mediated communication or using computers to communicate with each other is a new and innovative way of teaching ESL. Gauging the students’ skills in using the computer like typing skills and other language proficiencies must be prioritized as the teachers would not want to make the students feel more inferior in not knowing another area in the course (Shin 2006, pp. 65+). Class size is a critical point to consider when evaluating the efficiency of this tool. If the class is too big, a large group of chatters proves to be more confusing and frustrating than ever (Shin 2006, pp. 65+). According to research, the teachers should limit the number of students using CMC to an average of five (Shin 2006, pp. 65+). Using CMC is an option to use as a learning activity for the students. It is critical for the teachers to examine how relevant such a tool can be for the purpose of the activity and for the capabilities of the students for the planned learning task (Shin 2006, pp. 65+). Computer and Reading There are also studies that pertain to the integration of reading and computers to improve the reading skills of ESL students (Williams and Williams 2000, p. 98). There are a large range of computer applications that can be used for ESL student classes. This is to boost the skills of the ESL students with limited English application skills. Schools must make sure that the ESL students have access to educational programs and applications that can help them individually acquire the level of proficiency in the language (Williams and Williams 2000, p. 98). Even though there is technology available, computers are seldom used in ESL settings (Williams and Williams 2000, p. 98). Since constant exposure to English creates the best environment for students to learn the language, the teacher must be aware of different techniques to make this possible and to provide more sensitivity in issue facing the ESL instruction (Williams and Williams 2000, p. 98). English must not be limited to classroom instruction but should be integrated in other subject areas where English can be used (Williams and Williams 2000, p. 98). Studies have shown that an integrated approach of reading and writing with the computer has been more effective than traditional modes of instruction of lecture-type approaches (Williams and Williams 2000, p. 98). The students find interest in having such variety in instruction and improve on their logic and organizational skills of constructing sentences, one of their greatest weaknesses in learning the language (Williams and Williams 2000, p. 98). Reading Preparation is the most effective way to ensure the students can comprehend any reading assigned (Drucker 2002, p. 22). According to Drucker (2002), â€Å"Comprehensible input is spoken or written language that is delivered at a level the child can understand. † However, it is also important for the teacher to provide challenges that is a bit higher than the students’ current abilities (Drucker 2002, p. 22). Choral reading was seen to be a means of providing such comprehensible input for the students. Students can recite a poem, a short text together as well as be provided with gestures and motions that would enable them to understand what are reading more efficiently (Drucker 2002, pp. 22+). Repetitions of the reading selection give them the chance to recycle the language they have learned (Drucker 2002, pp. 22+). Contextual clues are also given through the motions and gestures taught by the teachers in reading the selection (Drucker 2002, pp. 22+). However, considering the individualize approach for ESL programs, it is important to note that teachers can only apply such technique for students who are in kindergarten to sixth grade (Drucker 2002, pp. 22+). If the students are much older or more mature, there are reading selections that can be provided and analyzed. For example, the teacher can provide a more sophisticated text like an article to be discussed in class like American Art in Delaware: Henry Francis du Pont (1880-1969) was an heir to Delaware’s DuPont Company fortune. He was one of the first serious collectors of American decorative art objects –furniture, textiles, paintings, and other objects made in the United States between 1640 and 1840. American furniture and household objects had been considered inferior to those from Europe. But du Pont helped develop a new appreciation for American decorative arts. He created a legendary showplace for these objects on his family’s estate just outside of Wilmington, Delaware. In 1951 it was opened to the public as the Henry Francis du Pont Winterthur (pronounced winter-tour) Museum. Du Pont assembled objects from his collection into 175 â€Å"period rooms,† each with examples of American antiques and decorative arts that followed a certain theme or period in early American history. For example, the du Pont Dining Room has furniture dating from the late 18th and early 19th centuries. And, because this was the time when the United States became a new nation, there is a patriotic theme in the room. Another example is the Chinese Parlor, which has furnishings that reflect Americans’ fascination with Asian culture during the 18th century. In these period rooms du Pont believed he could tell the story of the early United States through furniture and other decorative arts (America’s Library 2007). In the case of the article, American Art in Delaware, a warm-up question may be â€Å"You have probably heard of the DuPont Company, which was founded by a family of the same name. But do you know about the museum that one of the family members began (ESLgold. com 2007)? † There are also vocabulary words that can be taken out of the article that the students can learn in class, either through homework activity or drills within the classroom time. Words that can be taken out of this article are: â€Å"antique, assemble, century, decorative, estate, fortune, heir, inferior, patriotic, textile† (ESLgold. com 2007). The teachers can provide pre-reading questions that can enhance the interest of the students. Such questions can be, â€Å"What types of things do you like to collect or if you had some valuable artwork, what would do with it (ESLgold. com 2007)? † When the group is finished reading the text, silently or aloud, there are post-reading questions that are very important to determine the student’s comprehension. It can be in forms of true or false, or multiple choice questions. The important thing is to gauge the capability of the students. A set of post-reading questions may be in the form of the following; True or False: â€Å"Henry Francis du Pont’s art collection is displayed in a museum i

Biology Coursework: Effect of Sugar Solution on Potato Chips Essay

Planning Before planning the experiment, I will research osmosis, so that I can make predictions. This will help me to discover how to make this investigation fair and safe. Planning ahead will help me find out the order in which to carry out the experiment. This should lead me to good results at the end of the experiment. Hypothesis Osmosis is the passage of water from a region of high water concentration through a semi-permeable membrane to a region of low water concentration. When a potato is placed in water, the cells will expand by gaining weight depending on the concentration levels of the solution. When the concentration of the water is lower, more water molecules are allowed to pass through the potato cell. This causes the potato to gain weight and expand. If the concentration levels of the solution are higher, the cells will lose water and cause the potato to lose weight and therefore shrink. Prediction I predict that when the lower the concentration of sugar solution in the water, the more the potato will expand by osmosis. When the concentration of water is identical to the concentration of the potato cell, there will be no increase or decrease in weight. This is because the amount going into the cell will be the same as the amount going out. As soon as the water concentration becomes higher, the cells will shrink because more water will be leaving the cell than entering it. In distilled water alone, I predict that the water in the potato will be more concentrated. Because of this, the water should transfer from the solution to the potato, and the potato will gain weight. In the 0.2 molar solutions, the substances will be very similar in concentration. There should be little change to the size and weight of the potato. When the potato is placed in 0.4 molar solutions, the substances will still be very similar but the concentration of the water solution should be slightly greater to that of the potato. This will cause the potato to shrink slightly. As the molar solutions get higher, the water will transfer more and more from the potato to the water solution, therefore decreasing its size and weight. The most extreme shrinking should occur when the potato is placed in 1.0 molar solution, as here the difference in the water concentration is at its largest. Safety I will be using a very sharp knife, which could injure someone if it is not handled properly. And I will also be careful that the solutions do not get into my body internally as I am not fully aware of the damage it could cause. Method I will cut chips from the same potato because different potatoes may act differently and affect the results. I will cut them 15mm long exactly with square ends 5mm wide and 2mm thick. I will use a chopping and knife for this. They all need to be exactly the same size to ensure that it is a fair test. I will weigh the chips to ensure that they are the same size and weight. This will also give us a measurement to compare them to afterwards. I will use three identical potato chips in each solution. This is because the experiment may not go to plan. If we have three chips, an average can be taken at the end of the experiment to obtain more accurate results. The three potatoes will be placed in 6 different solutions, 1.0 being the strongest and distilled water being the weakest. The solutions I will use are as follows: 0.0 (Distilled water) 0.2 0.4 0.6 0.8 1.0 The boiling tubes will be placed in a rack with an equal amount of molar solution. This is because identical solutions are needed for it to be a fair test. The potatoes will be covered with the solutions, if not the water will not be able to pass in and out and the potatoes would dry out. The solutions will all need to be the same temperature and the chips will need to remain in the test tube for the same length of time. The length of time I have chosen to keep the potatoes in the solution is 5 minutes. This should be enough time for the osmosis to take affect. When the potatoes are removed from the solution, the osmosis stops. I will then dry the potatoes using a paper towel being careful so that none of the potatoes fall apart. I will place them into sets of three depending on when which solution they were placed in and weigh and measure them. To get the most accurate results, I will take the average reading of the three pieces. I will then analyse my results and see if they match my prediction.

