Salvador Dali’ Essay -- essays papers

Salvador Dali’ Domenech was born on May 11, 1904 in the small farming town of Figueres in the Catalonian region of Spain. It was here in the foothills of the Pyrenees where Dali spent his youth, that many of the ideas, inspirations, and images repeated in his paintings have their roots. As a young boy Dali attended the San Fernando Academy of Fine Arts in Madrid. At the academy Dali studied many different painting styles and became quite proficient at them. Many of his earlier works include impressionist, cubist, and realist techniques. As Dali matured, these interests were transformed into his own surrealistic style. The first recognition of Dali’s talents came with his first show held in Barcelona in 1925. He became known globally when three of his paintings, including The Basket of Bread were on display at the 3rd annual Carnegie International Exhibition in Pittsburgh in 1928. It was also this year that Dali joined a group of painters led by Andre Breton known as the surrealists. Soon after this Dali met Gala Eluard when she was on a trip with her husband Paul Eluard. Gala became Dali’s lover, business manager, and primary inspiration. Dali soon became the leader of the Surrealist movement, until he was expelled from the group during a trial in 1934 due to political clashes during WWII. After this expulsion Dali slowly moved away from his surrealistic style and moved into his classic period. His new interests in the Catholic Church, science, and history are evident in these works. Some of his most well known works from this period are The Hallucinogenic Toreador, The Discovery of America by Christopher Columbus, The Sacrament of the Last Supper, and The Ecumenical Council. Many of these classical works were done on large canvases 14 feet high. In order to paint these huge canvases, Dali removed a section of his floor and set up a system of pulleys so he could raise and lower the canvases between the two floors. Dali’s wife Gala died in 1982 and he was faced with a deteriorating health in his own life shortly after. In 1984 Dali was injured in a fire in his home in Pubol, Spain. In 1986 a pacemaker was implanted into Dali, and he died from heart failure on January 23, 1989. During his life, Dali was responsible for thousands of works, which varied from oils, watercolors, drawings, graphics, sculptures, jewels, and fashion designs to ... ... a woman in a yellow boat located close to the bottom center of the painting represents this invasion. The large flies flying past this bay are symbolic of Dali’s common joke that even the notorious flies of the region could not drive away the tourists. Just above the bay, the bull appears. Dali painted the bull using the tentacle of an octopus. In the seats is a glowing bust of his wife Gala. The frown on her face is because she hates bullfights. In the back of the arena are many doors around the perimeter. Every door but one has a statue standing near it. These statues give the doors manmade and earthly qualities. The one door in center without the statues actually has an angel at each side. These angels represent a passage to heaven. This is where the bull or the toreador exits when one of the two is killed in the fight. In the bottom right corner is boy standing with a whip behind his back. This is Dali himself watching over the scene. The images in this painting are very different from the melting figures and objects from his surrealistic period. This classic period brought about much more realistic figures, while still having that twist that Dali is famous for.

Human Evolution Essay -- Biology Papers

Human Evolution Human evolution is the biological and cultural development of humans. A human is any member of the species Homo sapiens, meaning "wise man." Since at least the Upper Paleolithic era, some 40,000 years ago, every human society has devised a creation myth to explain how humans came to be. Creation myths are based on cultural beliefs that have been adopted as a legitimate explanation by a society as to where we came from. The science of paleoanthropology, which also tries to create a narrative about how humans came to be, is deeply technical. Paleoantropology is the science of the evolution of humans, and it is the base of all research in that field. Humans have undergone many different changes during the last hundred million years, and it is the paleoanthropologist's job to identify and explain these changes. In this research paper I will examine: human physical traits that define their species, human origins from pre-humans to modern humans, major discoveries and the history of human evolution, and what the future may hold as far as evolution for the human species. Homo sapiens are the only living representative of the family Hominidae. The Hominidae, or hominids are a group of upright walking primates with relatively large brains. So all humans are hominids, but not all hominids could be called human. Next all humans are primates. The mammalian order of primates includes about 180 species of prosimians (lemur like animals), monkeys, apes, and ourselves. Primates are unusual mammals for they have evolved such distinctive traits as highly developed binocular vision, mobile fingers and toes with flat nails instead of claws, a shortened snout with a reduced sense of smell, and large brains relative to body siz... ...hat the species is "going somewhere" under natural selection and then describe how most successful species are stable through their geological lifetimes. Furthermore, given the relative pace of cultural change and lack of isolation of human populations, there is little chance for a new different human species. Modern understanding of human evolution rests on known fossils, but the picture is far from complete. Only future fossil discoveries will enable scientists to fill many of the blanks in the present picture of human evolution. Employing sophisticated technological devices as well as the accumulated knowledge of the patterns of geological deposition, anthropologists are now able to pinpoint the most promising locations for fossil hunting more accurately. In the years ahead this will result in an enormous increase in the understanding of human biological history.

Arabizi Effects on the Arabic language Essay

I. Introduction: Whenever you walk at the campus of the American University of Sharjah, you will definitely find the young Arab girls wear trendy Western dresses as well as the Arab boys wear stylish Western clothes. And even students with more conservative dresses seem more Western than Eastern. No matter how young Arab people wear or look like nowadays, they even tend to be different in the language they use in typing and communicating. There is a widespread linguistic phenomenon that tremendously encroaches their lives and ultimately leads them to write in an unusual language. This language is well-known nowadays among Arabs especially the youth as â€Å"Arabizi†. Arabizi, a slang term derived from the words arabi or Arabic and englizi or English, is used to describe the melding between Arabic and English (Yaghan, 2008). It is a common contemporary trend for typing that has largely spread among young Arabs who use Arabic numerals and Latin characters to communicate, i.e. â€Å"5alas† . Given the linguistic, cultural and social significance that Arabizi has in contemporary society, indeed it is extremely interesting and also important to deeply investigate this phenomenon in order to determine  its dimensions, causes and possible consequences. Questions, controversies and concerns have been heavily raised over this issue. Questions like â€Å"Why do young people use Arabizi?†, â€Å"To what extent will it affect our language which is a critical component of our Arabic identity?† and so on have been asked by many specialists and scholars and even ordinary people. Some users may think it is helpful and easy to communicate, but also others are concerned about how Arabizi can dramatically affect our Arabic language. Linguistic scholars specifically are concerned about the severe results of the continuous use of Arabizi in our daily activities that may lead at the end to the extinction of our language. Therefore, this paper will investigate the effects of Arabizi on the Arabic language as a major component of identity focusing on students from the American University of Sharjah. II. Literature Review: Technology and Language Arabizi may be considered as a new phenomenon in contemporary society; however, its origin goes back to the mid-1990s with the introduction of technology (Warschauer, 2002). Technology that was supposed to convert the world into a global village removing all borders among people, in reality worked reversely in categorizing people as well as countries into haves and have nots (Warschauer, 2002). That is if a product is made in the United Kingdom or the United States, it is up to the consumer whether to adapt to English or decide not to use the product at all. Dr. David Wilmsen, a professor of Arabic at the American University of Beirut that has written comprehensively on linguistics, considers cell phone as the critical Western product that created Arabizi in the Arab world (Salhani, 2013). According to Dr. Wilmsen, when mobile phones were firstly introduced to the Arab world, they were very expensive and keyboards came with Latin characters. Elites who could afford it, communicated t hrough messages easily in English. However due to the increasing demand, mobile phones became inexpensive and owned by almost everyone. Those people might not know English but they wanted to use the simplicity of the English keyboard on their mobile phones and