The Turn Of The Screw - 2222 Words

Henry James’s The Turn of the Screw has led to a great deal of discussion and analysis from scholars and students for over fifty years. James’s novella is a ghost story that is mostly told through the perspective of a young woman, a Governess, who is put in charge of taking care of two children, Miles and Flora, at an estate in Bly. The Governess adores the two children and considers them both charming, beautiful, and perfect, which is understandable given that Miles and Flora are portrayed as well mannered, innocent children; and as the Governess becomes more absorbed in her responsibilities, the children give her little to no trouble. One evening, the Governess takes a walk around the estate, and she begins to think, quite romantically, about her employer, the children’s uncle. This is before she sees an estranged man on top of the house’s tower, who stares down at her for a long moment, intensely. The Governess sees this intruder again; this leads her t o discuss her sightings with the housekeeper, Mrs. Grose, who tells her that the man she saw is Peter Quint, a former valet for the house who is now dead. Furthermore, while the Governess is out with Flora, watching her play, she feels the appearance of a second intruder, Miss Jessel, who Mrs. Grose says is the Governess’s deceased predecessor. In the context of the whole novella, how the Governess reacts to the ghosts shows three different states of mind that the Governess was possibly in throughout the story. Peter QuintShow MoreRelatedThe Turn Of The Screw1265 Words   |  6 PagesHenry James’ The Turn of the Screw has been described as one of the best ghost stories of all time. However, there is clear evidence that the main character, the governess, suffers from delusions. The strange events that occur throughout the story happen in the estate of Bly. The anomalies, described as horrors or ghosts, only come to light after the governess arrives. These events are du e to creations of the governess mind, her controlling intent to protect and overrule the children, and her unstableRead MoreThe Turn Of The Screw1443 Words   |  6 PagesHenry James’ The Turn of the Screw is an ambivalent novella, well-known for it’s disputable contents. The central character, known simply as the governess, is one that can be considered an unreliable narrator. She has experienced many interesting yet unusual encounters that can lead to a variety of interpretations regarding what’s actually taking place in the story. With all factors taken into account, it’s most plausible to assume that the governess is a victim of what appears to be a mental disorderRead MoreThe Turn of the Screw1300 Words   |  6 Pages Henry James novel The Turn of the Screw is twofold. In the first chapter, the story begins at a Christmas party where guests hear the governess tale of fright and fight. This story is referred to as â€Å"two turns† of the sc rew by an anonymous guest at the Christmas party because the reader asks if they want to hear a story about two children instead of only one (3). In the governess account, it tells about her duty as caretaker of two wealthy children, Flora and Miles, who live at Bly, a large estateRead More The Turn of the Screw Essays1329 Words   |  6 PagesLove Between the Classes: An Analysis of Social Status Violation in The Turn of the Screw A Marxist reading of The Turn of the Screw by Henry James brings to light how social status differences and above all how the violation of these distinctions affect the story. The relationship between the governess and Miles is a clear example of this kind of transgression. As an unnamed character, the governess has an indefinite social status. She is neither an upper-class lady nor a simple servant. MoreoverRead More Turn of the screw Essay2734 Words   |  11 Pages â€Å"The Turn of the Screw† Henry James, the famous author of ‘The Turn of the Screw’ was born on April 15, 1843 to his wealthy parents Henry James and Mary Walsh. His father, also called Henry James, was an Irish immigrant and by the time his own children were born he had inherited a lot of money from his father; and at this time Henry James senior and his family were living in New York. Henry James author of ‘The Turn Of The Screw’ was one of five children and had an older brother William who wasRead More The Turn of the Screw Essay1076 Words   |  5 PagesThe Turn of the Screw I must take my horrid plunge from the opening line sets the tone of the passage. The novels gothic form is revealed very early on in the passage. There is a distinctive differentiation between horror and terror derived from the studies of Radcliffe. Terror is when one induces to action and horror is when one is powerless and freezes as a result of it. The Governess horrid plunge is a forced action, as she is powerless to combat the supernatural forcesRead MoreEnn315-Turn of the Screw2040 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly andRead MoreEnn315-Turn of the Screw2028 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly and intentlyRead MoreThe Governess in The Turn of the Screw Essay1110 Words   |  5 PagesOne of the most critically discussed works in twentieth-century American literature, The Turn of the Screw has inspired a variety of critical interpretations since its publication in 1898. Until 1934, the book was considered a traditional