The Effects Of Oil Spill In The Marine Ecosystem

These components affect living organisms in many ways. Some of the soluble components and emulsions are poisonous, particularly to small organisms that do not have protective coverings or shells- Fish larvae, single celled algae and many kinds of plankton are vulnerable and these are the basic foundation of the marine food chain. In shallow water these toxic substances may directly kill algae, coral and sea grasses.These components may also be passed in the food chain or directly ingested or absorbed through the gills of fish and other larger marine organisms. The effect may be to kill the animal or contaminate its tissues. A thick film of oil on the sea surface may reduce sunlight penetration and reduce photosynthesis. Small particles and emulsions may be ingested or block the feeding mechanisms of invertebrates such as oysters, starfish, sponges and corals. These particles also may have toxic components, so the effects can be physical, chemical or both. The most dramatic impact of oil spills is the coating of larger animals with oil. Animals that breathe at the surface like dolphins, sea turtles and manatees may inhale oil and toxic vapors. Sticky oil may also coat their bodies. Coating with oil is particularly devastating to birds. Even a thin coat of oil compromises the waterproof quality of feathers, causing the bird to become water logged and loose heat. Animals, like some sea turtles, that feed at or near the surface may ingest tar balls and particles that then physically blocks their intestines and may be toxic as well.At the shoreline, shallow waters and coastal estuaries and marshes, the impact of the layer of oil, floating and suspended emulsion and particles can be devastating, coating plants and benthic animals like corals, crabs and shell fish, preventing photosynthesis and breathing and blocking filter feeding mechanisms. These materials become mixed into shoreline sediments and remain in the system for years. ‘Dispersants’ are deter gent like substances that can be applied to an oil slick and accelerate the emulsification, break-up into particles and dispersion of the thick oil. This limits the spread and the distance that a slick moves.However it is important to recognize that the oil does not go away- its all still there, just in the form of smaller particles and emulsion that is less mobile. In addition, dispersants may also be toxic or have deleterious effects on the natural environment, particularly on small single celled organisms. System recovery.Despite these gloomy predictions, the effects of oil spills are not permanent and complete. Marine systems show remarkable resiliency and as the oil becomes sequestered in less active forms (tarballs, buried oil etc.) and is broken down by sunlight and bacterial action, the systems recover. Survivors reproduce and recolonize habitats. Some creatures adapt to tar and oil covered substrates and some crabs and mollusks actually eat the tar and the bacteria and fung i growing upon it, and aid its degredation. The oil in its several forms is dispersed, diluted and broken down until only small pockets and particles remain.Marine systems are by their very nature open- that is connected by the sea, wind and currents to distant uncontaminated regions. Many marine organisms have mobile life phases(floating eggs, larvae) that recolonize and re-establish populations. Some of the creatures affected by a spill also routinely suffer catastrophic mortality from other causes (e.g. some colonial nesting seabirds) and are well adapted to recover. Large mobile animals like sharks, sea turtles, large fish and whales that moved away from the spill move back. Although there may be significant mortality of some of these animals, overall the impact on their populations is usually not permanent.In the well studied cases in the Arabian gulf, Alaska (Exxon Valdez) and English Channel (Torrey Canyon), the appearance of the system returned close to normal within a few y ears. Although there was still oil and tar present in the sediments, and continuing effects among the organisms there was visible recovery of major parts of the system (seagrass beds, rocky intertidal habitats, coral reefs).With the passage of time, approximately a decade or so, and rebalancing of ecosystem and the creatures living in it, the system continues to function and returns to productivity, fisheries recover and many of the organisms are restored to their previous abundance. While such widespread intense disruption may causes changes in the balance of nature- which species are present and how numerous they are- nature itself survives. Although such catastrophic events are very damaging and economically expensive at a human scale, on an ecological time scale they are passing disruptions and on an evolutionary timescale, barely perceptible.Ecosystem effectsClean up efforts have included unprecedented amounts of chemical dispersants,  which are used to break up oil slicks. A lthough detailed effects of the chemical dispersants on wildlife and ecosystems are not well studied, the chemicals used are toxic to a variety of organisms, and they have never been previously used on this wide a scale. Because dispersants break oil up into tiny droplets, marine biologists fear that fish larvae, zooplankton and filter feeders (such as oysters), will be at risk from eating the large quantities of â€Å"non-visible† oil.Chemical dispersants are likely to impact deep-water animals downstream of the well. Oil will likely reduce the amount and health of all prey species, reducing the food available for marine mammals, seabirds and sea turtles. Plankton is the foundation for nearly all life in the Gulf of Mexico (and the ocean), and they will most likely be affected. Contaminants from the spill and the dispersants are likely to concentrate in the upper food chain, affecting whales, dolphins, birds and sharks. FishesScientists have observed fish species moving into near-shore areas with less oil contamination, indicating that they may be fleeing significant habitat impacts in deeper waters. The Gulf is a breeding ground for bluefin tuna, and the oil spill coincides with egg production. Larvae of tuna and other fishes eat anything they see in the water, including oil droplets. Studies on a variety of fish larvae suggests that ingestion of both oil droplets and dispersants causes adverse effects, including mutations, physiological problems and increased mortality.BirdsSeabirds get covered with oil while diving into oily waters to fish. The birds may ingest oil when they eat prey that is covered in or has ingested oil. Once birds are covered with oil, they have difficulty flying, or are completely unable to fly, making feeding and getting away from predators impossible. Many species of birds, including the brown pelican (just taken off the endangered list) face threats from the oil spill on the coastal islands and wetlands of the Gulf that they use as rookeries. Birds’ eggs are getting covered in oil, and the birds are deserting their oiled habitat, leaving their eggs behind.Oil pollution is one of the most serious environmental problems in themarine  environment. Episodic pollution events, such as catastrophic oilspills; in particular, threaten water quality and habitat with a suddenness andseverity rarely matched by other pollutants. Catastrophic spills typicallyresult from transportation accidents such as collisions or groundings of oiltankers.Most oil pollution stems from non-catastrophic events, however, and occursmost frequently during cargo transfer operations. In fact, of the 3.5 Milliontons of oil that ends up in the ocean every year worldwide, only a small percent is a consequence of tanker spills. About 70 percent of oil Pollution isdue to chronic pollution from municipal and industrial wastes or run off,dumping of waste oil, release of oily bilge water, and from other-than-tanker transportation.Whatâ⠂¬â„¢s an oil spill?Oil spills happen when people make mistakes or are careless and cause anoil tanker to leak oil into the ocean. There are a few more ways an oil spillcan occur. Equipment breaking down may cause an oil spill. If theequipment breaks down, the tanker may get stuck on shallow land. Whenthey start to drive the tanker again, they can put a hole in the tanker causingit to leak oil