the result was Arabizi (Salhani, 2013). Although cell phones and other technological means are provided nowadays with Arabic keyboards, Arabs still  do not use it and prefer to write in Latin characters. Bruna Kesserwani, the Middle East Regional Director of the World Youth Alliance, on a personal side finds it easier to write in Arabizi in spite of using both Arabic and English in workplace and daily life. However, Kesserwani strongly believes that Arabizi might have severe cultural and linguistic consequences (Salhani, 2013). Education System and Language The impact of Arab’s over-reliance on English-based technology has affected many other critical aspects of Arab society. As Warschauer explained throughout his book, university-level courses that are taught in English are expanding nowadays to further include other linguistic courses such as Arabic. Consequently, parents are forced to register their children in English-based schools so they can afford a good job in the future and maintain a high status in society (2002). However, this desire for upward social mobility has led to â€Å"cultural-linguistic dualism† (Findlow, 2006). Therefore, Arab youth can speak, interact and even live with a linguistic mixture of Arabic and English. However, this phenomenon can lead us to recognize these dramatic concepts â€Å"language death†, â€Å"language loss†, â€Å"language decay† and even â€Å"linguistic genocide†, which convey the increasing concerns about the future of the Arabic language (Findlow, 2006). Education has a critical role to play in the discourse of how the Arabic language is rapidly disappearing from new generations’ lives and heavily displaced by English. Schools nowadays in the Middle East adopt English as the major language of teaching and as a consequence they are teaching Arabic to Arab students as a foreign language: usually one hour a day (Dhabi, 2004). According to Dr. Saiyad Ahmad, assistant professor of Eastern Studies at the American University of Sharjah, â€Å"most Arab youth don’t know their language†. He highlighted the critical responsibility of the education system in maintaining the Arabic culture and heritage. According to him, â€Å"nowadays, if someone doesn’t know English, they’re seen as uneducated †¦ people have forgotten other ways and means of thinking†. â€Å"We have effectively lost our authenticity †¦ our ideas are not our own, but are imported like other products,† he added (El Darawy, 2005). Personal Justifications for Using Arabizi To assess the role of Arabizi in contemporary society, there is an inherent need to deeply answer the question â€Å"why young people nowadays use Arabizi?† In a study conducted by Dr. Mohammad Yaghan, a group of high school students were asked about their reasons and justifications for using Arabizi in their daily lives. One of the reasons was that teenagers nowadays find Arabizi a trend in which they would like to belong to and by that way they will blend easily with similar group members. Other students believed that classical Arabic letters should be used for educational purposes but not for slang. Also, students explained how Arabizi is useful in expressing issues that cannot be expressed otherwise in classical Arabic letters. Economics is another major reason of using Arabizi, since the number of characters allowed in a message written in English is much larger than that in Arabic. Last but not least, participants expressed their preference of Arabizi over pure Arabic or English as it is a flexible system, not taught and free of errors (Yaghan, 2008). In addition, many Arabs feel that Arabic is very complicated and therefore they wanted to combine their mother tongue with English to create Arabizi which is somehow easier in communication (Salhani, 2013). In an interview conducted with college students at the American University in Cairo asking about their logic for using Arabizi as a means of communication with their friends, students emphasized two main points. Firstly, they explained how Arabic restricts them from discussing everyday topics and on the other hand how melding Arabic and English allow them to talk freely about their daily issues. Secondly, they illustrated how comfortable they feel when they use Arabizi to talk about taboos and other issues that cannot be expressed in Arabic such as sex (Yaghan, 2008). Not only young Arab people have justifications and causes for using Arabizi, but also elder people do have their own defense for using it. Those young people who use Arabizi will soon graduate and get jobs, but they will also transfer with them their own way of typing and communicating. Ali Nasser, a 24 year old employee, sees no problems in using Arabizi. He considers Arabizi as a valid means of communication in emailing other co-workers and communicating inside the organization. Furthermore, he believes that Arabic  is difficult for typing and expressing the self and other everyday topics. Personally, he does not see any indication that Arabizi weakens his Arabic, but rather people are over romanticized about this matter (Ghanem, 2011). The Internet and Arabizi The internet and online usage of language reveal how complicated the issue is. A study on young internet users in Egypt was done by Mark Warschauer, a professor at the University of California, Ph.D. in Education program and founding director of UCI’s Digital Learning Lab, to determine which language they use on the internet. The study found that Arabic was rarely used on the internet, but rather a mixture of Arabic and English was commonly used by the participants. This â€Å"Romanized Arabic† as Warschauer called it, was heavily used in informal emails and online chatting. According to Warschauer, this phenomenon gave its users a new universe in which they can freely discuss different religious and political topics, due to the absence of an explicit authoritarian censorship in a context where informality was the basis (Attwa, 2012). In another study conducted in Egypt, Singapore and Hawai’i, online language use was analyzed to examine webs of interrelationships. The study concluded that in a world where English is the dominant language, there is a major contradiction between global networks and local identities (Warschauer, 2002). This major online presence in young Arab people’s lives can have major consequences on their belief system and language which is a critical component of their identity. A study on technology and youth at the University of Melbourne showed that communication technologies strongly empower young people to create and maintain a sense of identity, power and unity (Carroll, Howard, Vetere, Peck & Murphy, 2001). Since this created identity is the outcome of complex electronic interactions, then the required language for communication is what forms the user’s identity (Markham, 2008). Therefore, when Arab youth choose to construct their Arabic language with Latin letters, they create their own linguistic identity in the way they want to represent themselves to the entire world (Markham, 2008). In a study intended to investigate the impact of the internet in the Arab world, Arabs’ perceptions and opinions about the influence of the internet  on their belief system, language and identity were deeply investigated. It showed that the majority of well-educated Arabs are concerned that their inherited social norms are harmed by the internet and other new technologies. They also indicated their annoyance about Arabizi as a threat to their language as well as their identity (Loch, Straub, & Kamel, 2003). However, all individuals as well as countries kowtow to modern technology in all its forms which shapes their beliefs, behaviors and actions (Brette, 2003). Not only technology users have opinions and thoughts about this matter, but also people who are in position to affect how the Arabic language can be used on the internet have their own points of view. According to Fayeq Oweis, manager of the Arabic localisation team at Google, â€Å"Arabic is a thriving language and can be adapted to modern technology† (Al Tamimi, 2012, para.1). Oweis believes that there are basically three dangers that threaten the Arabic language in the Arab world. The first is using foreign terminologies in spite of the existence of Arabic synonyms. The second is writing Arabic but using foreign characters, which is heavily and commonly used on the internet. The third is including different dialects in the sentence. In Oweis’s opinion, the best way to avoid these three threats is to use correct and proper Arabic not only in everyday use or formal communication, but also in the technology field (Al Tamimi, 2012). In order to put this solution into practice, Google has introduced â€Å"Google Ta3reeb† in 2009 (Al Tamimi, 2012). This program came out due to the increasing use of Arabizi on the internet, so it automatically translates Arabizi into classical Arabic. Therefore, Google is seriously contributing to the survival of the Arabic language by preserving its existence on the internet. Arabizi and Identity An extremely significant question imposes itself on the scene, whether Arabizi negatively affects our language and identity or it simply finds a common ground to unite Arabs everywhere. According to a study conducted in order to investigate what Arabs think about the effect of Arabizi on their Arab identity, users affirmed that Arabizi does not negatively affect their identity as Arabs, but rather it helps them finding a common ground in which  they can easily belong to (Abdel-Ghaffar, N., et al, 2011). However, Abdel-Ghaffar found that Arabizi does not facilitate the communication process among Arabs but rather it makes it vaguer, inconsistent and