Controversial issues of traditional arts Essay Example for Free

Controversial issues of traditional arts EssayUlek Mayang could be haunted. it is a Malay traditional bound from the state of Terengganu in Malaysia accompanied by a unique song called Ulek Mayang the lyrics were changed (no one knows the real lyrics) the song remains popular and there are several(prenominal) contemporary interpretations of the song the original dance is to honor the spirit of the sea. The modern dance has no elements of worship, its more to music and dance. After the arrival of Islam, such bore has been stopped and the Ulek Mayang dance is only preserved to be part of the Malay culture. Even now, Ulek Mayang is nicknamed the Most Haunted Culture in Malaysia.- However, some fishermen still physical exercise this ritual.Agree Some people claim that the song is haunted because it gives goosebumps and creepy feelings especially when it is performed at sunset by the beach People tend to cancel practising it nearby any beaches around the world, as accordin g to the ancients beliefs those 7 Sea-Princesses shall always guard the 7 Seas. Whoever that breaks certain rules, no matter where they are, will pay the price. at that place has been cases of tourists jumping into the sea for no reason after they performed Ulek Mayang along the north-eastern beaches of Peninsular Malaysia. Some cases happen on land too. Going missing and receiving visits were the greatest attention whenever one performs Ulek Mayang.Disagree According to ustaz, Ulek Mayang is not a ghost or jin. Its a popular song in Terengganu and is a type of lagu rakyat. The Ulek Mayang song utilize nowadays has been shortened as Malays count the full song as worshipping spirits which is syirik in Islam. The Malaysian rock diva, Ella once sung the song in a rock versionPoco poco dance choreographed with sequence of steps. it is a type of aerobic dance believed to originated in Indonesia more than 20 years ago Mesyuarat Jawatankuasa Fatwa Negeri Perak verboten poco- poc o because they believe it is derived from Christianity.Agree The dance originated from Jamaica and is actually a cult dance There are many Christian rituals to it as the moves reflect the making of a cross and so is unacceptable in IslamDisagree The Malaysian Muslims are confused. There is no any literature or practical evidence viewing that poco-poco is derived from Christianity either in Indonesia, Philippine or Jamaica. Poco poco movements with cross design can not be a sufficient justification because movement of left and sound sides is a natural human movement. Even when human stretch his hands, it can be considered illegal if the method resembles the cross. Mahsuris curse Myth or Legend? outline One day while Mahsuris husband was away fighting a war, Mahsuri offered shelter to a wandering minstrel. For that, Mahsuri was accused of committing adultery by the settlement chieftains wife. The village chieftain who was still smarting over Mahsuris rejection of his earlier m arriage proposal, ordered Mahsuri to be condemned to death. It was said that at her exertion Mahsuri bled gaberdine blood signifying her innocence. At her last breath, Mahsuri was said to utter a curse on Langkawi for which the island will remain barren for seven multiplications.Agree many a(prenominal) locals of Langkawi believe the legend to be true due to failed crops after Mahsuris death. According to recorded history, the Siamese invaded Langkawi not long after Mahsuris death and destroy the island to the ground with a scorched earth policy. And coincidentally, Langkawi did not become a major tourist hotspot until the birth of Wan Aishah bt Wan Nawawi, the seventh generation descendant of Mahsuri.Disagree Some people animadvert Mahsuris story most likely is real and the killing of Mahsuri most likely took place, but the curse of Langkawi and her white blood must be a part of myth because there is no prove or evidence. in this modern and science world, people think its logically untrue for a normal human being to have white blood

Government by the People Essay Example for Free

Government by the People EssayThe population growth has caused concern for many the Statesns because of the terms of poetry and poverty that comes with this growth. There is a pattern showing of wealth transferring from poorer nations to the richer nations of the globe and the information engineering science revolution is speeding this cycle up. With population growth hit unsanded heights new concerns for increasing urban growth has emerged. prep for transportation, environment protection, or management of water and other resources are needed.Unregulated markets forces allow hurt individuals and politics as usual will not mandate viable growth patterns or protect the air, water and natural beauty of our country. Planning and growth depends on public support and market forces. In order for plans to be effective they moldiness show he same interests and values of major(ip) groups within the community. Even with the fear of the government, both(prenominal)thing that is gener ally accepted hampers a lot of effective planning.But it is clear that for any planning to work there must a consensus between planners, community leaders, and the popularly elected officials who must bear the responsibility for implementing the plans (Magleby, OBrien, Light, Peltason Cronin, 2006, p. 649). This planning for our country, communities and societies along with its citizens has given the United States the status of world situation. But controversy has erupted from the resent war with Iraq that questions our authority.Ive heard many individual claims that America is expanding its empire, rather than fighting for freedom. Our rise to a world power has come because of our industry, colleges and universities, multiple government institutions, military strengths. This along with our innovations in science, technology and medicine catapulted us into our status. Development of such things as television and jet airliners gave America the edge it needed to jump to the top of the ladder. They have also helped to spread our ideologies of democracy and westernization.It has created globalization and keeps it going. Our commerce and business growth has only helped with this globalization. Companies, such as IBM and General Motors have given the national government firm grounds in business. Our national government promotes a prosperous economy through its monetary and fiscal policies (Magleby, OBrien, Light, Peltason, Cronin, 2006, p. 437). The Department of Commerce has been at the center of the governments efforts to promote economic growth and encourage businesses to do research and new development.These companies are at the heart of this economic growth plan. But more recently new development has been needed to keep these companies afloat as technology and innovation continues to climb new heights. Turning outdated companies into the companies of the future. The introduction of the electronic superhighway mandates companies to use e-commerce and if the y cant they might get left behind. The net has given us a faster way for just about everything. It has even influenced society, culture and lifestyles.The Progressive Era began in United States during the mid 1890s and continued through World War I. It was a time when individuals were beginning to have concerns with the state of society. It also brought about a belief in mankind compassion and how new innovations along with scientific investigation could somehow show what the problem was with ways of solving the problems. This reformation shows even in todays time. Our social construct has great bearing on our national government. Take for example the debate on same-sex marriages.Our government has made laws that pertain to this issue, but some in society believe government has gone too far. But the core issue at stake, that I believe, has something to do with insurance. I dont believe that our national government is trying to establish social norms, but rather maintain certain ex pectations of commerce and business.Reference Magleby, D. B. , OBrien, D. , Light, P. , Peltason, J. W. , Cronin, T. E. (2006). Government by the People National, State, and Local 21st. Ed. New Jersey Prentice Hall.