Homeowners file a tort claim against a theme park Case Study

Homeowners file a tort claim against a theme park - Case Study Example to 7 p.m. There was nary a moment of peace for the village residents since then because of: Roads clogged with traffic. On opening day of the amusement park itself, roads to and from the village were impassable, such that the milk tanker that regularly picks up milk from the dairy farm of Farmer Green could not get in. When the tanker came the next day, the 1,500 liters of milk it was supposed to pick up the previous day was already spoiled, which translated to a big loss for Farmer Green. Noise. Screams from the Haunted House and rides at the park prevent Ms. Bourne, who works night shifts at hospital, from sleeping at home by day. Mr. Goode, who runs a wildlife sanctuary nearby, also says the noise causes distress to his animals. Carelessness in garbage disposal. The daily garbage from the theme park is collected in man-made waste bays placed alongside the road, which often contain more than the amount of garbage that they can hold. Such overloading caused one waste bay to fracture, spilling rotten food that pollutes Farmer Green's land. Errant water from a multi-level log-flume water ride. Water from this facility seeps through a crack and collects behind the wall separating the park from the railway tracks. As the water level increased, the pressure toppled the wall and caused a landslide that busted a sewer pipe owned by the local water company. Principles of Tort The tort law is characterized by a loose set of relatively abstract principles, which allow maximum discretion to be exercised by reference to common-sense values (Hocking & Smith, 1996).4 Thus, the judgment on whether the Ashenhurst Village residents...In criminal law, the state is portrayed as the bigger offended party than the plaintiff such that if a defendant is proven guilty the state metes out the appropriate punishment. It is different in tort cases, in which the plaintiff, whose more popular assignation now is â€Å"claimant,† is the victim of the alleged wrong. There seems no doubt that the management of the Ashenhurst amusement and theme park has a duty of care in seeing to it that its operations do not cause harm to the village residents, some of whom assume a â€Å"sufficient relationship of proximity and neighborhood† with the park. The main offenses for which the park could be held liable are the torts of negligence and nuisance as well as for intentional and statutory torts. The traffic and noise from the rides are forms of nuisance, whereas the water seepage from the water ride and the overflow of garbage from the park amount to acts of negligence. As for intentional tort, the law says the theme park management is liable for this offense if it acted the way it did although it could have reasonably foreseen the harm that it would cause (Barker & Padfield). Based on the Occupier’s Liability Act in UK, the park is also answerable for statutory tort if it never attempted to take health and safety measures to avoid causing harm to its neighbors. However, it has to be proven if the park management breached its duty of care as determined by the accepted tests and principles of tort.

Philosophy-Contemporary Ethical Theory4 Essay Example | Topics and Well Written Essays - 3500 words

Philosophy-Contemporary Ethical Theory4 - Essay Example The ethical realist believes that ethical statements are descriptions of the states of the world, hence are like other fact-stating assertions, true or false independently of the beliefs of the speaker (O’ Neill: 163). According to G.E. Moore’s (1873-1958) intuitionism, good is a simple, unanalysable property similar to a primary colour. Adapting a version of Utilitarianism, Moore believed that right acts are those that produce the most good; but he stated that goodness cannot be defined or identified with a natural property such as pleasure. Moore, an ethical intuitionist believed that good could be understood directly, through moral intuition, so that it is possible to say whether a moral statement is true or false. The simple notion of describing goodness when it is seen, is like trying to define the colour yellow. It is not possible to define the color yellow, but only by showing someone an example can the color yellow or similarly the concept of goodness be explained (Oliphant & Mayled: 10). W.D. Ross’ (1877-1971) intuitionism also believed, like Moore that â€Å"right† and â€Å"obligatory† are as indefinable as â€Å"good†, and stated that certain types of actions called prima facie duties were right. Ross’ seven classes of prima facie duties were: duties of fidelity, reparation when we have done something wrong, gratitude, justice, beneficence or helping others, self-improvement, and duties of non-maleficence or not harming others. When these prima facie duties, which mean duties at first sight, oppose each other, it is essential to follow the one which is right for the situation. Hence, one prima facie duty may have to give way to another. However, deciding on which one to obey in cases of conflict, depended on a person’s moral maturity, realization of self-evident truths and intuition (Oliphant & Mayled: 12). Some criticisms of intuitionism are that if value

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

Negotiation - Essay Example The negotiating team from the side of the management took a tough stance that the management cannot afford to extend this facility anymore. The union leaders were also not willing to forfeit this facility. If mutually acceptable solution was not found, the union leaders warned about the possibility of direct action, non-co-operation, work-to-rule, sit-in strikes, going on mass causal leave, and finally an indefinite strike. This situation was comparable to the one envisaged by William L. Ury in his book â€Å"Getting Past No† and he writes, â€Å"Your goal may be to reach mutually satisfactory agreement, but you may find the other side not at all interested.† (9) All reasoning failed, all efforts for dispute resolutions came to a naught, and the management team used all the techniques related to fundamentals of negotiations. Even after three hours of marathon discussions, nothing tangible was achieved by both the sides. The management team appealed for the reasoned co-operation by the employees, as no institution can run with losses on an ongoing basis. Who will suffer if the organization declares lockout? The chances of getting alternative employment are dim in the foreseeable future. At this juncture the meeting was adjourned for the day as both sides wished to consult their respective teams. The union leaders made one point clear. Under no circumstances they will agree for abolishing the existing facility totally. Both the sides must have pondered over the issues seriously.

Macro Economic's questions Assignment Example | Topics and Well Written Essays - 500 words

Macro Economic's questions - Assignment Example Canada has experienced a decreasing interest rates and a relative increase in the GDP over the last decades. This has led to increase in the consumption expenditure and a rise in the investments as shown by the statistics by growth in the economy (Roberts, 2005).The adjustments have contributed positively to the economy as it resulted in the expansion of various sectors hence high GDP. Introducing insurance will reduce the employees’ salaries that will eventually lower their income. This will reduce the level of consumption and investments in the economy under the business cycle leading to a recession. As a result, there is decrease in the production of goods and services in the economy reducing the GDP (Roberts, 2005). This will affects the economy in the long run as majority of the population may be rendered jobless leading to a rise in the unemployment’s rates due to the decreased output levels of the industries. Low interest rates have been maintained over the past but have only resulted in low economic growths. This has been attributed by the decrease in the domestic demands by individual countries as a result of the low activities by the private sectors as low rates discourages investments (Roberts, 2005).Various countries also experience high depts. hence despite the expansionary measures most of their resources are allocated to settling deficits as a result of the world economic recession leading to low growths. Free trade is opposed since it results into the collapse of the local industries and less producing nations becoming dumpsites resulting in increase in the unemployment rate. However free trade leads to competition that results into quality and relatively cheaper commodities for the population, corporation of the countries, removes trade barriers that leads to more disposable income for the consumers while

Small Business Management Essay Example | Topics and Well Written Essays - 750 words - 1