misunderstood in many cases (Abdel-Ghaffar, N., et al, 2011).This is because Arabizi users use Arabic numerals mixed with the closest English counterpart to express what they want to communicate. For example, the Ø · can be represented with â€Å"6† or â€Å"t†, which creates inconsistency in communication (Attwa, 2012). T herefore, Abdel-Ghaffar suggested that using Arabic letters is the most effective, consistent and overall the clearest means for communication in Arabic (Abdel-Ghaffar, N., et al, 2011). Many Arabs consider Arabizi as a major threat or even a war against the Arabic language and they are concerned that it will further weaken the language or even replace it in the near future. Some Arabs even believe that if young Arab people continued to use Arabizi transferring it to the next generations, the Arab world can be imagined without Arabic language in few decades. According to Miral Dibawy, a university graduate and addicted user of Arabizi, Arabizi has weakened her Arabic language and she even needs to write firstly in Arabizi and then translate it whether in Arabic or English (Ghanem, 2011). On the other hand, Dina Jamal, a university student, does not use Arabizi although all friends do because she strongly considers it as a major threat to the Arabic language (Ghanem, 2011). Also, Taiba Al-Amoudi, an Arabic teacher, argued that Arabizi was severely affecting her students’ linguistic abilities (Ghanem, 2011). In order to determine the extent to which Arabizi can really affect our language and identity, we should definitely consider Edward Said case which is to some extent similar to what the Arab youth experiences nowadays. Said represented the issue of having unsettled identity since he was raised in a bicultural family, uncertain about which language or which identity he should more belong to (Said, 1999). This description of Said’s conflicting childhood in reality reflects today’s young Arab people, since they are enrolled in English-based schools but they communicate at home mostly in Arabic. Thus, they want to combine these two different languages together to represent themselves in a way that satisfies their needs (Kramsch, 2000). III. Research Question: Based on secondary data and another primary research, survey, the focus of this paper is to deeply investigate the consequences of using Arabizi on the Arabic language. The primary research was conducted at the American university of Sharjah, in order to reveal and determine the dimensions of this matter. Thus, the following research questions needed to be investigated: RQ1: What are the students’ motives to use Arabizi? RQ2: How do students perceive Arabizi and its effects on the Arabic language? RQ3: How does students’ proficiency in Arabic relate to the use of Arabizi? RQ4: How does students’ high school system relate to the use of Arabizi? Therefore, the independent variables are high school background, proficiency in Arabic, age, gender and nationality. And the dependent variable is the use of Arabizi. IV. Methodology: 1. Participants This study was limited to investigate participants from different ages, genders, colleges and nationalities at the American University of Sharjah. The sampling technique that was used to select participants in this research project was a simple random sample. The number of participants was 150 AUS students (N= 150). The ages of participants in this study range from 17 to 26 years old and the average ranged from 20-22 years (Appendix 1). The gender ratio is 1:1, so 75 males and 75 females participated in this study. Participants were chosen from the following available colleges at the American University of Sharjah: College of Arts and Sciences (CAS), College of Architecture, Arts and Design (CAAD), College of Engineering (CEN) and SBM (School of Business and Management). The final psychographic quality that was studied in this project is nationality. Nationalities were divided into the following four categories: 1) GCC Countries, 2) Al Sham Countries, 3) North Africa and 4) Other. Th e purpose of this categorization is to achieve simplicity. Participants from Al Sham countries made up 50% of the participants (Appendix 2). 2. Procedure: This primary research project was conducted through distributing printed surveys among AUS students during one week (from June 30th to July 7th 2013). Our main objective for this project was to randomly collect unbiased, rational and representative data. The data was collected from the Chemistry Building, Nab, Library, Student Center, Guys’ dorms and women’s dorms. It took around 10 minutes for participants to complete the survey. After the data was collected, we used the recommended ‘IBM SSPS Statistics Software’ to analyze the collected data. This software was very useful for the analytical and the reporting process that is basically due to the multiple integrated modules that we could easily use to get precise and exact reports. We were able to get accurate representation as well as attain reliable outcomes for our survey findings. In addition, due to the variety of the provided options in this software, we were able to get a full representative image of the results through descriptive statistics and many other statistical representations. 3. Measure: For the measurement process, we used the Likert scale as an effective, representative and accurate method. This scale provides respondents with the following five degrees of agreement: Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree. It quantifies the responses and allows for mathematical analysis. Also, it allows participants to respond with a flexible degree of agreement instead of forcing them to take a determined position. The collected data from this scale was easily and accurately used to create charts that represent how opinions are distributed across the population. Moreover, it allows for comparisons between and among the founded results. The Likert scale was used with the following questions: â€Å"Do you feel that Arabizi helps you express yourself more clearly?†, â€Å"In my interactions with others, I often do you mix English and Arabic?†, â€Å"Some people think that communicating in Arabizi, makes its users seem smarter?† and â€Å" I believe the use of Arabizi will negatively affect my proficiency in Arabic?†. V. Results: Descriptive Statistics N Minimum Maximum Mean Std. Deviation HighSchool of participant 150 1.00 2.00 1.2267 .42008 Arabic proficiency of participant 150 1.00 5.00 2.5467 1.10876 Arabizi makes participant smarter 150 1.00 5.00 3.4133 1.08180 Arabizi negatively affects Arabic 150 1.00 5.00 2.5200 1.12160 Age of participant 150 1.00 4.00 1.6800 .66877 Paticipants College Year 150 1.00 4.00 2.6400 1.07616 Participants uses Arabizi with people who don’t speak English or Arabic 150 1.00 4.00 1.6733 .58501 Collage of participant 150 1.00 4.00 2.6200 1.00782 Gender of participants 150 1.00 2.00 1.5000 .50168 Participant mixes English and Arabic 150 1.00 5.00 2.5333 1.04699 Use of Arabizi makes clearer 150 1.00 5.00 2.4400 1.05855 Participants use Arabizi 150 1.00 4.00 2.2933 1.09634 MotherTongue of participant 150 1.00 4.00 1.4200 .97808 Nationality of participant 150 1.00 4.00 2.1600 .95594 Valid N (listwise) 150 Figure 1.1: Descriptive Statistics of 150 surveys Figure 1.2: Participants feel Arabizi express them clearer Figure 1.3: Participants Mix of English and Arabic Figure 1.4: Arabic proficiency of participants Figure 1.5: Relation between High school and use of Arabizi of participants Figure 1.6: Arabizi negatively affects Arabic VI. Discussion: The outcomes of the survey of 150 participants were not unexpected as they relate to the discoveries of past researches and findings referred in the literature review. To begin with, the table above contains the descriptive statistics of the 150 participants (Figure 1.1). For instance, the mean respond regarding the question of â€Å"Does Arabizi makes you feel smarter?, is 3.4133. Since the variable 3 is neutral and 4 is disagree, then the greater part was sort of inside that run. The same procedure is valid to each question. Regarding the research question expressed in part III, the question states; â€Å"Do you feel Arabizi helps you express yourself more clearly?† is replied through the pie outline in Figure 1.2. More than 36.7% of the members demonstrated that they use Arabizi in their daily communication since it helps in communicating their statements. The minimum picked reply, which just included 4.7% of the participants, was on the grounds that the individual they ar e conversing with can’t comprehend Basic English. This percentage indicates that teenagers and youth are adapting more to the use of Arabizi in their daily interactions more than ever before. The discoveries of this pie graph are parallel to what Ghanem (2011) discovered in her interviews with college scholars. Indeed, Bruna Kesserwani said the same thing (Salhani, 2013). Figure 1.3 and figure 1.5 illustrates the participant’s response to mixing English and Arabic in their daily interactions according to their education. The outcomes that are delineated in the figure indicated that the majority of participants come from English-based educational system. Then again, to evade misconceptions, the degree of every high school foundation was figured. For the individuals who went to an Arabic-based high school, the proportion of participants finding Arabizi express their ideas more clearly it is below 20% which approximately (=0.15). For the individuals who went to an English-based high school the degree is above 80% which (=0.85). The dispersion of both degrees is exceptionally far from each other with nearly 0.7 contrasts, which is high. The third question, â€Å"How do participants characterize their proficiency in  Arabic?