ghost story. Edmund Wilson, however, soon challenged that view with his assertions that The Turn of the Screw is a psychological study of the unstable governess whose visions of ghosts are merely delusions. Wilson’s essay initiated a critical debate concerning theRead MoreTurn of the Screw, Historicism Approach1330 Words   |  6 Pageswork, and how do t hese influences complicate the meaning of the work as a whole ? - Regarding The Turn of The Screw. The Victorian era consisted of moralistic, prudish ideals, a sexist point of view and therefore enforced etiquette and good manners as a way of life. Henry James demonstrates a lack of propriety for this time period’s strict code of conduct, with his written work, ‘The turn of the screw’. By doing so, and somewhat rebelling against the sexually restraining, low crime tolerance era that

Why Prostitution Is Prostitution - 1661 Words

As I stated in my last paper, sex trafficking is a form of human trafficking that uses sexual exploitation amongst mainly women and girls. Human trafficking has become a global issue as 2.5 million people are being trafficked worldwide (Farley, n.d.). Sex trafficking can be exploited in your eyes known as prostitution. According to Laws.Com, â€Å"the most common type labor in human trafficking, is prostitution†. Prostitution is the practice or occupation of engaging in promiscuous sexual relations especially for money. Many people overlook prostitution because of the assumption of it being voluntarily. Although statistics on prostitution is difficult due to illegal commercial acts, eighty percent of prostitutes do not like the condition they†¦show more content†¦Nationwide, prostitution is deemed illegal except for certain parts in Nevada (â€Å"Prostitution, n.d.). To deem human trafficking illegal, the Mann Act became a federal statute in 1910 â€Å"to stop the interstate trafficking for women (Mann Act, n.d.).† A woman who has been trafficked for a long period of time can make it easier for the trafficker to use her when engaging in commercial sex. Women can be forced into prostitution in a number of ways. Normally, the women would gain trust in the trafficker in exchange for a better life. On the other hand, the women would think that her and the pimp or trafficker is going to run a legitimate business that would benefit the both of them (Prostitution: frequently asked questions). When freedom becomes rare, victims then realize the danger they are in and are scared to leave. Prostitution then becomes a lifestyle for them. Already fighting against traffickers and solicitors, prostitutes then find themselves fighting the law. Charges related to prostitution can require fines, temporary arrest for the duration of the process (How can, n.d.), and depending on your background jail time. Women who have been charged with prostitution may have to pay a fine up to $2500, but the buyer will pay a fine of $100 to $250 depending on their background. Traffickers, or pimps will receive harsh punishments than the prostitute, and the buyer. Knowing the extent of what a trafficker does, like the physical and sexual abuse, trafficking a person is aShow MoreRelatedWhy Prostitution Is Wrong?1156 Words   |  5 Pagesfor an â€Å"egalitarian approach† to deciding why prostitution is wrong and whether or not that means it should be illegal (Satz, 1995). Satz accepts that prostitution is wrong from the start but she seeks a good explanation for why. She decides that prostitution is wrong because the practice of wome n selling their sexual services to men perpetuates gender inequality. If we accept that prostitution is wrong then we should look for a good argument to explain why that is so. Many people feel that it isRead MoreWhy Prostitution Should Be Legalized1411 Words   |  6 PagesWhy Prostitution should be legalized We hear about it in the news almost daily; sex workers were using Craigslist to post ads in the (former) erotic service section, others are soliciting on Back Page. Human trafficking rings are being discovered all throughout the United States. Massage parlors are being used as a front for housing prostitution. Whether we want to address it or not, this is a prevalent social issue in our society today. Researchers Christine Harcourt, PhD, Research Fellow for theRead MoreWhy Prostitution Should Be Legal2034 Words   |  9 Pageswant to have them both, but when someone combines the two, people suddenly change their minds. Why? That becomes prostitution, and that is illegal. Due to the fact that prostitution has been deemed wrong and made illegal for many years, people think that it should remain that way. Many people fail to see a world that could truly be helped significantly through the legalization of prostitution. Prostitution should be made legal due to the facts that it would re duce the risk of spreading sexually transmittedRead MoreWhy Prostitution Should Be Legal1462 Words   |  6 PagesWhy should prostitution be legal? Can anybody tell me what is considered to be the worlds most ancient profession? (doesnt require education, mostly involves women) Some researchers confirm that prostitution is indeed the most ancient profession, while others argue with it; however, everybody agrees that trading sex for money has existed for quite a while. According to Wikipedia, prostitution began in the 21st century BC in Near East, most likely as