Small Business Management - Essay Example Virtual Transport is a small business which offers transporting and haulage services and functions with a staff of eight employees and the entrepreneur. Having undergone a financial crisis during its first year of inception, the company has just managed to turn around the company. However the business had to seek additional funding support from its bankers and have given them an undertaking to provide financial information to keep them informed of the progress the business is making. The following proposal of management and monitoring strategy for Virtual Transport which takes in to account the information requirements of various business stakeholders such as the government authorities to meet the statutory requirements; the bankers; business accountants as well as the internal staff and the entrepreneur himself. The strategy takes in to account the need for regular monitoring of business performance in order to assess the actual performance against the initial business plan, through calculation of performance ratios, variance analysis etc. The information required in filing the quarterly tax returns, and annual profitability statements to meet the legal requirements are born in mind. Capturing of all income and expense data on a daily basis to facilitate the business accountant in drawing up the monthly accounts has been a key consideration is developing the information strategy and the proposed information systems. In addition the role which information sharin g plays in building and maintaining employee moral and commitment has also been considered. The information requirements have been identified under main categories of Legal & Taxation Requirements; Internal Business Management; Financial Administration and Financial Monitoring. The information will be in the form of quarterly and annual profit and loss statements; Business Activity

English 2 Essay Example | Topics and Well Written Essays - 2500 words

English 2 - Essay Example A sex crime varies by legal jurisdiction and culture meaning different acts concerning sex could be categorized as sex crimes depending on where someone commits them (Howard, 12). Every society has the right to be protected from sex offenders, especially for the families with children. Sex offenders who molest children leave them with permanent emotional damage, images that could never be taken from the kids head (O'Brian, 6). Living among such people can be quite challenging for communities and for such reasons the law requires that sex offenders be tracked after leaving jail. This law provides that everyone charged as a sex offender is permanently entered into a sex offender registry of that particular state. This makes these offenders chances of having a normal life impossible, even after serving their time (Petteruti & Walsh, 14). However, most teen offenders usually commit these crimes when they are very young some from around 13 years of age, and at such a tender name they rece ive lifetime labels as sex offender. Such are robbed of a normal life that they could have led and given a life that was not meant to be theirs; this is quite unfair (Weill,22). Where one resides should be their business only, unfortunately, this is not a privilege that sex offenders get to have. This is information that everyone can access at any sex offender registry. ... People stalk them, branding them as criminals who are out to get their kids. Five years ago, Juan Marcelo did something stupid, something he that haunts him up date. He groped a 15-year-old girl, a friend’s daughter. The 20-something Californian was put behind bars for thirteen months, given a five year probation and required by the law to post a large sign on his front yard that reads: ‘Beware, a registered sex offender resides here’. Marcelo (not his real name) claims he has gotten used to random people driving past his house shouting rude insults. He has also grown used to the neighborhood kids stealing this sign and fixing it on other neighbors’ lawns as a joke. However, what truly bugs him, he says, is the permanent inclusion in the California’s sex offender registry, where anybody in the whole world can be able to download his name, the charges he was convicted for, his home address and even his mug shot. Instead of getting a new start after se rving his term in jail, which is his right since he paid for his crimes, the online registry has began haunting him. Recently one of his co-workers at the construction company which he works for came up to him, asking him about his ‘secret’ after he had seen his name on the site. He was shocked, embarrassed and even thought of quitting his job, as he later narrated. Now every time he sees two people talking at work he wonders if they're talking about him. He says he’s only waiting to see what happens when his supervisor finds out (McNamara, 26). Posts that must be put in every household with a sex offender Having a social life is a very important part of modern day routine; it also affects hugely ones health. However, most young people that committed such offenses while very young are forces to give up

Cross Culture Managment - South Korea Essay Example | Topics and Well Written Essays - 1500 words

Cross Culture Managment - South Korea - Essay Example The capital of South Korea, Seoul is also the city covering its largest area of land. Korea was a huge region that came under separation into its North and South portions after the end of World War II. Since the two parts of Korea were not in a good friendly relation from the time of their formation, therefore, it resulted in wars between them. The war was a stepping-stone for the southern region, as after the war their economy saw a dramatic boom that revolutionized the recognition and position of the country in its neighborhood (Haggett, 2002). With the economical boom, that the country experienced gave a rise to the lifestyle of its citizens, thus boosting its social sector. Over the passage of time, it developed its technological, transport, manufacturing, industrial and economic sector phenomenally that it made its place in the world rankings. The country has a high population density, as a huge number of people inhabit a comparatively small piece of land. Diverse cultures do no dominate the Korean population and it has come under observation that a larger proportion of the populace consists of people of Korean race and Chinese people forms a minority. South Korea does not restrict its denizens to practice a particular religion and have the liberty to follow their religious rituals. A big faction of the people follows â€Å"Christianity and Buddhism, whereas Islam, Shamanism, Confucianism, Chondogyo are the religions that comes under practice by the minorities† (USA International Business Publications, 2005). South Korea is a democratic country that comes under the leadership of President but the power does not come under confinement only in the hands of the president. Legislation and Judiciary also have rights on the power of making legal decisions. Culture of South Korea Korean language generally known as Hangul by the natives comes under common usage to communicate with one another. This language finds its origin from an ancient language known as Altaic, which was widely spoken centuries back. Hangul is well comprehendible and understandable by the locals despite of the fact that it has quite a lot of forms and accents (Connor, 2009). The language is simple and easy and due to this reason, one can learn it effortlessly without difficulty. It also contributes to one of the achievements of the country that is to have a secularly qualified and educated population. Though Hangul do not relate much to the Chinese language, still some Chinese characters come in association with it as an influence of the minor Chinese population residing in the South Korea. English being a universal language retains its importance amongst Koreans as well, therefore, schools have made English as a subject of learning (Connor, 2009). The attitude of the Korean population has seen a drift as earlier people had thinking that was more conservative and gender discrimination came under finding in heights. This trend saw a radical turn after the boosting of the economy and the perceptions towards the girls came under transformation. Opportunities came into the provision to the females in the world of business. The opportunities developed the concept of individualism and independence in females and they no longer made themselves dependent on their male spouses, which uplifted their position in the society (Connor, 2009). Despite of all the success and gains that South Korea has experienced, it has retained its history and has not