† is diagramed in Figure 1.4. It indicates that the capability of a participant in Arabic dialect is identify with the practice of using Arabizi. The individuals who appraised themselves as phenomenal in Arabic had the most astounding degree of individuals who likewise said that they don’t use Arabizi; so they manage every dialect as its own particular. Moreover, participates who evaluated themselves with Average or above average in the language proficiency had an extremely thin rate of individuals who don’t use Arabizi; the larger part whose Arabic proficiency is below average uses it. This comes to accept that one’s capability in Arabic does influence his/her use of Arabizi. This comes as an inseparable unit with data addressed in figure in 1.5 with respect to the high school educational system of participants. One may go to an English-based high school, however be extremely exceptional at Arabic from his/her friends or any outside elements, which makes him/her barely Arabizi and consider it as a lifestyle habit. The fourth question addressed in figure 1.6 whether participants believed Arabizi will negatively affect their proficiency in Arabic. It showed that 50 participants and above are neutral about it, they don’t believe that the usage of Arabizi will negatively affect their proficiency level of the Arabic language. In contrast, 35 participants believe that Arabizi can form a threat to the Arabic language usage among youth and teenagers. Furthermore, around 9 participants do not believe that Arabizi is causing any threat to the language. These findings are constant with the Warschauer’s thoughts, as he believes that this phenomenon will lead to the death and loss of the Arabic language. The ultimate two questions were addressed when participants were asked about their opinions â€Å"If Arabizi threatens the existence of Arabic language?†. Therefore, most of the participant’s responses were balanced between supporting the statement and rejecting the statement. For instance a female participant clarifies her opinion saying, â€Å"No, it doesn’t because Arabic still exists as a spoken language, it’s just the form that is changing†. Another Female contradicts with that opinion saying, â€Å"I strongly disagree, because it’s a common language among all Arabs†. Females’ responses differed from males’ ones, for instance; a male participant who wrote unordinary response â€Å" no, it will help us learn new words from both  languages† while other male expressed a suggestion â€Å" simply, enrich and enlarge the areas of Arabic language usage, also encourage people to use it†. The differentiations of male and female opinions ranged between 17 to 22 years demonstrates to what extreme the language is important to the participant and to what extent it relates to his/her identity as an Arab. On the contrary, the survey shows large enough rations of unexpected responses that reflect the awareness of participants to the existence of Arabic language. The second question was â€Å"why do you use Arabizi?† Generally, most respondents said that they use it because it is trendy and much easier to use. A male participant said â€Å"it helps me use both the expressions from Arabic and English to express myself more vividly† another male explains why he uses Arabizi saying â€Å"due to the lack of practice of using Arabic letters†. On the other hand, females had other reasons why they use Arabizi â€Å"it makes texting faster, certain regional accents cannot be typed in formal Arabic language†. Our interpretation of Arabic language from the analysis of these two questions revealed the opinions of participants including males and females and where they see the Arabic language position in their lives. The responses of respondents and our interpretation ma tches Dr. Mohammad Yaghan group study when he asked students about their reasons of using Arabizi. One of the reasons that teenagers use it is that they find it a trend to which they would like to belong. VII. Conclusion: This research has multiple useful and worthy implications. It added to the reasons of using Arabizi. Also, it revealed participants’ own beliefs and thoughts about the consequences of using this way of typing. Furthermore, it showed the correlation between the school system and the use of Arabizi. This research project was carefully done to attain its goals. However, there were some inevitable shortcomings and limitations. One of these limitations was the time. Since we had limited time during the short summer course, we conducted our primary research throughout only two weeks. If we had more time, we could ask and survey more number of participants to enhance the generalizability of the results. Secondly, the designed survey for this project was somehow long which led some participants to skip or ignore open questions. Thirdly, that data we entered in IBM SPSS Statistics Software were done manually. Thus, it is subject to human error. Another limitation  is the place. We distributed surveys to only AUS students, so the answers cannot be generalized to any other places. The recommended future research of this project is to deeply investigate the influence of parents or the old generation on the use of Arabizi by the youth. Recently, this topic is one of the top controversial issues that need to be seriously investigated to determine its dimensions. VIII. References: Abdel-Ghaffar, N., et al. (2011), Arabizi or romanization: the dilemma of writing Arabic texts. Jil Jadid Conference. University of Texas, Austen. Attwa, M. (2012). Arabizi: A writing variety worth learning? An exploratory study of the views of foreign learners of Arabic on Arabizi. American University in Cairo. Arabic Language Institute 11. Retrived from http://dar.aucegypt.edu/handle/10526/3167 Al Tamimi, J. (2012, March 7) An Arabic speaker with a deep passion for his mother tongue, Gulf News. Retrieved from http://gulfnews.com/business/features/an-arabic-speaker-with-a-deep-passion-for-his-mother-tongue-1.990966 Brette, O. (2003). Thorstein Veblen’s theory of institutional change: Beyond technological determinism. European Journal History of Economic Thought, 10(3), 455-477. Carroll, J., Howard, S., Vetere, F., Peck, J., & Murphy, J. (2001). Identity, power and fragmentation in cyberspace: Technology appropriation by young people. Interaction Design Group, Department of Information Systems, The University of Melbourne, 1-10. Dahbi, M. (2004). English and Arabic after 9/11. The Modern Language Journal, 88(4), 628- 631. El Darawy, N. (2005, July 16) Death of a language, Gulf News. Retrieved from http://gulfnews.com/about-gulf-news/al-nisr-portfolio/notes/articles/death-of-a-language-1.294152 Findlow, S. (2006). Higher education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education 27(1), 19-36. Ghanem, R. (2011), Arabizi is destroying the Arabic language, Arab News. Retreievd from http://www.arabnews.com/node/374897 Kramsch, C. (2000). Language and culture (2nd ed.). Oxford, UK: Oxford University Press. (pp.8-14). Loch, K, Straub, D. & Kamel, S. (2003). Diffusing the Internet in the Arab world: The role of social norms and technological culturaltion. IEEE Transactions on Engineering 5(1), 45-63. Markham, A. N. (2008). The methods, politics, and ethics of representation in online ethnography. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (3rd ed., pp. 247-283). Said, E. (1999). Out of place: A memoir. New York, NY: Knopf. (Ch. 1) Warschauer, M. (2002). Languages.com: The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon literacies: Communication, innovation and education in the electronic age London: Routledge. (pp. 62-74). Yaghan, A. M. (2008). â€Å"Arabizi†: A contemporary style of Arabic slang. Design Issues 24(2), 39-52. Retrieved from http://www.mitpressjournals.org/loi/desi. IX. Appendix: YOUR ID_______________ Your Name ( optional) ________________ â€Å"Arabizi† is a slang term (slang: vernacular, popular informal speech) describing a system of writing Arabic using English characters. (Example: ya3ni) 1. What kind of high school did you go to? Private School Public School 2. What is your mother tongue? Arabic English French Other 3. Do you use Arabizi dialy ? Always Most of the times Sometimes Rarely 4. Do you feel that Arabizi helps you express yourself more clearly? Strongly Agree Agree Neutral Disagree Strongly Disagree 5. How do you characterize your proficiency in Arabic?: Excellent Above Average Average Below Average Poor 6. In my interactions with others, I often do you mix English and Arabic? Strongly agree Agree Neutral Disagree Strongly disagree 7. Are you used to Arabizi to an extent that you use it even with people who do not necessarily speak Arabic or English? O Yes O No 8. Some people think that communicating in Arabizi, makes its users seem smarter? Strongly agree Agree Neutral Disagree Strongly disagree 9.I believe the use of Arabizi will negatively affect my proficiency in Arabic? Strongly Agree Agree Neutral Disagree Strongly Disagree 10. Some people think that Arabizi threatens the existence of the Arabic language, what’s your opinion? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. Can you tell why do you use Arabizi? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 12. Gender: Male Female 13. Age: 17-19 20-22 23-25 26+ 14. College: CAS CAAD

Hamburger †Fast food Essay

We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. jsjsjsWe’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. hzjzjzznnzWe’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. nzjziaksolahGaa We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes.