a religious custom, and was practiced by GreeksRead MoreWhy Women Get Involved in Prostitution2044 Words   |  9 PagesProstitution has been going on for many centuries. Many studies have gone on, researching and trying to understand on why women get involved with prostitution and the main effects it has on then. Some report the main causes of early prostitution was due to poverty and deviance. Many see it as a career, a way to make a living and survive and provide for their families. â€Å"Studies show that many women engage themselves in such activities as prostitution by their own choice, forced into it, or becauseRead MoreWhy We Should Legalize Prostitution1843 Words   |  8 Pageswould lik e to explain the reasons why we should legalize prostitution. I will go over the reasons why legalizing and the decriminalization of prostitution would benefit the general public, economy, and the welfare of society. In addition, portray some views from profound philosophers ( John Rawls, and Robert Nozick) which in my research, see to promote the legislation of prostitution. I will also address a number of arguments against the legality of prostitution that include issues of sex traffickingRead MoreWhy Prostitution Should Remain Illegal in the United States1494 Words   |  6 Pages9E: Research Paper 20 April 2012 Why Prostitution Should Remain Illegal in the United States Prostitution is said to be â€Å"the world’s oldest profession† (Ramchandran par. 1). The Webster’s Collegiate Dictionary defines prostitution as â€Å"the act or practice of engaging in promiscuous sexual relations especially for money† (â€Å"Prostitution† par. 1). Many people argue that prostitution should be legalized, but it hurts people more than it helps. Legalization of prostitution condones sexual behavior for profitRead MoreProstitution And Deviance : Examination Of Theories Amongst Positivist And Constructionist Perspectives Within Society1604 Words   |  7 PagesProstitution and Deviance: Examination of Theories Amongst Positivist and Constructionist Perspectives Within Society Deviance is behavior, beliefs or characteristics that many people in a society find or would find offensive and which excite, upon discovery, disapproval, punishment, condemnation, or hostility (Goode, 2011 p. 3). Most scientists will agree that a person s most basic needs, physiologically, are breathing, food, water, sleep, and sex. If all of these are the most basic to humanRead More Prostitution Should Be Legalized in Our Society1260 Words   |  5 PagesHow about prostitute? Although some people might think that prostitution is dirty job, prostitution is also one of the important jobs which are composing our society. Devaluation on prostitute recognition should be changed. This essay deals with reasons why prostitution should be allowed and what are the advantages of prostitution. First reason that prostitution should be legalized is for women’s right. As upper mentioned, prostitution is a kind of occupations. According to research among the womenRead MoreShould Prostitution Be Legalized?1406 Words   |  6 PagesProstitution is one of the largest controversial issue facing the United States. The definition of prostitution, according to Merriam-Webster’s Dictionary, is the act or practice of engaging in sexual relations especially for the money. Prostitution has been constantly bashed by the media and is currently legal in only one state. In this state, only one county has banned prostitution. Why is it illegal? What is wrong with prostitution that has made it illegal? These are the important questions that

Compare And Contrast The Kolkata Of Past And Present †Free Samples

Question: Discuss about the Compare And Contrast The Kolkata Of Past And Present. Answer: Background of the chosen city The chosen city for this assignment is Kolkata, which is in India. The city is very well known for its sheer locales and historical backgrounds. Nevertheless, it has remained for a long time the centre of trade for the British. It was also the capital of India until 1914. The city is very well popular as the City of joy. However, the better glory of the city started to shrink in its popularity ever since the last few years of British. In the last two decades, the centre of trades for the British was shifted to Mumbai. Nevertheless, Delhi was tagged as the next capital for the country. The city has seen many difficulties; however, it has somehow maintained its sheer attraction to some extent (Donner, 2012). The main purpose of this essay paper is to compare and contrast the Kolkata of past and present. Moreover, the essay paper would also check the positive and the negative changes in the city. Kolkata of Past Kolkata in the past was the centre of trade for British. The English people have made some useful developments in the city. Some of their landmarks still exist in the city. They are attracting bulk tourists towards the centre. Some of the finest examples of their arts are Victoria Memorial, Howrah Bridge, Tram and Rickshaw. They had also uplifted the industrial development in the city. Few industries have found enormous growth in the era of British such as Jute Industry. Apart from industrial development, they had also shown their interest in some arts works such as India Museum. However, with the departure of British era, it faced some severe challenges from non-stopping