Stevensons opening in Dr. Jekyll Essay Example for Free

Stevensons opening in Dr. Jekyll Essay The novels Dr Jekyll and Mr Hyde, written in 1885, and The Body Snatchers, written in ______ can be seen as novels with a gothic genre as well as mystery stories. They allow the reader to become captivated and absorbed within the text so that they can find out the intriguing nature of the novel, coming across as the story unfolds via clues and hints as to what twists are involved in the plot and characters to unveil the mystery. In the era these novels were written, they were the first in their kind in terms of the gothic genre and as mysterious texts where the turn of events or the characters behaviour was not predictable. They can be considered as novels which look at the darker side of a persons capabilities, this was a new concept to the Victorians in the 19th Century. The book, Dr Jekyll and Mr Hyde raises issues of and supports the concept of the dual nature of man, Victorian hypocrisy, the bestial nature of man and the experimentation with science and drugs. The issues within the book created a whole new genre in the nineteenth century for such books including The Body Snatchers and Mary Shelleys Frankenstein, which can also be categorised into this genre. In this essay I will explore Dr Jekyll and Mr Hyde as a mystery and a gothic story. I will include historical, social and cultural knowledge of the Victorian era and compare this to The Body Snatchers as both mystery and gothic stories. I will also discuss the meaning behind the stories and the effect it has on the reader. In the Victorian era the concept of a man having or being able to have a dual nature was unthinkable. They did not believe that something like that could be possible, where a person could combine both the good self and the bad self within one individual, this theory was not supported by the beliefs they had, unlike today where the possibility of a split personality is not unknown or unthinkable. This was until a social scientist, James Hogg introduced the concept of the individual psyche = externalisation verses internalisation, the second self. It is from this theory that doppleganger originates from, In Dr Jekyll and Mr Hyde Stevenson introduces this theory into 19th Century literature where Dr Jekyll is the good, which from Hoggs theory says is controlled by the right side of the brain and Mr Hyde is the evil character, which according to the theory is controlled by the left side of his brain, it is the one person with the two very different personalities struggling against each other. Stevenson has shown reflected this theory through the characters, Dr Jekyll being good and Mr Hyde being the evil side of the same person. In The Body Snatchers, this concept of the dual nature of a man, Stevenson portrays through Fettes as a young man, who when he awakens after the ordeal as an older man, his evil side comes through while he is under the influence of Dr Macfarlane. The Victorians were very religious people, for centuries it was believed that people had originated or created directly by God, the thought of evolution had never occurred until Darwins theory, the Theory of Evolution in 1859. This shocked the Victorians the thought that they had evolved and where in a sense the descendents of primates, revealing that they were no longer superior beings would have been the biggest shock to people in that era. Darwins theory and beliefs were rejected and associated with both blasmafy and evil. The theory had been rejected and placed to one side, however the thought and the fear associated with Darwins work lived on with the people. Stevenson brings a hint of Darwins theory of evolution to his novel in the form of Hydes character. The bestial nature of a man is portrayed in the evil side, as he is described as ape-like with descriptions of his stance compared to an animal, he stoops like a monkey and he was heard making grunting noises like an animal. These descriptions would drive fear into the reader in the 19th Century as it reflects on Darwins theory of Evolution. In The Body Snatchers, Stevenson has used the bestial nature again to describe the actions of the characters to enhance the evil calious of their actions. As two vultures may swoop upon a dying lamb, Fettes and Mcfarlane were to let loose upon a grave. This description compares the characters actions to animals desecrating corpses, it is descriptive of what they are about to do, which reflects the bestial nature of a man. The movements of Mcfarlane reflect his bestial nature, dart like a serpent, Stevensons use of similes create both atmosphere and clear images of the characters involving the reader. Stevenson uses animal words to describe the charters and their actions which do reflect Darwins theory and would be very significant for a reader in the Victorian era. During the Victorian times, society and a persons social standing was very important, it was highly regarded, with more emphasis put on it than in todays society. Men who demanded respect in society, the upper class or the professional were expected to appear to be gentlemen at all times, they had a certain standard they had to uphold when in public. Noblemen looked the part as they were well bred, upstanding and respectable within their social class with the manners and the educational background to match. This was somewhat different to the activities that took place behind closed doors, where they could be who they really where and fulfil all their whims of drinking, gambling and whatever else they desired regardless of how it would be viewed in society. It was acceptable as it was going on behind closed doors. Noblemen did not practise what they preached and were in fact, hypocrites, a person who pretends to be more virtuous than they really are. The behaviour was known in society, however it was never acknowledged or mentioned that they hid dark secrets. Many critics even suspect that Jekyll and Hyde was a self-administration by Stevenson of his own dark nature. Victorian hypocrisy is an underlying theme Dr Jekyll and Mr Hyde, with it being represented by Dr Jekyll I was the first that could thus plod in the public eye with a load of genial respectability, and in the moment, like a schoolboy, strip off these lendings and spring headlong into the sea of liberty. In this quote he is explaining that with Hyde is able to behave how he really wants to, by acting freely to fulfil all desires and not losing any of his social standing or grace. The hypocrisy here lies with the main character, Dr Jekyll represents the respectable nobleman while Mr Hyde reflects Dr Jekylls acts behind closed doors, he is the side that can be ruthless in society as he cannot be recognised as Dr Jekyll and therefore he does not lose any social grace within his social circle or in society. Dr Jekyll makes excuses for what his evil side does, either something cruel and harmful or something appalling by saying It was Hyde, after all and Hyde alone that was guilty. This is Jekylls way of clearing his conscious of all the unsocial crimes he commits. He accepts no responsibility for his own creation, Hyde and is therefore a hypocrite because he wants to have the social standing and respect in society in addition to fulfilling his darker side. Stevenson shows us how he deals with his own hypocrisy by paying for Hydes actions, paying a cheque for trampling on the little girl. Through his actions of payment he is trying to keep his respectable image as an upstanding citizen that he portrays, although it is due to his own guilt of knowing about Hydes actions and not stopping them in some way. In The Body Snatchers, Stevenson has not included this theme of Victorian Hypocrisy so extensively, he touches on it slightly, with Fettes, the young doctor with the respect and social standing who changed himself from being young and irresponsible, who was highly influenced by peer pressure, After a night of turbulent pressures the ordeal changed him for the better, the author is reflecting and portraying the different sides of a person and how man can be influenced especially when it is for the worse. The author also uses, Dr Macfarlane to portray hypocrisy, who breathing, as he did, of wealth and consideration, was a murderer with a black soul underneath, this quotation represents the hypocrisy of the character because in society he is view as a respectable nobleman who is wealthy and is well to do, however he is committing a huge social crime by being a murderer. A character who is well known can commit such crimes and get away with them this represents hypocrisy. Both these novels by Stevenson fit into the gothic genre. This is depicted through the descriptions and images the author creates for the reader to use. Atmosphere and settings are also important for the gothic genre as it is used to set the scenes and allow to reader to visualise the backdrop to where the crimes or the acts of horror are taking place. The settings allow the author to build up tension and suspense for the reader adding to the gothic nature of this genre in the novels. Within the gothic genre are the authors use of setting and scenery, which contribute largely to the essence of it. Both the novels have been set in Dr Jekyll and Mr Hyde is set in London, while The Body Snatchers is set in Edinburgh. This has relevance to the genre as a gothic story will usually have the background setting of a major well known city, which the people who read the novel or story will be able to relate to. The concept of Pathetic Fallousy, the weather descriptions are very important to this genre as the settings and the descriptive nature set the scene for what is going to happen. The weather is significant as bad or horrific scenes are associated with bad weather, setting the atmosphere and mood for the events of the story. In Dr Jekyll and Mr Hyde the concept of pathetic fallousy provides a major connection in this novel as the gothic atmosphere allows the reader to visually set the scene. The weather references are gothic in nature, descriptions of the rain, the extensive grey skies and clouds. The descriptive detail of the town the abandoned street, the broken down area surrounding them, the atmosphere created allows the reader to experience what it would feel like, the dark nights with the faded distant sounds allow the reader to feel involved. The fog still slept on the wing above the drowned city, where the lamps glimmer like carbuncles; and through the muffle and smother of these fallen clouds. This quote represents the way in which the author engrosses the reader into the text with a very effective atmosphere surrounding detailed description. Stevenson has achieved a very descriptive image of the town, the context important to the concept of pathetic fallousy are the weather words of fog and clouds The Body Snatchers weather descriptions and atmospheric settings are consistent with this genre, they are continuous through out the novel, which reinforces the idea and the gothic nature of the novel at all times to the reader. With the descriptions Stevenson is able to set the scene of the town with the atmosphere enclosing it. There was a thin, bright moonshine, it was bitter cold windy and frosty the town had not yet awakened. This quote tells us that the town was yet to known the events of the night before. When an author uses pathetic fallousy, it allows them to convey future events to the reader as it enables them to connect the mood of the events or actions in the novel with the weather conditions. In gothic genre novels, the worse the weather conditions the worse the event which is or has taken place. If the weather conditions are foggy, stormy, windy and generally unfavourable it makes the reader think that something bad or disturbing mite occur, under a blanket of bad weather. It adds to the readers anticipation, holding there interests with the descriptions allowing the reader to actually feel and visualise the background settings, into the black night. Another part of the gothic genre is the use of descriptive words which creates imagery in the mind of the reader. Stevensons opening in Dr Jekyll and Mr Hyde begins with a character description of Hyde. This is a strong opening, shocking the reader from the start, as he is not a pleasant figure. This opening sets the tone for the whole novel, making the reader curious as to who or what that figure is. Questions are put in the mind of reader from the descriptive gothic nature of the novel. Stevenson combined the gothic genre with Darwins theory of Evolution successfully with reference to Hyde. He is numerously referred to as bestial, this is supportive of the theory that humans are superior beings but have evolved from animals. His nature is not human like, he has behaviour void of any emotion to the people he attacks, like an animal. Stevenson uses words relating to his bestial nature to describe particular aspects of him like his voice, enhancing the overall image the reader has created, as husky. It creates imagery of a dog / wolf like creature making Hyde more real to the reader as they can image what he sounds like. Hydes presence made people fear him because of his appearance, when he was sighted he was described as ugly but his features were indescribable but somewhat deformed.