Electronic gadgets Essay

Technology has become a very important part of our lives nowadays. During the past few years, technology has evolved in many ways and is probably without a doubt better than ever before. People are always trying to find something new that will improve our lives dramatically. Some of the creations that have really changed our lives are the computer, telephone, internet and electronic mail, television, cell phone and voice mail. Everything has a positive and a negative effect on our lives and so does technology. Technology may be very helpful but it can sometimes be very harmful. In our modern society, people can’t see themselves without computers. see more:life without modern gadgets article Computers have evolved so much during the past years. They used to be bulky, expensive and not very reliable machine but nowadays there are fast, small and affordable and nearly every family has a computer. With computers you can browse over the internet and look for information about a subject instead of having to do read books at the library or read the newspaper. This image was selected as a picture of the week o†¦ Nowadays mostly everything is available on the internet. You can even do your Christmas shopping over the internet instead of having to spend a long time waiting at the malls. Electronic mails can be sent over a network and it’s much faster and takes up less time than to have to write a letter and then send it and the person would have to wait a day or more to get your letter. Cell phones are also very useful gadgets as people can reach you wherever you are. In case of emergency people can contact you even if you’re not at home. When you have a computer you can just store your files on your hard drive and it can be retrieved at any time. It’s also much easier†¦

Intrinsic and Extrinsic Barriers to Learning Examples, Definition

Intrinsic and Extrinsic Barriers to Learning Examples – Essay Speech about inclusive Education Good morning principal and fellow colleagues. I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends, South African education is moving away from special education towards a policy of inclusion (i. e. Inclusion of learners with disabilities, impairments and historically disadvantaged in terms of access to curriculum into mainstream schools). International and South African perspectives on inclusion are closely related to wider social concerns about human rights. The new Constitution highlights respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is only possible if one education system is liable for educational provision, and not two systems (i. e. mainstream and special education system). However in order for it to be effective, schools, classrooms and teachers need to be prepared to change and supported in doing so. There has never been a formal exclusion in our country. Learners with a wide variety of special education needs were and are to be found in many classrooms. The difference now is that these learners are recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and classroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all learners. A commitment to inclusion does not mean that all learners with special education needs will necessarily be in mainstream classrooms. There will always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. â€Å"The guiding principle that informs this framework is that schools should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted learners, street and working learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised area or groups. † In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who may historically have had a little or no access to schooling. This is of great significance in our country, considering our past (apartheid era). There are many journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I will briefly outline occurrences of barriers to learning and development of learners. There are two groups: intrinsic factors – those located within the individual learner themselves. The learners are usually born with specific characteristics such as blindness or a missing appendage. The second barrier is extrinsic factors – those emanating from outside the learner – that is their environment, home, upbringing and teaching (Weeks, 2003: 19). If we look at: 1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If I’m tired of my own voice by now, I don’t want to imagine how you may be feeling, so I will only outline a few general causes (Weeks, 2003:21). 1. 1. Genetic or hereditary factors We inherit out genetic composition in the form of chromosomes and we receive an equal amount from each parent. Just as one inherits certain characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be inherited. Examples of this are poor eyesight and low levels of intelligence. Sometimes abnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as â€Å"chromosomal† or â€Å"genetic† deviations. Down’s syndrome and Turner’s syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003: 22). 1. 2. Before, during and after-birth brain damage A child may suffer brain damage before birth from various factors – radiation, measles or syphilis injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and; after birth; brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis. Here are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, cerebral palsy, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and aids and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 2003:22). 1. 3. Personality problems Some learners have specific personalities that have a negative impact on their academic achievement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23). Examples:Some learners are extremely shy and cannot assert themselves. They lack confidence to ask questions and query statements.Rebellious learners and attention seekers do not want to respect the authority of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly.This impacts on the learners achievement in a negative way as the learner loses interest and motivation for school work. Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is: 2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and ultimately cause barriers to their learning. Let’s take a look at the first factor (Weeks, 2003:23). 2. 1. Environmental factors 2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. There are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may seem to be of low priority to them and to the organizations providing support. Schooling is also often given insufficient priority when making and reviewing care plans. There are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner. The following are examples of rife conditions: Poor medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, limited time for study because learners are often expected to do house chores and work over the week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school attendance and lastly, a general relaxation of morals (Weeks, 2003:24). These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree. 2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works. There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate; do not always see the value of education for their children. They expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 2003:25-26). 2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners’ improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s grow up without hardship, have plenty of money and their need are provided for, these learners get easily bored and seek excitement elsewhere in the form of drug and alcohol abuse. Of necessity, these learners will show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes rebelliousness and depression. The second extrinsic factor is: 2. 2. Upbringing 2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, become hostile and negative towards school.Overprotective parents deny their children the freedom to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically.Poor disciplined homes allow children to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to mention a few mistakes, the next factor in upbringing is:2. 2. 2 Unstable and broken homes. Another factor that plays a role in acting as a barrier is:2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role mod els and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material.Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and frequent absenteeism and teachers suffer from â€Å"burnout†.And the last two extrinsic factors to barriers to learning are, a difference in language and culture and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not succeed in finding jobs. Consequently they lack the will to achieve. QUESTION 2 2. 1. A Hearing Impairment For a learner with a hearing impairment the following steps will be taken by me (Weeks, 2003:158):Obtain advice from a teacher trained to teach the deaf. If possible the learner should wear a hearing aid.The learner must sit in front of the class.Speak to the learner while facing the learner so that he / she may read my lips (if possible) and pay attention to facial expressions, gestures and body language.Speak clearly, naturally and at a normal pace, unless asked to slow down.If the learner is not facing me, I would gently touch him / her on the shoulder or arm to indicate that I want like to talk to him / her.Explanations will begin with concrete, example working from concrete to abstract. The use of visual aids will be most helpful since vision is the primary means of receiving information to the hard-of-hearing learner.For reinforcement, new vocabulary words would be repeated in different contexts and written in sentences, many words presented look al ike to the lip-reader.All announcements and instructions will be written.An interpreter will be used where needed.Vibrations and excessive noise will be avoided.I will not talk while writing on the chalkboard.When writing materials:Long sentences will be broken up Difficult vocabulary load will be reducedConcept density will also be reducedQuestions asked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and then give the learner with the hearing impairment a copy.Obtain feedback from the learner at every opportunity as an indicator of the level of understanding.Provide an outline in advance of the lesson or activity to give to the child in advance and also list expectations. Encourage parental involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the amount of resi dual vision of the learner, assistance would be given (Weeks, 2003:151).A learner with myopia (nearsightedness) or cataracts:The learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner check his / her own work.A magnifying glass will be kept on my table which may be useful to the learner if the print in textbooks is too small. Also when using duplicated copies, the print would be large, dark and visible.With regard to his / her notebook – instead of using ordinary A-4 books, a blank book could be used by drawing horizontal parallel lines with a black koki – this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness):The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, con crete apparatus would always be kept for their usage.As for a learner suffering from albinism, their eyes are sensitive to light, therefore:The learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to regulate the amount of light coming into the classroom.Due to a lack of pigmentation that protects the skin, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicinal creams for the skin. Textbooks can be recorded on tape for the learner. Also doors should be kept either opened or closed because open doors can be a potential hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to prevent the learner from stumbling over stray objects (Weeks, 2003:152). 