union activities (Ruet Lama-Rewal, 2012). The non-stopping union activities have also become responsible for the shutdown of Jute Industry. The conflicting political dilemma of the city has contributed immensely in pushing this city behind to others (Singh, 2015). However, the city has always maintained its reputat ion as one of the best destination for the highest number of literacy rate, which is only second to Kerala. Kolkata of Present The local government in this city has always been criticised for shutdowns. The high number of shutdowns in the government of CPI has pushed the city even behind than other metropolitan cities. The biggest worry for the city is its opposition parties who believe in opposing even the good projects of that time government. They seem to have no concerns for even the potential projects. This is because of the fact that the city has witnessed some huge projects slipping down from its hands. The plant for Tata in Singur is one of such examples. Nonetheless, if the plant were allowed for its expansion, it would have provided jobs to thousands of people. Moreover, this could have been a healthy move for the reduction of unemployment rates in the city (Shaw, 2012). However, despite of all the negativities, the city is finally witnessing a significant growth in its development. The city, which at once had not even a single multiplex, is now home to several of multiplexes (Bhattacharya Mitra, 2012). This is very important development as these are one of those resources, which provides employment to thousands of people. It is also witnessing a notable growth in the medical centre as because it now has many reputed medical treatment centres such as Tata Medical Centre for Cancer and Apollo Gleneagles. The city is busy experiencing the numerous other projects such as construction of many renowned companies. Spencer is one of those names. Several globalized IT companies are coming to the city such as Genpact and Capegemini. These are some potential developments, which are providing some solutions for the unemployment (Bose, 2015). Comparison It is very interesting that the city has some good memories in the past whereas it also has some good memories in the present era. The city had well developed Jute industry in the past whereas the city now has numerous well developed Hospitals and Multiplexes (Desai Sanyal, 2012). Jute industry was a good resource for thousands of workers whereas the current development is also a resource for thousands of jobs. The city was slow in development in the past and the same story is persisting in the modern era. The development is there but it is comparatively slower than other cities such as Mumbai, Delhi, Bangalore, Pune and Hyderabad. However, the city is now trying to come out of the jinx of shutdowns of works, as the new government is significantly effective in this regard. This is one such reason, which is trying to change the existing picture of the city (Sengupta, 2013). The city was less developed but highly anticipated amongst the British. However, the present day city is compar atively highly popular and less anticipated amongst the different kinds of experts. Conclusion The city of joy no longer justifies its tagging; however, it is resurrecting its image as one of the favourite choices for the different investors. This is because of such reasons that the city is experiencing a high number of constructions such as multiplexes, malls, hotels and medical hospitals. The city is trying to match up to the development of some other cities such as Hyderabad and Bangalore; however, it would require some high-end supports from the local government and the local public. The city has the potential to become one of the most hyped cities in India; however, it has just started to evolve. It just requires a proper support from the local government and interestingly the opposition party. Moreover, these are the opposition parties, which have so far hampered the growth of the city. The city is evolving in some good trade relationships with China and Hong Kong as numerous people are using the different kinds of their products such as clothes for the business purpose. They are involved in export and import business with these countries; however, the business is done with some common retailers in China and Hong Kong. References Bhattacharya, S., Mitra, S. (2012).Consumer Behaviour And Impact Of BrandA Study On South Zone Of Kolkata City(No. 2012-2-12). Bose, P. S. (2015).Urban development in India: global indians in the remaking of Kolkata(Vol. 1). Routledge. Desai, R., Sanyal, R. (2012).Urbanizing citizenship: contested spaces in Indian cities. SAGE Publications Pvt. Ltd. Donner, H. (2012). Whose city is it anyway? Middle class imagination and urban restructuring in twenty-first century Kolkata.New perspectives on Turkey,46, 129-155. Ruet, J., Lama-Rewal, S. T. (Eds.). (2012).Governing India's metropolises: case studies of four cities. Taylor Francis. Sengupta, U. (2013). Inclusive development? A state-led land development model in New Town, Kolkata.Environment and Planning C: Government and Policy,31(2), 357-376. Shaw, A. (2012). Metropolitan city growth and management in post-liberalized India.Eurasian Geography and Economics,53(1), 44-62. Singh, R. B. (Ed.). (2015).Urban development challenges, risks and resilience in asian mega cities. Springer.