History Of Police Interviewing In England And Wales Criminology Essay

History Of Police Interviewing In England And Wales Criminology EssayCHAPTER 1-Interviewing suspects and witnesses is a basic operation of policing all over the world. In England and Wales, pre PACE, historically there was no formal interview training for guard officers and officers learnt how to interview through observation of other practice of law force officers. Thus, the best evidence of wrong-doing was confessions and theoretically good interviewers were those who could convince suspects to confess to crimes. Police interviews prior 1984 were governed by judges Rules, these were just guidelines for the officers who they were allowed to execute interviews unrecorded and then to write a study of the interview from memory. Afterwards, officers memory of the interview was presented in court from the handwriting report. The dangers of this argon self-evident officers can pick up bad practises or miss priceless affirmation. Eventually investigatings can be damaged, disrupte d or even destroyed. The secrecy of the police interview room conduct to far-flung c erstwhilern about the maneuver use to extract confessions things like intimidation, oppression, deception, and even physical violence (Leo, 1992). It has been shown that these tactics can lead to fabricated confessions, in which case a double stillbirth of fullness occurs non only is an innocent person convicted but the true offender remains free (Gudjonsson, 1992). The aim of this chapter is to discuss the old investigative interviewing which led to miscarriages of justice. Also, what was happening to police interviewing, why false confessions were frequent phenomenon and what types of false confessions exist. An chief(prenominal) theme is public perception about police interviewing at this historical time. at long last the primary improvements that pass been through, such as PACE and Circulars 7 and 22.Miscarriages of JusticeWhen the bound miscarriages of justice is used, it usually re fers to what are called questionable convictions or wrongful convictions. handcart (1999 52-5) summarises the causes of questionable convictions which are fabrication of evidence, unreliable identification of an offender by the police or witnesses, unreliable expert evidence, unreliable confessions resulting from police pressure or the vulnerability of suspects, non disclosure of evidence by the police or pursuance, the conduct of the trial and paradoxs associated with appeals procedures. However, the barrier miscarriages of justice as relating to questionable convictions is itself partly adequate (Adler and Gray, 2010). Consequently, the term can also occur when there is no action, inaction or questionable actions, whereby an offence has taken place but no action or inadequate action or interference has followed. Questionable actions include police unprofessional conduct and lack of ability (e.g, afflictions to investigate effectively, poor treatment of victims and their fam ily), insufficient prosecution offsetes (poor communication with police, risk avoidance ), and problematic trial practices (hostile cross examination of witness, weak presentation of the prosecution case). Therefore, questionable actions represent police failure to identify suspects and to press charges, the lack of success of the prosecution to mount a case, the collapse of the prosecution case during the trial and as a result, agencies ineffectiveness to inform or support victims and their families (Newburn, Williamson and Wright, 2007).Traditionally, the primary aim of police investigators has been to obtain a confession from the primary suspect, the confession being seen by officers to be the key of a successful investigating and the predominant means by which a conviction can be secured. To understand why a confession was so diametric concern it is essential to consider the operation of various systems of justice. In an adversarial system, the judge is considered to be neutr al during the trial process and should leave the presentation of the case to the prosecution and defence who prepare their case, call and examine witnesses. According to Zander (1994), the adversarial system is not a look for for the truth. The inquisitorial system aim to be a search for the truth, in this system the judge is not neutral but will play sarcastic role in the presentation of the evidence at the trial. The Judge calls and examines the defendant and the witness. While the trial is in progress lawyers for the prosecution and defence can merely ask complementary questions. The Royal Commission say that It is important not to overstate the differences between the two systems because all adversarial systems contain inquisitorial elements and vice versa (Runciman, 1993). The court was not interested in the truth it just had to shape whether punishment has been applied beyond all rational doubt. Therefore, it is not surprising that confession evidence had priority and inve stigators relied on a confession within the investigation process. Certainly, investigators focused on a confession and to attain a confession used coercive methods, allowing the investigation team to move on to the next case. erroneous confessions lead to false convictions, thus police officers reproduced miscarriages of justice within their behaviour and interviewing tactics (Newburn, Williamson and Wright, 2007).False confessions lead to false convictionsIn the UK and other countries, a spell of miscarriages of justice have established that false confessions occur and a large number of these are due to factors which exist within the interview context. Kassin and McNall (1991) analysed the tactics depict by Inbau, Reid and Buckley (1986) which lead to false confessions and effect two categories maximisation, where interviewers use scare tactics to intimidate a suspect believe to be guilty and minimisation, where interviewers lowball the offence seriousness and charges. Three categories of false confessions were identified by Gudjonsson and MacKeith (1988) and expanded by Shepherd (1996). These categories are as follows impulsive false confessionVoluntary false confessions occur when the interviewee falsely confesses for personal background without pressure. Possible reasons that suspect give false confession are to exempt feelings of guilt about a real or imagined crime or situation in the past (this is to the highest degree possible to happen for people with depression, Gudjonsson, 1992). To pre-empt further investigation of a much serious offence to cover up the real culprit to gain notoriety- a wish to make infamous and to enhance ones self esteem an softness to distinguish reality from imagination(people with schizophrenia) to take a revenge on another and to hide other non vile actions.Coerced-compliant false confessionCoerced-compliant false confessions arise when the interviewee agrees to practice a confession in order to make some kind of gain. This category of false confession occur from tender influence factor compliance. form is a change in ones behaviour for contributory purposes, it is first found in Aschs (1956) primary studies of conformity and Milgrams (1974) research on obedience to authority. Interviewee sees the short term advantages of confessing (being released) outweighing the long term costs (such as prosecution and imprisonment). People, who are passable to compliance such as people with learning disabilities, may be peculiarly vulnerable to this type of false confession.Coerced-internalised false confessionThe last category is a coerced-internalised false confession in such cases suspects come to believe that they are guilty because they no longer trust their own memory of certain details. This type of false confession derives from a cognitive effect and refers to the internal acceptance of beliefs held by others. An interviewee who is anxious, tired and confused actually comes to believe he or s he committed the crime. The suspects memory may be altered in interviewing process. This can be linked to the false memory syndrome.The memory distrust syndrome concerns interviewees who distrust their own memory and then depend on external guide for information (in this point situation -interviewer, Wolchover Heaton-Amstrong, 1996). This syndrome can be explained in two ways. The first relates to amnesia or memory damage. The interviewee has no clear memory and does not remember if he committed the crime or not. Also he or she does not remember what exactly happened the time of the crime. This may be due to amnesia or alcohol induced memory problems. The second way occurs when the interviewee is aware that he or she did not commit the crime and when the interviewer makes cases, manipulates the interviewee with suggestions. The suspect mistrusts his or her self and lead off thinking if he or she committed the crime. Ofshe (1989), stated that three common personality characterist ics are situated on people who give this type of false confessions. They trust in people of authority, lack of self confidence and heightened suggestibility. Gudjonsson (1997) also argued, the false belief and false memories in cases of coerced- internalised false confession are most commonly developed as a result of manipulative interviewing techniques. Gudjonsson and Clark (1986) also introduced the theory of suggestibility which is a theoretical model of inquiry suggestibility and arises from a social cognitive viewpoint. It is argued, that most people would be susceptible to suggestions if the necessary conditions of uncertainty, interpersonal trust and heightened expectations are present. Implicit in such a model is the assumption that interrogative suggestibility is a distinct type of suggestibility. Gudjonsson also points out that suggestibility is, to a certain extent, influenced by situational factors and experience. IS is defined as the extent to which, within a closed social interaction, people come to accept messages communicated during formal questioning, as a result of which their subsequent behavioural response is affected (Gudjonsson and Clark, 1986). The IS is comprise two separate susceptibilities to re free rein key to leading questions, where yielding regards to the reliability of testimony and closely reflects memory processes and to shift the primary answer in response to negative feedback, where shifting is related to header process which are mainly affected by personality traits and experience (convicted in past, Gudjonsson, 1992).The literature on miscarriages