2. 3. Cerebral palsy For a learner with cerebral palsy I would support the learner by (Weeks, 2003:180):First, viewing the classroom as if I were going to have to navigate it in a wheelchair or walker. Make sure the classroom is set up to provide accessible resources for someone in a wheelchair or with a limited range of movement.See that the learner is comfortable with his / her orthopaedic aids.Take time to introduce and explain these aids to other learner’s.Build the learner’s self-esteem at every possible opportunity.Try to have a way to secure paper or moveable objects to the workspace so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner might benefit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and tea ch the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to seizure.Insure the time allocation for taking tests and completing tasks is compatible with the cerebral palsy learner’s abilities or it could be orally.I would allow lessons and discussions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaboration will encourage active listening and communication skills.Learners in the class would take turns to carry the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure Ease the learner gently to the floor, clearing the area of hazards and without preventing movements. Then I would place something flat and soft (like a folded jacket or a pillow that will be kept in the class) under the learner’s head. The learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and neither hold the tongue, nor would I put anything in the learner’s mouth. If the learner is known to have epilepsy, I would follow the parent’s instructions (a written and signed copy of instructions). When jerking movements stop, the learner will be allowed to rest. When full consciousness has returned to the learner, he/she would rest under supervision. If a seizure lasts for longer than 10 minutes or if another starts right after the first, I would call for emergency services. The parents of the child will be notified of every seizure the child has during school hours. If the learner has no history of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003: 189-190; Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be trained to help the epileptic learner during a seizure; however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs. The rest of the class would clear and create space. QUESTION 4 4. 1. ECD Phase At any school one can witness a variety of different behaviours. Behaviour patterns are acceptable if they elicit the approval of adults and peers. However, a class can include learners who:Show aggressive behaviour and react aggressively towards others.Have a display of bullying, threatening, or intimidating behaviour.They physically abuse others.Deliberately destroy other's property.Show little empathy and concern for the feelings, wishes, and well-being of others. Show callous behaviour towards others and lack of feelings of guilt or remorse.They may readily inform on their companions and tend to blame others for their own misdeeds. The above behaviours become apparent and should be taken in a serious light when:They occur to a serious extent and over a period of time.The symptoms appear to worsen.They occur in conjunction with social aggression.They negatively impact the learner’s academic development. Furthermore, behaviour problems are unaccept able when they prevent:Other learners from participating in class activities. The teacher from managing class activities effectively. If I have a learner with the above behaviour in my class the following steps (Essa, 1995:22, cited in Weeks, 2003: 237) will be taken to support and assist the learner:Investigate the causes of the problem behaviour.Problem behaviour can stem from non-variable external factors (Essa, 1995:22, Weeks, 2003: 237) such as chronic illness, food or environmental allergies, or the child’s diet. As a result the child may feel a bit irritated, function on a generally lower level or experience a lower level of tolerance. These problems may not be removed but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her.Positive reinforcement is one of the most important techniques and is used in conjunction with others to change unacceptable behaviour or encourage positive behaviour. I would show the learner approval by either smiling, hugging or saying something positive. This would be repeated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy.   It is very useful when learners try to secure the attention of adults through their irritating or unacceptable behaviour. But when the child acts in a positive manner then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned beforehand only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an isolated area and explained why he / she has been removed and then be left there without looking or talking again to the child. The rest o0f the class will be told that he / she needed a time-out. Only after a certain amount of time (when I feel it’s time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If th e Learner is overwhelmed by the classroom activity and is over sensitive to stimulation will be allowed to move to quiet corner for a while until they feel calmer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am aware of what leads to the problem behaviour and if I’m a keen observer. This method is effective for younger learners who do not have self-control and who do not yet have the ability to express themselves.Redirection can be used for a two year old by directing the child’s attention away from something and by giving him / her a toy to play with.Two year olds do not possess the social skills of sharing things; therefore the child will gradually learn these skills with my help. If it was an older learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels embarra ssed about an outburst. I would therefore find a quiet, calm place and discuss the situation and work with the child to find a workable solution.If I feel a learner’s problem behaviour is a result of need for attention, I would use the special time strategy.   I will set a special time which I can spend alone time with the child. Probably every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart.   Successful positive behaviour is reinforced in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention Deficit Hyperactivity Disorder (ADHD). Hyperactivity is actually a surplus of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite disturbing and irritating for both the other learners and the teacher as well. Distractibility is also known as ‘sensory hyperactivity’, refers to children that are continually moving around, on the go in terms of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are unable to concentrate on one particular thing for a long time. They are unable to control their attention, because any slight sound or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often misunderstanding when spoken to, cannot wait their turn during tasks, act impulsively and therefore come across as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to handle them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make. It is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. :- Recognising the symptoms and identifying the learners strong and weak points:-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther people’s reactions Understanding the learner’s world:-Learn to understand the learner’s behaviourKeeping the learner’s level of development in mind Discussing problems with the learnerVerbalising the learner’s unexpressed feelingsCommunicating more than wordsAnticipating problems rather than waiting for themDistinguishing between the learner and the learner’s behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with safer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from punishment because it shapes, corrects and reinforces behaviour. (Weeks, 2003: 239-246) Who is going to be tasked with integrating music & math? Who's going to be responsible, in any school, for joining the arts w/other subjects? IME, most elementary classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school *mumble mumble* years ago. As an elementary general music sub a few years ago, I pretty much had to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didn't really understand, musically, the meter of the poems; even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/rhythm characteristic of limericks. I find it hard to imagine that they'd be the best folks to use rhythmic or metric subdivisions to teach fractions. So will this task fall then to the music teachers? Elementary music teachers in MCPS already have their own music curricula to deliver, even wi thin the â€Å"intrinsic barriers to learning† approach of Curriculum 2.0 – and they see the kids once per week, assuming no field trips/assemblies/standardized testing/snow days/holidays, AND they have to spend time assessing what they're teaching already because â€Å"Data-Driven.† When could they possibly find time to do this in addition to what they're already tasked with doing (which is theoretically to get kids to a basic level of music proficiency in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be concentrated staff development to get classroom teachers to a level of musical proficiency that will enable them to add one more thing to their curricula?