Peculiarities of Using Drama, Improvisation, and Creative Approach

Introduction The contemporary society faces the concept of globalisation. As every issue, globalisation has its advantages and drawbacks that cover all sectors of human activity.Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More Cultural issues should be taken into account as well as peculiar features of every language including teachers who would teach certain languages and approaches applicable to different categories of students in terms of age groups, skills for learning a second language, and implementation of those skills into practice. One of the burning issues for the linguistic sector of cultural heritage are the methods used in class for teaching people whose native language is not English. In this respect, drama used in class to facilitate the process of acquiring English language can be effective when all criteria are fo llowed. For instance, active participation should be combined with a thoroughly prepared plan to follow during the class activities. The discussion of the effectiveness of drama implementation for second language acquisition will include such issues as theoretical background and adaptation of certain methods for use with second language learners, concepts and strategies used by the great English educator Dorothy Heathcote, training teachers to use drama with second language learners, effectiveness and limitations for implementation of this approach in class. The discussion will exclude explanation of lessons and will not provide examples of plans of lessons for use of drama for more effective second language acquisition. The literature selection is based on the effectiveness and readability of sources and their practical use for the discussion. The review is organised in accordance with an essay structure where an introduction present the scope of the review, the body includes the b asic themes for discussion with topic sentences opening each new paragraph, and a conclusion containing a summary of the review with some recommendations for further research and analysis. Historical Background Approach by Dorothy Heathcote Though many researchers present their vision of the second language acquisition process, it is necessary to emphasise the importance of contribution made by a distinguished English educator Dorothy Heathcote. In this respect, this educator can be considered a pioneer in adjusting drama to the class implementation and analysis of the method’s effectiveness and applicability to different settings and categories of learners.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Training teachers to use drama Training teachers to use drama in class is very important because a failure can result in inadequate interpretation of information by a student and inadequ ate assessment of learning efforts by a teacher. In this respect, one of the most brilliant statements by Dorothy Heathcote can be regarded the following: â€Å"Teaching is creative work†¦Ã¢â‚¬  (Heathcote, 1991, p. 26). In other words, the author means that training educators can be considered a part of teaching and an important aspect of implementation of drama for learning. The teaching-learning activity is analysed as a flow of energy surges by Armstrong-Mills (1997) who shares her personal experience of acquiring knowledge on using drama in class and implementing it with children: â€Å"Whatever was happening seemed to be related to an increase of energy and concern with the events we were making† (p.93). The main idea in this case is that educators learn to do something and then can try those methods and approaches immediately with children in class by implementing theory into practice. In other words, teaching can be considered equally important for educators an d learners. Nature of educational drama Drama and its implementation in class is the changing issue that progresses as far as the educational methods and techniques progress every year. As reported by Heathcote (1991), the changes in the use of drama have shifted the emphases from individual learning to improvisation: There has been a shift in direction from an interest in the personal development of the individual pupil, through the acquiring of theatrical and improvisational skills to the recognition of drama as a precise teaching instrument, which works best when it is part of the learning process (p. 42). In this respect, drama can be used in a great variety of ways and treated differently by different educators who support different views on education. So, Cook (1973) suggests a brief but extremely clear explanation of drama as educational method and justifies its use: â€Å"The natural means of study in youth is play [while]†¦ a natural education is by practice†¦Ã¢â ‚¬  (p. 145).Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More In this respect, drama provides educators with an opportunity to teach children in the most effective way that can be used with second language learners as well as with monolingual children (Kao O’Neill, 1998, pp. 3-4). In other words, the implementation of drama in class is effective as well as implementation of drama with second language learners. Theories on the issue Theoretical aspect is important in every case, especially in consideration of pedagogical methods and assessment of their effectiveness while implementing into practice. For instance, Swann et al. (1996) analyses the concept of linguistic insecurity experienced by second language learners (p. 189). As suggested by Wagner (2002), gestures, symbols, and other non-verbal means of communication ar e used by learners at the first stage of the acquisition process followed by words and writing. Moreover, the author emphasises the