of justice highlights the role of coercion in obtaining confessions and the problem with convictions based only or mainly on confessions. Using unfair means and tactics to secure a conviction is sometimes known as noble cause corruption. That is to say, so strong is the desire to achieve a correct conviction that any means to that end are justified. The adversarial process combine with the pressure for a quick result creates noble cause corruption. Resounding examples are Guildford Four and Birmingham six, which have been described in newspapers as the worst miscarriages of justice in England in the last century. The Guildford four took palce on 5 October 1974, in which members of the Irish Republican Army planted bombs in two public houses in Guildford, Surrey the Horse Groom and the Seven Stars. The attacks left five people killed and over 100 injured. Kennedy (1989) describes how Conlon, came to sign his confession and what previously happened. Police officers were violent and immoral. As Conlon stated I was crying and frightened. Simmons said if I didnt make a statement, he would ring Belfast first thing in the morning and I would never see my mother or sister again. The last of my resistance shattered when he said this. I was crying and shaking un chairlably. I said my family hadnt done anything. I fell apart. Simmons said what happened to my fam ily was up to me. I said I would make a statement like they wanted, but it wouldnt be true as I really didnt do it (Kennedy, 1989). The four men spent 15 years in prison before the case was overturned in 1989 later on a new police investigation had found serious flaws in the way Surrey police noted the confessions of the four that the notes taken were not written up immediately and officers may have colluded in the wording of the statements (Gudjonsson, 2003). Another event happened as it was called The Birmingham Six, after one month when Guildford four took place, namely on 21 November 1974. Two public houses In Birmingham were bombed by the IRA in which 21 people were killed and more than 160 were injured. Six men were convicted for this crime and they were released after 16 years (in 1991) Scientists admitted in court that forensic tests which were originally said to confirm two of the six had been handling explosives could have produced the same results from handling cigarette s (Gudjonsson,2003). In Guildford four, the confessions that had been primaeval of their conviction in 1975 were shown to be unreliable and in, sometimes fabricated. In the second case, Birmingham Six, the confession was discredited. Thomas Heron, who was on trial for the murder of a young girl, was label when the interviews, which led to his confession, were dismissed by the trial judge as oppressive. In this case interviews were recorded in compare of Guildford Four and Birmingham Six in which the interviews were not recorded.The Police Studies Institute Report found (1983) that the most widespread opinion about police interviewing and the most popular police misconduct is that police officers threaten and the use of unfair pressure. Around fifty percent of the respondents believed that police use threats and pressure at least sometimes but the more important is cardinal five percent thought that it often happens and this was a usual behaviour of police officers. A de facto pe rcentage of Londoners believed that other kinds of misconduct happened at least once in a while. Around ten percent of Londoners thought police officers fabricate evidence and use inexcusable violence on people were detained at police stations. The findings of this research showed the public perception which was negative and critical against police. . The majority of Londoners had serious doubt about police conduct. People did not trust police interviewing, it showed that there was a complete lack of confidence and reliability (Smith 1983 325). One third of young white people thought the police often used threats or unreasonable pressure during custodial questioning while 62 per cent of young people of West Indian descent believed that they did so. Therefore, people were critical of police where they had a high degree of conduct with the police or they were subject to a high level of victimisation (Jones et al, 1986). The successful appeals of Guildford Four and Birmingham Six and t he acquittal of Heron received widespread publicity and brought heavy criticism of the police and affected public opinion. A general public survey found that 73 per cent of the participants believed that the police broke the rules to obtain convictions (Williamson, 1991). By 1993 police interviews were described as a grave concern (Shepherd 1993). These surveys provide a bass picture of the nature and quality of the relationship between the citizen and the police in the past (Williamson, 2005).By the 1970s and 1980s in England and Wales it was clear that the legitimacy of the criminal justice system was at stake. Something had to be done. This became the focus of policy making. Such were the concerns that the Royal Commission on Criminal Procedure (1981) was set up, in turn leading to the passing in 1984 of the Police and Criminal Evidence Act (PACE) a key piece of legislation to monitor, amongst other things, the integrity of evidence takings (Maguire, 2003) Through PACE (enacted 1986), police interviews with suspects were to be tape-recorded. This, it was hoped, meant the old regime of police investigations would be brought to an end and police interviews should be open to scrutiny (Lea, 2004). PACE suggested that investigation should separate from prosecution and should have an independent investigation service. Scientists with educational background should work in these laboratories and help the police to investigations and police officers had to be trained. All police manuals are based on experience rather than objective and scientific data. Experience is invaluable to police work and its usefulness is illustrated by the effectiveness of the techniques recommended. However, relying solely upon experience in determining procedure may create serious pitfalls and fail to bring to light important facts about human behaviour, such as the susceptibility of some suspects to give erroneous information when placed under interviewing pressure. What is accepted i s more research into the effectiveness and pitfalls of different interviewing techniques. Also they argued that forensic laboratories should be independent from police.Home Office Circular 22/1992 provides the following seven principles of investigative interviewing 1. The role of investigative interviewing is to obtain accurate and reliable information from suspects, witnesses or victims in order to discover the truth about matters under police investigation.2. Investigative interviewing should be approached with an open mind. Information obtained from the person who is being interviewed should always be tested against what the interviewing officer already knows or what can reasonably be established.3. When questioning anyone a police officer must act fairly in the circumstances of each individual case.4. The police interviewer is not bound to accept the first answer given. mocking is not unfair merely because it is persistent.5. Even when the right to silence is exercised by a su spect the police still have a right to put questions.6. When conducting an interview, police officers are free to ask questions in order to establish the truth except for interviews with child victims of sexual or violent abuse which are to be used in criminal proceedings, they are not constrained by the rules applied to lawyers in court.7. Vulnerable people, whether victims, witnesses or suspects, must be treated with particular consideration at all times.Questioning also may be considered oppressive if the officer asksmultiple questions (i.e. several questions rolled into one)ambiguous questions (i.e. where the potential answers have more than one meaning)irrelevant questions (i.e. questions which have no logical connection with the police enquiry)questions concerning other offenceshypothetical questionsquestions based on dubious or non-existent evidencequestions concerning a co-suspect.(Home Office Circular 22/1992)The effectiveness of Pace is debatable, on the one hand McConvill e and colleagues suggested in 1991 that little of police interviews had changed especially in relation to interrogative suggestibility. Namely, the tape recording of interviews had not changed the power relations in the whole interview process, principally the fact that Interrogation takes place in an environment which increases the vulnerability of the suspect and maximises the authority and control of the police (1991, p78). On the other hand, Ede and Shepherd (2000, p109) stated that tape recording of PACE interviews led to a sharp decline in forceful interviewing and revealed the widespread ineptitude of police officers in the interviewing role In the same concept Milne and Bull (2003) report experience officers views. Since the 1986 introduction of PACE regarding audio-taping interviews with suspects, police interviews have become better planned, more structured, and the use of trickery and deceit has all but vanished (p121) .PACE appears to have markedly reduced the number of manipulative and persuasive techniques that police officers use when interrogating suspects, except perhaps in the most serious cases (Milne and Bull, 1999). Interestingly, there appears to have been no overall effects on the confession rate of suspects. The reason that police interviewing was still poor (Baldwin, 1992) was because of police role in the investigation of offences was still one of persuading suspects to confess rather than engaging in a process of inquiry, which was a search for the truth. The persistence on confession evidence also meant that witness and victims were often ignored, not seen as an important part of the investigation process, consequently were not interviewed methodically and so were not capable to present all the information they were competent of giving as evidence (Adler and Grey, 2010). Obviously, there was a need for a change of investigative interviewing to meet the ideals of the new legislation and to prevent challenges to the evidence achieved through questioning. This constituted in the establishment of a national deputation on investigative interviewing that involved police officers, lawyers and psychologists. That result was the beginning of the PEACE interviewing model (Milne et al, 2007).