Reviewing my Christian service charity activity Essay Example for Free

Reviewing my Christian service charity activity Essay 1) Identify the details on your Christian service: Where? When? How? For whom? My Christian service was at the Markham Food Bank near Main Street, Unionville. I volunteered during May 21st, where I was one of the only few people who got up in the early morning in order to take the initiative to serve the community as well as Christ. By packaging and organizing food for the poor, we were serving the less fortunate people of Markham, who visit the food bank as a means of obtaining food. 2) Some of the Ontario Catholic School Graduate Expectations that I examined in my grade ten year were: Recognizing there is more grace in our world than sin and that hope is essential in facing all challenges Thinking reflectively and creatively to evaluate situations and solve problems Setting appropriate goals and priorities in school, work and personal life Thinking critically about the meaning and purpose of work One specific expectation that related directly with my service work this semester was relating to family members in a loving, compassionate and respectful manner. I gave the same type of effort and care into the poor people who needed my help, essentially making them a part of my extended family. I tried demonstrating compassion and love towards them through my hard put effort in organizing, packaging, and sorting an assortment of different food for them. I also contributed to the common good by helping these poor people. In modern society, most people would bypass on the less fortunate people of our communities without offering any aid. These types of inconsiderate people are not supporting the common good of our world. By ignoring and dishonouring Gods precious creations, we are directly going against God himself. Thereby, my actions in helping these poor people are an act to expand and establish common good in our community. THINKING 3) The Golden Rule, Do unto others as you would have them do unto you is a theme that is demonstrated in Hinduism, Buddhism, Sikhism, Judaism, Islam, and Christianity. In two paragraphs, answer the following questions as they pertain to the Christian Service work that you have completed during this semester. Analyse how your Christian service: a) Promotes human dignity My Christian service promotes human dignity because I am restoring pride and hope in the hearts and minds of the poor by helping them carry out a normal, everyday life. The less fortunate suffer everyday due to their lack of money, homes, and as well as human essentials. They are sometimes abused verbally and physically by those that think they are superior than them, which causes them to lose their righteous human dignity. By providing these people would proper food and water, I restore a small portion of their dignity as a human being. They should not feel low or bad to have to come to us for help, because that is what we do for each other. In this essence, I am able to help promote human dignity through my services at the Markham Food Bank. b) Challenges any personal religious and/or social biases. Often people in society do not associate with other people or help them out because they think that they are not on the same social status as the other. These social biases are particularly true with homeless people who seem to be suffering more and more simply due to their social status. These judgemental remarks make it even more difficult for these poor people to obtain food and get jobs. Therefore, through my Christian service, I am challenging the boundary of any social biases by offering free food packaged and boxed for the poor and suffering in our communities. APPLICATION 4) In a paragraph, demonstrate how your Christian service fulfills some aspect(s) of the Corporal works of Mercy. My Christian service perfectly fulfills the first Corporal Works of Mercy that is to feed the hungry. By going to the food bank, and packaging/organizing a variety of food in boxes for the poor people, I am helping to feed the hungry people of our society. All these less fortunate people wait in line everyday in order to be fed, and I was just fortunate enough to have the opportunity to be able to help serve the poor by providing their food. Therefore, my Christian service successfully fulfills this aspect of the Corporal Works of Mercy. 5) In a paragraph, evaluate the effect your Christian service has had on your moral and your faith development. This Christian service has indeed had a significant impact on my moral and faith development this semester. By experiencing the difficulty of getting up so early in the morning and going through traffic in order to arrive to the food bank, I realized the level of dedication and love these people must have to come out there every day to help less fortunate civilians. Furthermore, I learned that I should never look down on someone simply because they are not as blessed us, rather I should be more compassionate and understanding of these people. Not only that, but the simple fact that there is such an organization out there, such as the Markham Food Bank, that serves free boxes of food for the poor and less fortunate, makes me truly believe that God exists and he only wants good in our world.