importance of drama combined with certain pressure: â€Å"Improvisational drama is effective because of the repeated pressure it puts on participants to respond† (Wagner, 2002, p. 4). So, drama has been used as an educational method for a long period of time though it was changing along with the educational system as a whole. Historic use of drama for educational purposes has been explored by many researchers. The most important issue, in this respect, was the effectiveness of the method that can be used with learners of different age groups. Understanding and implementation of drama in the classroom are essential steps in the process of acquiring knowledge necessary for effective teaching. Though some researchers may provide evidence for ineffective use of drama as educational method, most educators find this approach rather effective and creati ve. Defining Drama Drama can be defined as a creative activity though it can also be defined as a method of teaching and learning used by creative educators. After having learnt about drama implemented in class, every person would suggest another definition of drama and evaluate its effectiveness for the educational purpose.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More So, Heathcote (1973) as one of the pioneers of implementation of drama in class has suggested that drama can be considered a potential method of teachers used in class. â€Å"Drama is means of learning, a means of widening experiences even if we never act in a play stand upon a stage† (Heathcote, 1973, p. 158). In this respect, drama can be reported as one of the most effective means of learning and of second language acquisition because second language learners succeed more in their learning when drama is implemented in class. Drama can be defined as result or as process; every meaning would adequately characterise the nature of drama used for teaching and learning activities. Thus, Wessels (1987) defines drama as doing because it enables both teachers and learners to gain experiences and act in a certain manner (p. 7). Though Shakespeare suggested the idea of theatre and actors applied to ordinary people, it can be effectively implemented for educational purposes. In other words, learning and gaining experience can be considered the integral parts of drama as an educational method. This idea received approval in the study by Heldenbrand (2003) who characterises drama in education as an effective method during which a student acquires knowledge and gains experience of applying the gained knowledge into practice. So, definition of drama depends on its evaluation by the educator. Energy and excitement can be considered essential components of drama in terms of its definition with regard to the implementation of drama in class for educational purposes. Thus, Armstrong-Mills (1997) defines drama as a scope of energy surges that are created in the process of acting out some episodes and transmitted to all participants of the action. The same idea can be found in the work by Burke O’Sullivan (2002) who suggest that drama can be characterised as a means of transmitting excitement from a teacher to students with the help of combining action accompanied by a corresponding dialogue. Moreover, it is necessary to support the idea that drama implemented in class is a very exciting and emotional task for both a teacher and students because a teacher should prepare a scenario for students to act out and students should apply improvisational skills to manage to implement the scenario into practice. Concept of Training and Implementing As every approach, drama implemented in class has its strengths and weaknesses. In this respect, the most powerful benefits and potential disadvantages can be analysed in terms of their theoretical background and practical implementation of the method in class. Strengths of implementing drama in TESOL Benefits of implementing drama in classes for second language learners are obvious in terms of knowledge and experienced gained during drama classes. As reported by Furman (1990), drama â€Å"includes all types of human interaction† (p. 2). So, one of the most powerful benefits of drama used in class is its natural implementation. It is natural for people to play some roles and pretend if the situation requires them to do that. In this respect, it is possible to implement informal creative drama where participation is of primary importance in class so that second language learners could acquire language skills more effectively (Furman, 1990, p. 3). Experience and emotions are important elements and absolute advantages of using drama in class. Theoretical benefits Theoretical characteristics of the approach can differ from the results acquired in practice. In this respect, it is necessary to assess theoretical potential of the method contrasted and compared to its practical implementation. As reported by Almond (2005), implementation of drama in class should have a great number of various benefits for students as for teachers (pp.10-17). In other words, teachers have an opportunity to implement into practice what they have been trained for while students can acquire knowledge in a more effective manner. So, both parties concerned can gain experience and be involved into the process. The process of implementation of drama in class can improve and benefits from the use of facial expressions and gestures while acting out some episodes or improvising. The curriculum is an important part of drama implemented in class because it should be adjusted respectively to the needs of students and expectations and plans of educators. The curriculum is considered as a method of engagement of active students in the study by Shier (2002). When students