Ideal school for international education

Ideal coachtime for transtheme bringing upBefore to start talking nearly international education, it seems appropriate to give in a definition from experienced researchers in this sector The inte balance in the field of international education has never been much intense a rapidly increasing number of coachdayss world-wide brook been established specific aloney to congruous the demands of those p bents who, through their own globose professional activities, wish to afford their children educated in chopinemes based on international values and often in contexts new(prenominal) than their root coun accent. Such schoolhouses suck in embraced the promotion of international education as virtuoso of their major goals.(Hayden, Levy and Thompson 20071)We to a fault regard to draw the enterers attention to the accompaniment that a nonher researcher named Skelton excessively defines international education and international programme in relation to international schools. This is obviously solitary(prenominal) one vision and one definition of international education only when these argon the ones we ar interested in investigating with this assignment because we will poll whether an international school, namely St Andrews world(prenominal) naturalise Bangkok, is close to the ideal school for international education.Our SchoolSt Andrews transnational School Bangkok is, as stated in the send-off definition above, a school that is established (in Siameseland) to meet the demand for expat p atomic number 18nts and pixilated local families who want their children educated in programs based on international values. St Andrews multinational School Bangkok, offers the international IGCSE and IB Diploma programmes ( we will explain later what are these IGCSE and IB programmes), and has, as main purpose, to promote international education as its mission statement says Our mission is to provide an inclusive, international education in a able, c orroborative and elating environment, where all the needs of the individual learner are met and students are inspired to contact their full potential enabling them to become responsible global citizens.We will, of course further analyze the mission statement in later chapters when we will communicate about ideologies, values and global citizenship education.What will we analyze?We specify above our focus, which is The international Schools. With this starting point, we must look at what are the components of an international school. We will focus on the following the set and Ideologies, the Curriculum, The Students, The Teachers, The administrators, the Board and the theatrical role of incline verbiage and other languages compare and criticize all these points with what is said in the literature and our own experience in the field. What we are going to analyze is, of course, not all the elements of an international school, but those most important to analyze, in order to a nswer our assignments question.The values and ideologiesIn the syllabus, we read that Watson and Ashton (1995) point out that inn does not wait for consensus before transmitting values, and neither do schools. They convey values every day, knowingly or unknowingly, both at the to a greater extent apparent level of what is taught, and at the less openly ac associationd level of how the school is administered () Education ejectnot be value-free.Indeed, we believe that the official score and also the hidden curriculum (what happens in the classroom, the relationship mingled with teacher and student and how they interact) will automatically transmit values.In our school, the IGCSE curriculum transmits, clearly, the values of the Western World and more specifically, big Britain. Even if the IGCSE put ups adaptation to the context, the curriculum is at that place, with the knowledge to be transmitted, and that knowledge comes from majuscule Britain.The values transmitted, are h umanists as we can read in our syllabus secular humanitarianism as an ideology places a high emphasis on knowledge. Some forms of humanism ( calculate classical humanism, conservatism, traditionalism, academicism) advocate the restriction of high status knowledge to an elite minority the selective grammar school/secondary modern school system of pre-1960s England, for instance, typifies a classical humanist approach. Other forms of humanism, much(prenominal) as liberal humanism for instance, while still placing a cracking emphasis on knowledge advocate that high status knowledge should be accessible to all.We find that, indeed, the IGCSE curriculum focuses generally on knowledge. We also feel that they want this high status knowledge (a knowledge that comes from Cambridge University) to be accessible, if not to all, to the biggest number of students, abroad, especially in International Schools.Regarding the IB curriculum, it also transmits values, the values of openness, world mindedness, the child is the center of his encyclopaedism, the child must be knowledgeable, balanced, Inquirer, etc. (IBO website, learner profile)These values are clearly progressivist because we can read on the IBO website Progressivism as an ideology is essentially child-centered, with the emphasis clearly on the individual child. Curricula such as the International Baccalaureates Primary Years broadcast (2008) are congresswomans of a progressivist (or constructivist) approach to education. (Syllabus) Although we still do not teach the PYP program, these values are the same in the IB Diploma and are implied throughout the schooling of students until they go far their diploma examinations.In the syllabus, we read Halstead (1996), meanwhile, argues that The values of schools are apparent in their organization, curriculum and discipline procedures, as soundly as in the relationships between teachers and pupils. Values are reflected in what teachers choose to permit or encourage in the classroom, and in the way they respond to childrens contributions to learning. () Even the seating arrangements in a classroom convey certain values. It is true that this transmits values as well. In our school, students are always encouraged to pray questions and to come to find the teacher after class for further explanation. The students are sitting in the classroom in a circle, to allow the exchange during the class. It is clear that in this case, the teacher is not the master of knowledge delivered to the student, but the students are encouraged to take control over their learning and there is a form of trust and closeness between the student and the teacher, to allow an optimal construction of the knowledge.To conclude this point, we read the mission statement of our school Our mission is to provide an inclusive, international education in a happy, provideive and stimulating environment, where all the needs of the individual learner are met and students are inspired to achieve their full potential enabling them to become responsible global citizens.We remark that the school wants to be inclusive which shows we put a high value on the acceptance of others. The mission statement also says we want our students to be happy to learn and, when learning, they receive all the necessary fill-in from the cater. This is a value our school wants to transmit to the students.We can finally see that we place a great importance on the individual and their learning, and we hope our students to become Global Citizens. This shows that we give importance to the individuals but also to the overall population, which gives an international perspective to the values we try to instill.The StudentsSt Andrews International School has a student population of more or less 680 children. There are about 40 percents of Thai students, 15 percents of Japanese, 10 percents of Indians and a large German and French community. One of the advantages of the international schools i s the teachers students ratio, which is 125 by schools policy. It allows space for individual care. Anyway, by the Thai law, in an International School, there cannot be more than 30 students per class.The Thai studentsRegarding the huge percentage of Thai students, they are mostly from rich families, the countrys elite families or possessing businesses. These families have the quality of National Education (which is not highly regarded because there is a huge disparity in terms of quality) and International Education, which is very popular with families of these elites, as they want their children to have access to foreign universities in order to have more chances of success in this globalized world. These children will have an advantage over other local children. Their parents put them in these schools as an investment for the future.Langford says concerning these students, that they whitethorn feel isolated and opposite, living on the local economy rather than enjoying the many benefits shared by their expatriate classmates. () or they may dominate the community to the extent that the school has to adjust practices to suit their interests and the expatriates are made to feel outsiders. (200248) This is true in the perceive the Thai students