Communication in Children and Families

Communication in Children and Families Table of Contents (Jump to) Introduction Answer to Question 1 Answer to Question 2 Answer to Question 3 Answer to Question 4 Answer to Question 5 Answer to Question 6 Conclusion References Introduction Effective communication between parent and children the most important and difficult field of communication. There should be logical way and scientific approach according to different needs and requirements. To understand the process in a better way, here are some key points to be considered before stepping on to it. Answer to Question 1 Demonstrate judgements regarding the importance of effective communication with children and families It is very hard to understand the psychology of children in a family or a society but it is extremely important to understand that as it affects the behavior of a kid on a huge basis. There are some key reasons that show that why it is so important to have an effective communication with children and families:- A positive relationship between children and their families is vital for the youngs childrens well being Parents are the kids first teacher, they learn from them only Parents behavior as in what do they follow at home with their young babies and children has a major impact on intellectual, social and emotional development Better relationships amongst children and parents are achieved through better communication only A clear and thorough communication or talk can omit all the misunderstandings and the possible barriers. It is important to share your previous experience and what you already know about communicating with parents and children and its significance as it helps you a lot while learning new things. It will clear the objective of understanding the importance of communicating between children and parents more easily. â€Å"It is not who you are as a parent that enables your children to be effective learners but what you do that makes a difference† (Peers Early Education Partnership 2005) These lines says allyou need to understand your responsibility towards the children and learn how to communicate to make them better for future. Here, in the communication part with the children, the professional relationship is important as well. For brief, professionals have contracted through a formal agreement to be responsible for the care and wellbeing of someone else’s child. So, there is very thin line between professional friendliness and relationship with children and as a parent you need to understand that properly. (Anon., 2005) Answer to Question 2 Employ the principles of how communication works, children’s early communication skills and supporting strategies and approaches Communication works in many ways, it helps building relationships. Communication can actually start with children’s early communication skills as well. The children’s early communication includes various different ways:- Crying Looking into your eyes Smiling Laughing Sounds Babble and ‘talk’ – pretend conversations Now how can we, as parents talk to them? The process of communication with babies involves a many ways like as follows:- Talking to them in a very special manner Touching them and make them feel safe and secure Playing with them making expressions and faces For a babys well-being and development, emotionally and intellectually; sensitive and responsive communication is extremely important. It makes the child feel at home amongst the loved ones Babies are the most ready ones to talk and play with people when they are awake, playful and alert Recognize the babys state, try and respond to it in a particular way and support the babies in developing a sense of self You just follow what the baby is trying to convey Try and talk to the baby in the manner thinking what it is like for the baby You can help the baby regulate its own mood by playful gestures, music and expressions Read their signals and respond to them accordingly. Those who does that develops a strong bond with the babies Nonverbal communication is best at the early stage of communication with the babies Be and look positive all the time in front of the babies, it is important for their growth of the social brain. The positive looks stimulates the social growth of the babies (Anon., 2008) Answer to Question 3 Evaluate barriers and challenges which may impact upon effective communication between practitioners, children and families Barriers and challenges in effective communication are those factors that hinder good communication between practitioners, parent and children. These barriers take shape according to the situations and places such as at a societal level, Brandt (1998) notes that the parents or people in general are becoming increasingly estranged from public institutions. Sometimes it is actually very problematic and hard to reach families. To solve this problem, first of all make a note about who are the families that you think may find it hard to reach and communicate with services? Then spend time with them discussing different issues faced while establishing effective communication between parents and children. These families may have characteristics as follows: Different cultural backgrounds English as an additional language Different family backgrounds Different personalities Lack of confidence and self esteem Learning difficulties Literacy skills Physical difficulties Psychological difficulties All these characteristics act differently during the establishment of effective communication between parents and children. For example, sometimes parents cannot cope up with the changing trend and thus the gap of understanding between their cultural preferences and the children cultural preferences widens. Also, if the practitioners use â€Å"their own cultural lenses† to interact with culturally and linguistically diverse parents, there occurs a problem. Lets take another example regarding psychological difficulties. On a parental level, a parent’s own negative school experiences may impact positive relationships with teachers, or parents may simply not understand how to effectively interact with the children regarding their educational system. Similarly, economic, time constraints, lack of technology may also be primary obstacles to effective communication. All these barriers and challenges may be eliminated with a traditional yet significant 5-15 minute parent conference that offers little time for meaningful communication regarding a child’s academic and social progress. This can be act as an open platform for interaction within practitioners, parents and children. (NCB, 2008) Answer to Question 4 Reflect on the importance of enabling positive environments to promote communication between children, families and professionals For establishing an effective communication between professionals, parents and children, it is extremely vital to create a positive environment for the communication to take place. As a professional, you soon learn that children and parents are a two-for-one deal: Developing confident relationships with parents is precarious for providing the best care possible to their children. So being friends with the parents help a lot here. To ensure the same, as a parent, you can test it. For example, Amanda got into her car, really angry. When she dropped off her 22-month-old, Nyra, that morning, she mentioned to the baby sitter and her friend, Reeta (who look after Nyra), how impossible Nyra has been in the mornings. She drags her feet, doesnt want to get dressed, pitches a fit about which outfit to wear—its been practically impossible to get her out the door. But to her surprise, Radhika tells Anna that Nyra is an angel while talking to her. She listens each and everything that Radhika asks for and thus Anna is relieved that her child is in safe hands. For understanding the children in a better way, you first need to be more close to the parents by following these simple steps:- Notice how you are feeling with kids beahviour Look at the interaction from the childs point of view. Develop a sense of grasping the surroundings with a childs eye Partner with parents, talk to them more-n-more and understand their need Look for a scope of compromise Tell the parents not to fight or create an awkward situation in front of their kids Ask them not to follow their so called bad habits in front of the kids and try and avoid such stuff as much as possible Listen to children and their queries, needs and expectations and act and ask the parents too to act accordingly Promote healthy and knowledgeable practices at home and so on (McDonald, n.d.) Answer to Question 5 Importance and role of intervention strategies, approaches and techniques supporting the development of effective communication In developing effective communication between parents and children, supporting intervention strategies, approaches and techniques act as major helping factors. What is intervention strategy? According to Desforges (2003), in the intervention strategy, effective settings consider what the major barriers are for their own communities and work proactively to remove them. The strategy involves Establishing formal and casual relationships with families and children Knowing the families in a much detailed and better way but not intervening somehow is a thing to keep in mind Talking and discussing about the needs and expectations of families Offering a good range of options and choices for involvement and participation in the learning process that are truly match with the family colors Observe and observe the knowledge and understanding level of the parents, value them and try to enhance the same incorporating different techniques Now, what are techniques? You can follow several techniques to achieve your aim of effective communication:- Ensure a friendly warm welcome to parents by keeping in mind their expectations Ensure physical environment is welcoming. This is because it encourages the proximity factor Proactively plan how to include families like organizing a fun seminar or some musical learning process Ensure all staff have training in inclusion and equalities policies and procedures Home visits may be planned to help develop relationships with parents and children at the same time Ensure all aspects of family life are considered properly e.g. child-minding For the approach part, you can create and develop your own or just research and follow that suits you the best like The Hanen Approach says, there are three main steps of developing effective communication i.e. Observe Wait Listen Collectively, these steps are referred as Owling Similarly, you can consider the Camdens communication approach which says:- Stop, Look and Listen Here too, the listen factor is being emphasized. So, for any approach, the listening habit should be developed prominently. (Anon., 2012) Answer to Question 6 Professional skills and attributes in developing positive communications with children and families The professional skills and attributes while establishing or developing positive communications with children and families involve certain practices. Majorly divided in three groups namely, Collaborative, Effective and Reflective, these practices are as follows:- Collaborative 1. Family-centered practice 2. Partnerships with professionals 3. High expectations for every child Effective 4. Equity and diversity 5. Respectful relationships and responsive engagement 6. Integrated teaching and learning approaches 7. Assessment for learning and development Reflective 8. Reflective practice i.e. how to react to certain communication or actions Professionals collaborate with families and the children for effective communication. They communicate and plan partnership ways to achieve the best practice to be followed They work in groups across different planned settings so as to support the positive behavioural changes and attitude/ learning transitions for children They always ready to learn from each other as effective communication is a give and take relationship The professionals try to understand their own and others roles as well. After understanding the same, they make referrals whenever and wherever there is a need These professionals are truly committed to work in partnership and in groups so that they can achieve the best possible results for children The skills in quick look- The professionals work collaboratively to share information and messages. They logically plan communication procedures to ensure universal approaches to kids learning and development Each professional understand another’s practice, skills and expertise so as to get inspired and make referrals whenever needed according to the appropriate situation Acknowledging the significance of changes within and across early juvenile services and schools is one of the main skills the professional should possess. It is in order to ensure that children understand the process and have an active role in preparing for these transitions They build on kids’ prior learning and involvements to build continuity for their learning journey and development of personality (Aguliar, 2011) Conclusion The key formula for effective communication is to observe, listen and think and then act. You just need to be logical and updated in terms of planning procedures. Observe the behavioural pattern of children, their growing needs, expectations; understand the cultural values and beliefs of their parents and mix them well according to the latest trend because for an effective communication, one need to be updated and well informed. References Aguliar, E., 2011. 20 Tips for Developing Positive Relationships With Parents. [Online] Available at: http://www.edutopia.org/blog/20-tips-developing-positive-relationships-parents-elena-aguilar [Accessed 29 April 2015]. Anon., 2005. National Literacy Trust. [Online] Available at: http://www.literacytrust.org.uk/talk_to_your_baby/policy_research/1713_research_birth_to_school_study-a_longitudinal_evaluation_of_the_peers_early_education_partnership_peep_1998-2005 [Accessed 29 April 2015]. Anon., 2008. The National Strategies. [Online] Available at: http://idponline.org.uk/downloads/ey-slcn.pdf [Accessed 29 April 2015]. Anon., 2012. Positive Approaches to Challenging Behaviors,. [Online] Available at: http://www.cmhcm.org/provider/centrain/Training_Units/POSITIVE_APPROACHES.pdf [Accessed 29 April 2015]. McDonald, K. R. a. M., n.d. Promoting positive education and care transitions for children. [Online] Available at: https://www3.aifs.gov.au/cfca/publications/promoting-positive-education-and-care-transitions-childr [Accessed 29 April 2015]. NCB, 2008. Principles of engaging with families. [Online] Available at: http://www.ncb.org.uk/media/236258/engaging_with_families.pdf [Accessed 29 April 2015].