Bris Milah (Circumcision)

Bris Milah (Circumcision) Essay The Covenant of CircumcisionAnd G-d said unto Avroham: And as for you, you shall keep Mycovenant, you, and your seed after you throughout their generations. This is My covenant, which you shall keep, between Me and you andyour seed after you: every male among you shall be circumcised. Andyou shall be circumcised in the flesh of your foreskin; and it shall be atoken of a covenant between Me and you. And he that is eight days oldshall be circumcised among you, every male throughout yourgenerations, he that is born in the house, or bought with money of anyforeigner, that is not of your seedand My covenant shall be in yourflesh for an everlasting covenant. And the uncircumcised male who isnot circumcised in the flesh of his foreskin, that soul shall be cut offfrom his people; he has broken My covenant. Genesis 17:9-14Within the Jewish community, the topic of bris milah, ritualcircumcision, has never been more controversial. Many liberal Jews are nowrethinking its function in Jewish life, some even choosing not to perform it ontheir sons. They argue that circumcision is no longer of value now that thespread of infection can be halted by good hygiene and modern medicine. Some fear that the removal of the healthy part of an organ is a purelyarbitrary act which may cause permanent psychological and physicaldamage. It is true that circumcision alone is neither medically necessary noremotionally beneficial. Still, the bris milah is an essential ceremonyintended to formally usher the Jewish male into a covenant with G-d. Although the removal of the foreskin has been practiced by Jews sinceAvroham, the actual ceremony as it is today developed some time around themiddle-ages. Thus, communities in North Africa, Europe, and the Middle-Eastall evolved unique customs for welcoming new baby boys . There are stillcertain elements that are typical of all ceremonies. The following descriptionof a German bris is typical of the milah ritual and lacks many of the detailsthat would distinguish it from ceremonies originating in other regions. The mohel, ritual circumcisor, calls in the kvater (from German forfather, or G-dfather), the man who delivers the baby into the sanctuary. The mother, who will not witness the ceremony, hands her eight-day-old soninto the care of his grandmothers who pass him over to the kvater. Thekvater carries the baby into the next room and lays him into a beautiful chairwhich the mohel will declare as the Throne of Elijah before reciting a fewbiblical verses. The kvterin, G-dmother, lifts the baby from the Throne ofElijah and places him into the lap of the Sandak, the man (usually the father,grandfather, close friend, or well respected Torah scholar) in whose lap theceremony will take place. The mohel asks the fathers permission to act asproxy for the mitzvah, commandment, of circumcision. The fatherrelinquishes his right to perform the circumcision and appoints the mohel,who is more familiar with the religious law as well as the medical andhygienic requirements of circumcision, to do the mitzv ah instead. The mohelrecites the benediction, Blessed are You haShem our G-d, Master of theuniverse who sanctifies us with the mitzvot and commands us to performcircumcision, before removing the babys foreskin. When the actual cuttinghas been complete, the father also makes a benediction: Blessed are YouhaShem our G-d, Master of the universe who has sanctified us with Hiscommandments and has commanded us to bring him the baby into thecovenant of Avroham, our Father. Everyone in the audience then declares,Just as he has been brought into the covenant, so too he should enter Torahstudy, the wedding canopy, and the doing of good deeds (Klein 426). It isduring this ceremony that the boys name is publicly announced for the firsttime (Robinson132). Bris Milah literally means covenant circumcision. Ashkenazic,Northern- and Eastern-European Jewish, communities refer to the entireceremony as a Bris which means simply the covenant. Rabbi MosheSchapiro emphasizes that the circumcision must be coupled with theintention to forge a blood pact between G-d and the Jewish people. Thatbris milah is frequently translated only as circumcision is unfortunatebecause it leads people to believe that the removal of the foreskin is themost important element of the mitzvah. This is in conflict with Jewishthinking. Indeed, someone who is circumcised without the intent of fulfillingthis specific commandment must undergo a subsequent, relatively painless,procedure in which a drop of blood is drawn from the reproductive organ inthe name of the bris. This procedure is most commonly performed on maleconverts to Judaism who underwent medical circumcisions as children. The commandment is often seen as barbaric in the modern day. AsRabbi Shraga Simmons points out, there is no logical argument for cuttinga piece of flesh off a helpless baby. Three years ago Israeli courts heldhearings to discuss the famous case number 5780/98 which would outlawcircumcision as a form of genital mutilation. Indeed, to remove a healthypart of an organ is ridiculous in a secular context, and yet it has beenpracticed on Jewish males for nearly 4,000 years. The great question is why. One must first realize that Judaism is not a practical guide to livingbut a theological guide to spirituality. Many people have claimed over theyears that circumcision was practiced by the Jews for hygienic reasonshowever, this explanation is foreign to Jewish thinking and is absent from theearliest commentaries and oral laws of torah. The Jews were never regardedas healthier than their non-Jewish, uncircumcised neighbors. They did notperform milah on their sons because they hoped to prevent i nfection, butbecause they felt that it was a religious obligation. The Jews do not conformto religious obligations because they believe it is physically healthy to do so(if there are any medical benefits, these are considered secondary) butbecause they believe it is spiritually healthy to do so. To disobey the Laws ofhaShem, G-d, is looked upon as spiritual mutilation. According to Jewish mysticism, or kabbalah, the foreskin symbolizes abarrier which prevents growth (Simmons). Deuteronomy 10:16 calls uponus to remove the foreskin of our hearts. Orlah, the Hebrew termtranslated as foreskin literally means barrier. The foreskin is seen as abarrier to the spiritual growth of the uncircumcised individual. In anotherkabbalistic example, we are taught that when Avram circumcised himself, atage 99, G-d changed his name to Avroham. He added only one letter to hisname: heh. The letter heh is found twice in one of the most holy ofhaShems names signifying that through the bris milah a dimensio n ofspirituality is brought to the physical body. So, why on the eighth day?The answer is twofold. Schapiro believes that the number eight has aspecial metaphysical significance. He notes that the number six alludes tothe physical world: there are six directions (north, south, east, west, up anddown); there are six days to the work week, and according to the Chumashthere were six days of creation. The number seven, he adds brings a senseof spirituality to this physical world: the seventh day of the week, Shabbos, isa Jewish holy day, and many Jewish festivals, including Sukkos last for sevendays. The number eight however, transcends the physical altogether. Forexample, the festival of Chanukah, which commemorates a great miraclelasts eight days. READ: The True Tragic Hero in Antigone EssayThe second reason is one that might be considered a practical benefitwhich is supported by medical data. According to Simmons, prothrombin andvitamin K, two blood clotting agents, are at peak levels on the eighth day oflife. Prothrombin levels are normal at birth but drop dramatically during thenext few days. However, at the end of the first week, levels of prothrombinreturn to normal and are often at 110 percent of normal before stabilizing bythe ninth or tenth