at St Andrews International School, live in Thailand and many of them have never lived abroad, un care their fri shuttings who often have lived, in most cases, in more than two countries.On the other hand, the Thai students are so much in majority (40 percent) compared with other nationalities that, indeed, this may be the expatriate students who feel like outsiders, especially those Thais students often come from very wealthy families.That said, after what I saw, it seems the Thais students and those from other nationalities mix well, talk and play together, through a family atmosphere which the run of School, Mr Paul Schofield was able to install. It should also be noted that students from our school have been ther e at least 5-6 years and feel, with the time, part of a family.The Expatriate studentsThe expatriate students are, in the vast majority, Globally Mobile Children that Eidse and Sichel define as having parents who are educators, international business people, foreign service attaches, missionaries and military personnel. The children shuttle back and ahead between nations, languages, cultures and loyalties. They live unrooted childhoods. (20041)In our school, most students are from families as described above and I would add, in many cases, their parents work for NGOs or in embassies. These children are also often better adapted to the teaching style of international schools in general. They also learn languages more easily than Thais students due to the fact they have lived in several countries and had to learn local languages each time.The Special take studentsAnother important facet of the population of students in our school is the Special Needs students. As our mission stateme nt says, our school is an inclusive school inclusive where all the needs of the individual learner are met and students are inspired to achieve their full potential.We have a Special Needs student population of about 10 percents and we also have in place, a wonderful learning upkeep program for these students, with qualified, dedicated teachers and coordinators for several different Key stages.The Special Needs students are divided into two categories, those with learning difficulties and those with physical problems or syndromes such as autism or Down syndrome. It should also be noted that each student has a Special Needs individual tutor who accompanies them in the mainstream classroom. Our philosophical system is that every child has the right to education.At the same time, we must emphasize that to be accredited by a body such as the CIS (Council of International Schools), if accreditation is to be given, that provision is made for the initial identification of the learning ne eds of students and for the subsequent addressing those needs. Therefore, did the school really have a excerption to implement such a program? It is clear that, from the beautiful philosophy of we accept everyone, even if they have learning needs and the reality, that, to be accredited, we must implement a program of Special Needs, there is a gap. The relationship between the two is not very healthy. We think there is a market issue because, nowhere else than St Andrews we can find a school with an inclusive policy. Looking at this, we realize that International Schools, in general, are businesses with the purpose of finding a market and do gold. In the case of our school, for the special needs children, it is beneficial, but it is not always the case of other International School focusing on making money and not caring the students well being.With regard to the Gifted Children, St Andrews International School has no program in place, which is, in my view, inconsistent with the m ission statement reflexion that all the students must realize their full potential. How can a student with superior capabilities than others realize its full potential? We have only the differentiation as a tool to work with the brightest students.The transition for students, from one school to anotherAnother area of concern for students in international schools is the transition from one school to another. Regarding our school, unfortunately there is no transitional program for students from other countries or other international schools. Only teachers of these students can help them to integrate successfully into their peeled environment with techniques inspired by the mission statement our teachers are fully trained in teaching methods that promote an interactive approach to learning at heart a stimulating and structured environment where the highest premium is placed on self- discipline and motivation and our children are confident communicators where they realize their full potential in an atmosphere of calm cooperation, tolerance and watching.The teachersAt St Andrews International School, we have a population of teachers around 90 people. From these 90 teachers, 70 are from Great-Britain, six teachers are from New-Zealand and the remaining teachers from Japan, France, Belgium, Switzerland, Thailand etc.The reason there are so many British teachers is certainly related to the fact that St Andrews is a British school, following the British curriculum as well. These Britannic subjects are teaching the core subjects at the school, such as Math, Science, History and Geography while teachers of Japanese, French, and Swiss etc., teach their essential languages.All the teachers though, British or from another nationalities must hold at least a Bachelors Degree, a teaching certificate with, usually, a minimum of a two years full-time teaching experience.British International School, British teachers?M. Hayden cites Richards (1998 174) who highlights a tru e(p) point about this subject in a handing over from a promotional brochure of an international school. He wrote Over 70 teachers share a broad international experience, coming from such countries as Australia, Canada, France, Germany, Great Britain, Holland, Ireland, New Zealand and the United States. Can we infer from the above, Richards asks, that no teachers are employed (or employable?) from so-called less developed regions of the world? Or merely that advertizement such teachers would not be a positive selling point for the school?When Richards says no teachers from developing countries are employ, this is almost true in our school as well, as 80 percent of the teachers are from developed countries. Maybe if the school hired teachers in developing countries, it would not have a right-hand(a) image for the school because it is a British School.We think that one of the reasons is the parents from local families would not appreciate paying an expensive international school i nstead of a local school for teachers to be hired from less developed countries than theirs. At the same time, it is in contradiction with our philosophy of internationalism to show a sincere example of tolerance and openness. We teach our students to be people with a global vision of the world, tolerance and a world mindedness, and the school sets a poor example by discriminating against the hiring of teachers, choosing only teachers from so-called developed countries because it looks good. Others will say it is normal for a British school to hire a majority of British teachers and that is what parents expect. Both views can be justified but there should be a right balance between pragmatism and ideology.The expatriate overseas hired, the expatriates locally hired and the host national teachersAnother point we want to address here is, at St Andrews, there is no segregation between the expatriate teachers hired overseas and expatriate teachers recruited locally. There is no differ ence in contract or salary, or extras such as return flights and health insurance, which does not clear jealousy among teachers and we think it is a good thing. On the other hand, host country national teachers are paying two times less than teachers from other countries, which or sotimes creates a feeling of injustice because they teach the same number of hours as teachers who are expatriates and they are paid less. Again, this is a pity to notice that we, as an International School should promote equality between citizens of the world and, in practice, we do not really do what we say. Some will say that if there was not an advantageous package for those expatriates, they would probably not leave their home country to come to teach abroad, when, for instance, host country national teachers do not have to leave their families behind and the comfort of their own country. So, again, the two views can be justified.The penelopesI just wanted to add that, at St Andrews there are a tra ffic circle of Penelopes (who have been at the school for more than seven years), as Hardman says they are those teachers who remain faithful to the country they have adopted. I think it is a good thing for the students as a gage of stability, where in some other International Schools in Thailand, teachers cannot stay more than seven years.The summoningSpeaking about teachers, we must also mention the phase of induction of new teachers when they arrive at an international school.M.Hayden said Any teacher who moves from one