Catching Cold :: Personal Narrative Health Essays

Catching Cold I am afraid to sneeze around my mother. I avoid coughing in front of her, even if just to prevent a wayward piece of spinach from wiggling down the wrong tube. I never blow my nose in her presence or scratch any part of my body for more than a few seconds. No, my mother does not have an unusually weak immune system. Nor is she very elderly or recovering from a chronic illness. In fact, my mom is one of the healthiest people I know. It’s not her own health that she’s paranoid about. It’s mine. On one particularly cold day about fifteen years ago, my mom laid out five shirts on my bed: a camisole, a short sleeve shirt, a turtleneck, a long sleeve shirt, and a sweater. After a few minutes of wrestling the clothes over my four-year-old body, she said, â€Å"There, now you won’t get frostbitten,† and with a satisfied smile patted my marshmallow-like exterior off to kindergarten. Thirty minutes later, as I silently sweated my way through making a Santa Claus out of red construction paper and white cotton balls, my teacher exclaimed, â€Å"It’s cold in here! How many of you feel cold right now?† Small hands shot up around the room and Miss Johnson agreed, â€Å"It certainly is! Now I wish I had worn more layers. When it is very cold outside, you can stay warm by adding extra layers of clothing. Today I am only wearing two layers,† she told us, pulling the edge of her white blouse out from under her red cardigan sweater. â€Å"Is anyone wearing three layers today?† A brief moment of contemplation and counting followed. A few of my classmates raised their hands, beaming as Miss Johnson smiled at them each in turn, saying, â€Å"That is very smart of you. You must be very warm right now!† I was wearing more than three layers. I quietly re-counted my shirts under the table. All of a sudden, Thomas, an annoying bully of a boy who seemed to pay more attention to my affairs than his own, shot up from his seat. â€Å"Deborah’s wearing five layers, Miss Johnson,† he crowed, â€Å"I saw her counting them.† I looked down at the ground, trying to avoid the laughter and teasing of my classmates.

Crime and Punishment, by Fyodor Dostoevsky Essay -- Crime and Punishmen

In Fyodor Dostoevsky book Crime and Punishment, women at this time in Russia were not the equals of men in terms of education and power. In Crime and Punishment the women in the story were self-sacrificing in their actions, which in return paid off for the women. Majority of women, in Crime and Punishment, such as Sonya were selfless in their actions. The women in this story play a motherly role towards the men. Women in this story may have lived in a male dominated society, but it seemed that the words the women spoke in this story were very strong in influencing the men. Sonya plays a major role in Raskolnikov's life, being the person Raskolnikov relies on while he was in and out of prison. Raskolnikov felt a heavy connection with Sonya because she was a prostitute and he was a murderer, which let him feel like they've both committed sins. Because of Sonya's self-sacrificing actions it led to Raskolnikov to depend on Sonya and soon end up loving her. Sonya's behavior was beneficial for both her and Raskolnikov. Sonya gave Raskolnikov purpose in continuing to live by using the power of Christ and religion. In return Sonya self-sacrificing behavior towards Raskolnikov, gave her a new start in life in Siberia. Dunya also plays a role in Raskolnikov's life as she was willing to sacrifice herself to give him a better future, by giving her hand in marriage to Pyotr Petrovich. Sonya is a support system to Raskolnikov as she allows him to see the wrongness in the crimes he has done. Sonya heavily uses God as her support system and urges Raskolnikov to do the same, as she wishes him to redeem himself for his murderous acts. Sonya tells Raskolnikov â€Å"Go, now this minute stand in the crossroads, bow down, and first kiss the earth you've ... ... more confident character compared to Sonya was able to hold her ground against women, but still relied on men to become successful herself. She was willing to marry Petrovich to become rich and for her brother to become successful. Svidrigailov and Petrovich did not view women as equals, but they did admire them. They felt as if as long as women obeyed them they would give the women just about anything they wanted. To their disadvantage this did not work, although Dunya was desperate she did not sacrifice her self for the money and happiness they were openly willing to give her. She did not take form as the weak women in the story and took on a stronger role as a women who could stand her ground against men. Sonya's and Dunya's love is what helped Raskolnikov to redeem himself. Along with their mother like role which advised and watch over Raskolnikov to the end. Crime and Punishment, by Fyodor Dostoevsky Essay -- Crime and Punishmen In Fyodor Dostoevsky book Crime and Punishment, women at this time in Russia were not the equals of men in terms of education and power. In Crime and Punishment the women in the story were self-sacrificing in their actions, which in return paid off for the women. Majority of women, in Crime and Punishment, such as Sonya were selfless in their actions. The women in this story play a motherly role towards the men. Women in this story may have lived in a male dominated society, but it seemed that the words the women spoke in this story were very strong in influencing the men. Sonya plays a major role in Raskolnikov's life, being the person Raskolnikov relies on while he was in and out of prison. Raskolnikov felt a heavy connection with Sonya because she was a prostitute and he was a murderer, which let him feel like they've both committed sins. Because of Sonya's self-sacrificing actions it led to Raskolnikov to depend on Sonya and soon end up loving her. Sonya's behavior was beneficial for both her and Raskolnikov. Sonya gave Raskolnikov purpose in continuing to live by using the power of Christ and religion. In return Sonya self-sacrificing behavior towards Raskolnikov, gave her a new start in life in Siberia. Dunya also plays a role in Raskolnikov's life as she was willing to sacrifice herself to give him a better future, by giving her hand in marriage to Pyotr Petrovich. Sonya is a support system to Raskolnikov as she allows him to see the wrongness in the crimes he has done. Sonya heavily uses God as her support system and urges Raskolnikov to do the same, as she wishes him to redeem himself for his murderous acts. Sonya tells Raskolnikov â€Å"Go, now this minute stand in the crossroads, bow down, and first kiss the earth you've ... ... more confident character compared to Sonya was able to hold her ground against women, but still relied on men to become successful herself. She was willing to marry Petrovich to become rich and for her brother to become successful. Svidrigailov and Petrovich did not view women as equals, but they did admire them. They felt as if as long as women obeyed them they would give the women just about anything they wanted. To their disadvantage this did not work, although Dunya was desperate she did not sacrifice her self for the money and happiness they were openly willing to give her. She did not take form as the weak women in the story and took on a stronger role as a women who could stand her ground against men. Sonya's and Dunya's love is what helped Raskolnikov to redeem himself. Along with their mother like role which advised and watch over Raskolnikov to the end.