day. Still, the most logical reason to perform a ritualcircumcision is, in the religious context, simply to act as the sign of thecovenant G-d made with Avroham because this is the reason that we aretaught through Torah. Aside from the de-emphasis of physical matters involved in theprocedure, traditional Jews avoid reference to health benefits because, forthe most part, medicine doesnt appear to be on our side (Fink). WriterMordechai Housman insists that there has never been a re ported case ofhealth danger to a child circumcised by an Orthodox mohel, but mother, LisaBraver Moss claims that there are two known bris milah related deaths inmodern times: one in 1957 and another in 1978. Moss admits that nosystematic data on deaths or serious complications from bris milah have everbeen compiled but believes this may be due to the fact that circumcisiondeath can occur from secondary causes such as liver failure, pneumonia, andblood poisoning which health professionals may fail to link to theiroriginal cause. Nonfatal complications are equally unlikely to be associatedwith circumcision. Although the majority of modern Jews argue that the rite is harmless,historically Jews were not so certain of the safety of the procedure. Talmudiclaw exempts a Jewish male from infant circumcision if two of his olderbrothers lost their lives to the ritual. Though, as the Orthodox will argue, thiscase was hypothetical and not based on an actual incident, there are still twoBiblical examples of a parents failure to perform milah on his son due toconcerns over his health. Exodus 4: 24-26 relates the story of thecircumcision of Eliezar son of Moses. The Bibles rendering of the story isshort, cryptic and confusing: It was on the way, in the lodging, that haShem encountered him andsought to kill him. So Tzipporah took a sharp stone and cut off theforeskin of her son and touched it to his feet; and she said, Youcaused my bridegrooms bloodshed! So He released him; then shesaid, A bridegrooms bloodshed was because of circumcision.The great Torah commentator Rabbi Schlomo Yitzach (Rashi), say sthat Mosess great sin was in delaying the milah of his son. Moses felt thatthe trip he was about to embark upon would be dangerous for the newbornwho, he felt, should be allowed three days to recuperate after circumcisionbefore he embarked upon his journey (Shmos 24). In an earlier example,Midrash tells us that Yitzach did not circumcise his son Esav because hefeared for his health. Esav, unlike his twin Yaakov, was born with bright redskin. Yitzach worried that this was due to illness and that to perform milahon him would be dangerous. Esav was given a second opportunity for brismilah when he became bar mitzvah (the age of majority) but he refused it(Beraishis 140). These biblical examples provide us with some vital information aboutthe importance of bris milah. On the surface we can see quiet clearly thatthe conservatives are wrong: circumcision is potentially dangerous, andTorah recognizes this. More importantly though, we learn how vitallynecessary bris milah is to the Jews. Moses almost lost his life because hedelayed his sons circumcision too long. And Esav lost his status as a Jewishpatriarch because he refused to let anyone perform milah on him even afterit was clearly a safe endeavor. The ramifications of spiritual disobedience aresignificant. And just as the punishment for neglecting the mitzvah is severe,so the merit for properly attending to it is tremendous. READ: The Life Story of Nikita Khrushchev EssayThe devotion of the Jewish people to the rite of milah even duringtimes of difficulty is a testimony to its importance in Jewish life. When milahwas outlawed by the Greeks during the era of the Maccabean leadership,many Jewish mothers risked their lives to circumcise their sons. Even in themodern era Jews have undergone heroic acts for the preservation of themitzvah. Holocaust survivor Aviel Binyomin Colquette remembers thefollowing story:They were rounding up the young children and mothers and they putus onto a train car. There was one womanshe did not cover herhairwho looked particularly distressed. She asked all of thepassengers in our car for a knife. But we were all women and children. No knives. She then started to look around for any sharp object. Shewanted a shard of glass, or a sharp rockanything you might cut with. The other passengers tried to dissuade her. They scolded her for herweakness and begged her not to kill herself . Finally a soldier camethrough and she saw the outline of a knife in his pocket. Shedemanded he hand it over to her. In shock he complied. Then, to ourastonishment, she pulled from her bag a small infant boy. She saidthe blessings and performed the milah on him. She handed her childover to the officer and spoke to G-d, You gave me a healthy boy andnow I return him to You in purity and obedience to Torah.Similarly, many Jews in the Former Soviet Union (FSU) were notcircumcised due to secular laws and a general lack of interest in religiouspractice. However, the desire for bris milah was never completely eradicatedand when Western Jews were finally allowed to enter the FSU they weregreeted by large numbers of adult males who wished to undergo bris milah. Mohel Alexander Fink recalled his surprise at the large number of Jews whocame to see him at his arrival in the Ukraine:I was sure theyd all come to see the rabbi. Theyd heard his tapesbefore we came and had seemed really impressed. There were somany of them. From age eleven to eighty. At least a hundred men. And they were there to see me! I couldnt believe theyd be so excitedabout milah. More interested in receiving milah than in seeing therabbi. They wanted to be circumcised more than they wanted to belearned. The idea of a covenant is a rather difficult concept for the outsider tocomprehend. The relationship between the Jews and haShem, their G-d, isunderstood as a straightforward contract, I will be your G-d, and you will beMy people. The Jews will obey haShem and He will see that their needs aremet. The milah is the most visible sign of the covenant as it is inscribed on apersons body and serves as a daily reminder to the Jewish male of his statusas a servant of haShem and mankind. Until very recently, even the most liberal Jews felt that circumcisionthough not necessarily the briswas essential to Jewish practice. The status of an uncircumcised male in Jewish culture wasundefined. He was in a strange state of being both Jewish and non-Jewish. A Jew trapped in a non-Jewish body. A bizarre spiritual circumstance thatcould not be redeemed until the man took matters into his own hands andunderwent a circumcision. Indeed, Yeshiva student Joshua Konig, suggeststhat the gates of heaven will no t open up for an uncircumcised Jewish male. A Jews obligation is to serve HaShem and observe the Torah his entire life,even under the most desperate circumstances (Scheinbaum 204). Works CitedColquette, Aviel Binyomin. Personal interview. 18 Nov. 2001. Fink, Alexander. Personal Interview. 10 Oct. 2001. Housman, Mordechai. Circumcision and Your Childs Health. 5 Nov. 2001. . Klein, Isaac. A Guide to Jewish Religious Practice. New York: The Jewish TheologicalSemianry of America, 1979. Konig, Joshua. Personal interview. 28 Nov. 2001. Moss, Lisa Braver.Circumcision: A Jewish Inquiry. Midstream magazine. 5 Nov. 2001. . Robinson, George. Essential Judaism: A Complete Guide to the Beliefes, Customs, andRituals. Ch. 3. New York: Pocket Books, 2000. Schapiro, Rabbi Moshe. What is Circumcision? Aish HaTorah. 15 Oct. 2001. . Scheinbaum, Rabbi A. Leib. Peninim On The Torah. Cleveland, Ohio: KisveiPublications, 2000. Simmons, Rabbi Shraga. Bris Milah: Beautiful or Barbaric? Aish HaTorah. 15 Oct. 2001. . Weissman, Rabbi Moshe. The Little Midrash Says: The Book of Beraishis. Brooklyn, New York: Bnay Yaakov Publications, 1986. Weissman, Rabbi Moshe. The Little Midrash Says: The Book of Shmos. Brooklyn, New York: Bnay Yaakov Publications, 1987.Words/ Pages : 2,623 / 24