school to another in spite of appearance the International Schools system could reasonably expect some form of induction in at least the early stages of a new appointment. (2006 82)Regarding St Andrews International School, the induction is four days. The capitulum of School spends four whole days with new teachers, explaining all aspects of the school and the culture shock that awaits them from the Thai culture. This allows a smooth start in the new host cou ntry.However, the induction is not going further. Never again, ones organizes any meeting with new faculty to batten that everything goes well. To conclude this point we cite here Hayden who says that The question of how best support new recruits in a new cultural environment is by no means an easy one to answer. (200683)The teachers appraisalDimmock and Walker say Teacher appraisal is a contentious and divisive issue regardless of the context within which it operates (2005 143). It is true there is no recipe to make a good appraisal, it is a difficult process to implement.At St Andrews, the appraisal system is fairly saucer-eyed and does not put too much pressure on the shoulders of teachers. Once a year, the head of department comes to visit the classroom for two lessons. At the end of the observation the head gives his feedback to the teacher and they set two targets for the following observation, the year after. The head of school come to observe the teacher once per contract to give his consent for its renewal.The method is simple, do not stress too much the teacher, but at the same time, is it a good tool to evaluate the staff? Coming to observe a lesson and give two targets for next year means that everything else is not important the teacher will focus only on one aspect of his teaching.The TurnoverIn our school, the latest statistics, which date back two years and cover a period of five years, show that teachers remain at St Andrews about five years. There are about four to five teachers, from a number of ninety, who leave each year. We think this is a good sign because if a teacher stays five years in a school, we think it shows he is happy to work there. Another factor may be that the teacher cannot find a job elsewhere or he is married to a Thai person and therefore has no choice but to stay at the school, but our experience and discussions with teachers at St Andrews have shown us that teachers are generally very satisfied with working at this p lace. To be more complete, we should conduct a survey on why teachers stay but it would be difficult to the lack of time.The AdministratorsAt St Andrews, there is a British Head of School who administers the school of a budgetary standpoint and oversees other heads such as the Head of Keystage1, the Head of Keystage 2 and the Head of high school with his Deputy. These people belong to the so-called Senior Management. In the Middle Management, there are the heads of departments.Under the Thai law, the sole Head of School must be a Thai national. This is indeed the case at our school. There is a Thai Head whose role on paper is very different from its role in practice. On paper, she has to take academic and budgetary decisions but in reality she does only take care of the Thai teachers and the Thai curriculum. We find that it is not fair because the law states that a person in charge must be a Thai Head of School. Our school lies on paper to meet the Thai law and to meet the demand of parents who want to see a foreign Head of School. On top of that, the Thai Head is also paid as a local teacher, that is to say, four times less than the foreign Head.The BoardLittleford writes Schools with healthy boards do not have crises, and we must agree with him regarding our school. In our school, the board is only composed of a family, Thai and very rich. They are the only ones to make big financial decisions for the school development. They always follow the recommendations of the Head of School and never intervene in the daily running of the school. There never was any crisis between the Board and the Head of School since the inception of the school and we welcome that fact.The AccreditationSt Andrews is currently accredited by CIS (the Council of International Schools), the Thai Ministry of Education, and is in the process of being accredited by CFBT. The fact our school is accredited by the Ministry of the host country and by an internationally acclaimed body shows that we are in the standards of international education.We read on the website CFBT Accreditation with CfBT shows that your school demonstrates high standards of student achievement with an effectual curriculum, good use of resources, a successful leadership team and strong partnerships with parents. CFBT therefore focuses on quality of student achievement, curriculum and relationships with parents. We may wonder whether the ill luck to look at the results of pupils is not just elitist. Should not International schools give students a chance to improve? Another aspect that CFBT looks at is the curriculum, which is normal, but they should also look at internationalism, the values, etc. The last point CFBT looks at is the relationship the school has with parents. In our school we have a very active convocation of parents who organize events of all kinds at school and are much supported by our Head of School.To return to accreditation with CFBT, we feel that our curriculum deputy encour ages us to only look at the CFBT criteria to satisfy them. We can therefore ask whether the accreditation system is not a little hypocritical. Yet we do a great job, professionally, but we offer something completely prepared to CFBT, just to satisfy their criteria, which does not seem very ethical or honest. On the other hand, accreditation can be usable tool, to give us the time to reflect on our practices.The English as a Second terminology and Mother-Tongue languagesEnglish as a Second LanguageHayden says Many International Schools offering an English-Medium education provide language support for non-native speakers of English () the extent and nature of support clearly vary. It is true that in our school, support comes down to putting these students in an ESL class a few times per week, while other students have classes in French or Japanese, and these ESL students follow the rest of the courses in mainstream class where they understand almost nothing.In my old school, Hanoi I nternational School, we had ESL classes and on top of that, for mainstream courses, an ESL support teacher came into class to help students understand the instructions or what the teacher explained. We believe this latter approach is more effective because students receive constant support and feel less stressed towards the English language because there is always someone to help them understand what is said in class. After a while, of course, if the students made significant progress, they join the mainstream class, without any ESL support anymore.Mother-TonguesAbout the provision of other languages, Murphy is in favor of a greater provision of support for the childs first language in order to support cognitive development in that language, which would make the second language less difficult to acquire (Murphy, 2003 36-7). That is exactly what our head of School think about the fact that a student cannot have a good cognitive development with a language he does not control at all i f he does not master his own language. Children need intellectual development in their own language before they can grow intellectually in a different language. In our school, that is why we have an extensive program of mother-tongue language. It is obvious that such a program is not easy to implement, especially for smaller schools that have limited financial resources.Carder said There are certainly scheduling and administrative problems in mother-tongue in finding teachers, and financial difficulties about whether to add it to the paysheet or to the parents to pay extra. At St Andrews, it is certain that it is not easy to administer the program of mother tongue and foreign language as it creates a lot of clashes in the timetables. It is not easy either to find language teachers for French, Japanese and German in Thailand.From a financial standpoint, the school request parents wishing to accede their children in the first language program, a supplement to the school fees of abou t 300 U.S. dollars. This program meets over the years, more and more success because kids love to speak their mother tongue at school, a few hours per week and parents are reassured that their children can more easily reintegrate school in their home countries if they move back there.couterLire phontiquementDictionnaire Afficher le dictionnaireThe CurriculumIn the world, there are several international schools curricula. The most common are the British connoted IGCSE, and IB which claims to be more international. Before considering in more detail the two mentioned curricula, we will dwell a moment on some definitions of curriculum.Hayden cites Bulman and Jenkins in her book International Education, International Schools and their communities, which describes the curriculum, following three aspects The academic curriculum or what is formally taught in schools, the pastoral curriculum which includes social skills, study skills, careers and counseling for the hidden curriculum that al l these practices are not explicit in the official curriculum, such as teacher-student relationships, the rules in the classroom, the structures rewards etc.We will come back to these aspects later on this chapter.At St. Andrews, the academic curricula are the IGCSE and the IB. Our Head of School says that we teach the IGCSE in the middle school because it gives more importance to academic skills and therefore prepare well for the IB which has an approach to the whole child and preparing students for university and has a globalized world. To corroborate these claims, we will read what the IGCSE and IBO say on their websitesThe IBOOn the IBO website, we can read Our challenging Diploma Programme assessment is recognized by the worlds leading universities. The IB diploma is not recognized in all universities, but by the world leading Universities. Does that mean, as some people think that the IB is elitist?They also write We encourage international-mindedness in IB students. To do thi s, we believe that students must first develop an understanding of their own cultural and national identity. All IB students learn a second language and the skills to live and work with others internationally-essential for life in the 21st century.At St Andrews, we encourage students to learn their culture and their first language. We have a large program such as First Language Japanese, German, French and Thai, which allows these students to stay in touch with their languages and cultures within the international school. On the other hand, we do not provide first language courses for all nationalities, creating a division between the languages called important and others, which results in a risk of variance students between important and not important languages, which can cause frustrations. At the same time, all students, without exception, learn a second language. They can choose between Japanese, Chinese (very popular with Thai students), German, French and Thai. The range offe red is wide enough for second language courses, allowing students to sample a different culture or language of their choice, enabling them, as stated by the IBO, to live, to communicate, to understand and to work with others, internationally.At St Andrews, we organize an international day, which allows students to see how their friends from other cultures dress (thanks to the international fashion show), what are the typical dishes of other countries (through the international buffet), which languages are spoken, and thus learn to know each other, which leads to some form of international friendship and tolerance. On that matter, we believe that our school reflects well the values of international IBO.On the IBO website we can also read We encourage a positive attitude to learning by encouraging students to ask challenging questions, to reflect critically, to develop research skills, and to learn how to learn. We encourage community service because we believe that there is more to l earning than academic studies alone.The curriculum is, as stated above, child-centered. The child is responsible for their learning, encouraged to ask questions, think critically, research, and to learn how to learn. All this forms the learner profile that the IBO tries to promote. This approach is progressivist, as described in the syllabus.The IBO also encourages community service through the program, CAS (Creativity, Action and Service), since the IBO says that academic studies are not enough and we have to consider educating the child as a whole, it is therefore, without a doubt, different from the IGCSE which just consider the academic side of the learning process. We personally believe that the CAS programme is beneficial for students because it allows them to be more open t

Higher Education And Social Awareness

Higher Education And Social Aw atomic number 18nessINTRODUCTIONIndias higher education is the one-third largest one after the U.S.A. and China. For years India has made an impact in the world economy by providing intellectuals to the world. But that alone will not serve the purpose. The aspect from higher education is more than that. University Grants Commission proclaims the objectives of Indian higher education in its twelfth five year plan Higher education is just about promoting excellence in more ways than one at individual level, it is an instrument of upward mobility through cultivation of excellence for national economy, excellence of incline force is a pre-requisite of sustained growth and for humankind, excellence is a must for extending the frontiers of knowledge and cultivation of valueHigher education should bring intelligence, workforce and Values. succession analyzing the above objectives India has brought intelligence and workforce for the country but the questio n is whether the higher education system brings values or neighborly concern among the students. Education should not stop with just acquiring the intelligence to earn more income and leading a sophisticated carriage. It should create sociable aw atomic number 18ness and self-awareness. To solar day the amicable life is eroding in India. The educated persons are ignorant of not save the long accepted social values but excessively the modern values of secularism, socialism, democracy and professional ethics.A youthful news paper reveals that a husband and wife, both who are in Indian Administration Service fuddle amazed lot of wealth through corruption. This brings us the question that why these highly placed people engage in corruption. Also another recent report on newspaper shows that most of the criminals today are the educated people. Now we have to think that what is wrong in the education which they acquired. It is the lack of social concern in the education. In this re gard it is important to analyse whether higher education is providing the right platform for social thinking.AUTONOMY IN higher(prenominal) knowledgeOne of the radical changes in higher education is the introduction of autonomy. Autonomy and accountability goes hand in hand. This provides the college freedom to design their curriculum. Unfortunately most of the colleges use up this status as a means for fund raising. Also while designing the curriculum they give prime importance to employability and least importance to honest and social values. This will pave way for a self-centered military strength among the educated elite. Transparency of curriculum to the common man is crucial in make autonomy by bringing social values in it. The brass should monitor the autonomous colleges through universities so that autonomy is not misused by the colleges. But the sad aspects of the universities are that their focus and objectives are far away from developing the higher education.CHOICE -BASED CREDIT SYSTEMToday most of the colleges are sideline the CBCS system in providing education. This system, which was imposed by the government, also provides only a minimum scope for imparting social values. The important feature of CBCS is that it concentrates more on skill based electives and non-major electives. Even the system adopted by the government is not providing a platform for socially relevant higher education in India.PRIVATISATION OF HIGHER EDUCATIONToday the government allows the confidential parties to compete in higher education. The role of private parties in higher education is inevitable. But private education mostly concentrates on technical education rather than Arts and Science. Social values are not a part in the technical education. Also an extension activity was not a part in its curriculum. Again these private institutions compete each other to admit students. So they dog-tired crores of rupees for advertisement and campus interview but they do n ot concentrate on the wholistic development of the students. Finally the students become intellectuals without social awareness. A strict control on private higher education institutions are the requisite for creating social ethics among the students.FOREIGN UNIVERSITIESToday the much debated topic on higher education is allowing the exotic universities to provide higher education in India. The argument kept by the current UPA II government is that it creates a healthy competition which in bit will increase efficiency and efficiency will bring quality in higher education. This argument is correct partly. But the main question unrequited is whether these institutions can provide a platform for our students to learn our traditional values and customs. The qualities of such universities are doubtful because only the third ranked foreign universities are coming to India and their motive is to make profit only. So they do not provide the socially relevant higher education. Again even i f they provide the social values in education that will be the westernized values which does not suit our country. The social values will erode and finally a snake pit will prevail in our country.Another danger of allowing foreign universities in India is that the Indian institutions, mostly private has to compete with foreign universities in admitting the students. So in order to encounter the competitions of these foreign universities, our universities also have to engage in concentrating on providing only employable skills and not the social values. So this move is also going to endanger the minimum social values provided in India today. So the government has to be cautious in bringing foreign universities to India.GOVERNMENT AND HIGHER EDUCATIONThe role of government is crucial in bringing higher education with social concern. The government of India in its action plan report of 12th plan has emphasised that higher education should be taken out from the non-profit zone and a no minal profit should be implemented. Thus the main bet on holder of higher education is trying to bring higher education towards profit earning sector. So social values will take the second seat. The government considers higher education as a liability. There is also lack of co-ordination among the institution like HRD, UGC, AIT etc. which monitors the higher education in India.MARKET preservation AND HIGHER EDUCATIONToday all aspects are determined by the market economy. It has also touched the higher education. The market economy always imparts a pressure on the students from the school education. It wants people to acquire employable skills to work in the private concern. On the one hand the employment in unionized sector is diminishing and on the other hand the job opportunities are only available in private concerns. So survival of the fittest is the order of the day and this makes the students to concentrate more on acquiring knowledge rather than participating in social agit ation or discussions in social aspects. The education providers are also not providing the room for the students to discuss the social evils. The joy of learning is missing today. Thus the market economy provides the students with lop sided development. A capitalistic attitude is prevailing among the educated students.The market also fixes the wage for the teachers in private higher education institution. As the supply exceeds the demand, the market wage is low. So these teachers do not have the urge to provide a socially relevant education. They are not ready to discuss things which are outside the curriculum (i.e) social issues and the management also does not permit them. Only good salary and job security can motivate the teachers to discuss social issues.It is also disheartening to note that 80 percent of the graduates of Metropolitan cities prefer to work in foreign countries. This shows that our education was not able to inspire the young generation to a moral commitment of w orking in India for the well being of common man.CONCLUSIONThe above analysis highlights that the present higher education provides a lop-sided development. It provides only intelligence, but not the emotional intelligence and social concern. This is a dangerous sign as most of these students may be intelligent criminals. There is end between education with social concern and education without social concern. A best example is the terrorists who demolished the twin buildings of U.S.A. He is very intelligent in hijacking a flight and entering into the territory of U.S.A. But he does not have the social concern and compassion to the persons in towers and their relatives. So in that respect is an urgent need for a radical change in the higher education through which we have to include social concern, which will in address will bring peaceful co-existence of the people of India.ReferencesBhattacharya,J. (2012), Higher Education in India Issues, Concern and Remedies, University News, Vol.50, No.17.Government of India (2013) Twelfth Five Year Plan 2012-2017,New Delhi Planning Commission.Jitendra Gandhi (2013), conduct Skill Education An Urgent Need in Higher Education, University News, December 09-15, Vol. 51., No. 49.Kumaran,D. Hemalatha Kalaimathi,D (2006), Development and Validation of Social Skills Rating Scale, diary of Edutracks, 2006, Vol.5, No.8.Manish Lathe (2009), Emotional Intelligence of Teacher Trainess, Edutracks, May 2009, Vol.8, No.9.

Anouilh’s Tragedy and Oedipus Rex :: comparison compare contrast essays

Anouilhs Tragedy and Oedipus Rex Many definitions exist for the genres of tragedy and melodrama. Similar to the distinction between fruits and vegetables, most can tell the two aside but have difficulty describing why. However, some definitions require a deeper look into a work, such as the interpretation provided by Anouilhs movie interpretation of Antigone. Whether or not Sophocless Oedipus Rex is a tragedy or melodrama has been debated since the teachings of Aristotle and strong arguments have been made for both sides. Tragedy, as defined by Anouilh, takes on a lifelike form, putting a new twist on an old definition that requires one to take a different perspective on the add. though at a superficial level Oedipus Rex is a tragedy, its details point it towards the direction of a melodrama. The first and most glaring problem found time attempting to plug Oedipus Rex into Anouilhs description of tragedy comes with how tragedy runs in a play. The spring is wound up tight. It will uncoil of itself. That is what is so convenient in tragedy. The least little turn of the wrist will do the job. The rest is automatic. You dont need to lift a finger. The machine is in perfect order it has been oiled ever since time began, and it runs without friction (Anouilhs Antigone). Once tragedy has started to roll, it never ceases while continuing to snowb solely until the point of conclusiveness in the play. In Oedipus Rex, this is not seen. Rather, Oedipus himself works the machine, pulling each lever and pushing every button himself. Though the gods design is open, and all his oracle is clear (Sophocles 76), it is Oedipus himself that must hurry his fate. The gods seem to hurry Oedipus along his journey as well, catalyzing the actions leading to Oedipuss final revelations and self-mutilation. Friends, it was Apollo, sprit of Apollo. He made this vicious fructify (Sophocles 73). Oedipus recognizes that the gods, notably Apollo had ushered him along, leaving him with little else than to explore his origins and eventually go mad. Oedipus is not put into some fate machine and chewed around. Oedipus is subjected to his own curiosity and the play of his own gods. According to Anouilh, a tragedy must be very clean, whereas a melodrama is sloppy in nature. Tragedy is clean it is restful it is flawless.

Dis/located Identities: Swinging and Contemporary Sexual Space :: Free Essays Online

Dis/located Identities Swinging and Contemporary Sexual SpaceA committed relationship without monogamy sounds like a contradiction in terms to those raised in America, or most any country at this point in history. The nature of commitment suggests that it requires a single partner and the promise to remain faithful to that person. Swingers choose a slightly different bridle-path and yet it is one that can involve more trust and openness than monogamous relationships offer. Swingers 1 are couples who choose to have not only a committed relationship but to also explore, as couple, recreational fetch up with other individuals and couples. At the heart of a strong slice music relationship is not wind at all rather, there is the openness, trust, and communication necessary to both talk openly about desires and fantasies and to act on them within the bounds of commitment. To swingers, physical acts of inner pleasure with someone you respect, just for pleasure, and making love to ones lifetime partner are two distinctly different things (Thomas 20). This diverseness of sexual urge is clearly outside the norm of heterosexual behavior, especially that of married or committed adults. But is it a legitimate sexual identity? Does the swinging conjunction deserve recognition in the same terms as other minority sexual identities?Like any other form of sexual expression, swinging takes on a handful of common variants. Soft swinging is a newer form and refers a desire for sexual activities such as watching, being watched, common masturbation, and possibly oral sex but without changing partners for full sexual intercourse (Thomas 20). Closed swinging is a more commonly recognized form of swinging where couples swing in different rooms this is where the slightly derogatory term wife swapping probably originated. Open swinging is where two couples will swing in the same room. Couples who prefer open swinging tend to enjoy watching their partner with anoth er person, participating somehow while their partner is having sex with another person, or the women are bisexual and wish to enjoy each other while the men watch. Group swinging is basically equivalent to an orgy, although group swinging as a term is preferred. A lot of swingers who enjoy this type of swinging find that it satisfies their tastes for exhibitionism and voyeurism at the same time. Some slew have fantasies of finding out how many lovers they can satisfy in one evening (Thomas 20).