lack some knowledge and are not able to direct their energy appropriately, they can be engaged via curriculum combined with drama method implemented in class. Another study supporting the idea of curriculum and its combination with drama approach in second language learning is Heathcote (1991), where the author analyses the function of drama in the curriculum and its benefits for use in class. In addition, the study by Maley Du ff (2005) attempts to answer the question of importance and usefulness of drama implemented in class and find a great number of skills that can be improved while using drama. For instance, drama â€Å"integrates skills in a natural way,†¦integrates verbal and nonverbal aspects of communication,†¦ [transfers] responsibility from teacher to learners†, and some more skills and potential benefits are enumerated by Maley Duff (2005, pp. 1-2). Educational potential of drama as a means of teaching and learning is another important advantage in terms of theoretical background for use of drama in class. As reported by Dodson (2002), drama provides learners with an opportunity â€Å"to express themselves in English for a meaningful purpose, going beyond vocabulary and grammar drills† (p. 161). In this respect, it is necessary to encourage students to improvise regardless of language use because learners have to gain language fluency combined with understanding of spok en language. Benefits of use in practice Intelligence and other benefits gained in the course of implementing drama in class can be improved for second language learners because they can become knowledgeable in verbal and nonverbal means of communication used by English speakers. As suggested in the study by Schewe (2002), the intelligence includes multiple intelligences such as linguistic, logical-mathematical, musical, interpersonal, and others (p.74). In this respect, implementation of drama in class enables educators to facilitate the process of language acquisition through improvement of other skills necessary for both verbal and nonverbal communication. As reported by Davies (1990), mime, simulation activity, improvisation, and other activities combined under the main idea of drama can be beneficial for second language learners. At the same time, Heldenbrand (2003) analyses other practical benefits of drama implemented in class. These benefits include the fact that learners ca n acquire language skills in informal and relaxed environment; new vocabulary and speech patterns are recognised and practiced during acts; positive emotions prevail in the process of acting out episodes which facilitates understanding of information provided. Effective implementation of drama in class is demonstrated in the study by Heathcote (1976) where the author suggests a creative approach to the teaching of basic concepts. Besides, some more benefits can be found in the abovementioned study by Heldenbrand (2003) who characterises drama as a method that helps to acquire knowledge concerning intonation and pronunciation patterns in the process of acting. Moreover, drama makes learners more self-confidence and encourages them to speak fluently; additional motivation provided during drama classes can be considered another great benefit of using it in class. Cultural issues can be treated as both benefits and drawback for drama implemented in class because students with different background information can either manage or fail to understand certain cultural cues properly. The importance of dividing information into two parts presented in the textbook and provided by an educator is emphasised by Liu (2002) who analyses the benefits of drama used in class for second language and foreign language acquisition. Moreover, it is necessary to focus on the overall influence of the method on learners and teachers. Though there are some disadvantages in the process of using this method, it gained recognition and can be implemented more effectively all over the world. The drama implementation approach can be used for different activities and different languages. Limitations in Implementing Drama in TESOL The basic limitations that can be emphasised in the process of implementing drama in class include cultural cues and globalisation in terms of mixing cultures and inappropriate cues used by second language learners. In this respect, it is important to analyse theoretic al and practical aspects of implementation. Contradictions in educational drama are enlarged on by Moody (2002) who analyses the aspects of drama implemented in class and compares those to real practical approach and its effectiveness. Theoretical disadvantages Though some teachers can be aware of peculiarities typical of different cultures, they may fail to explain the peculiar features of the English-speaking culture to second language learners. Fels McGivern (2002) analyse the intercultural recognition gained through performative inquiry and assess its effectiveness for second language learners. So, cultural features can prevent learners form effective acquisition of verbal and nonverbal peculiarities while communicating in English. In addition, â€Å"by linking visceral bodily experience, as both sensorial and somatic, we as teachers guide our students in the complexity of transcultural learning† (Axtmann, 2002, p. 49). In this respect, one of the main challenges can con cern the understanding of importance of cultural diversity before implementing drama in class. Limitations of use in practice Practical implementation of theoretical knowledge can be even more challenging and full of unexpected disadvantages than a research conducted on theoretical background. Being scared and being tired of what one has been doing are typical limitations of practical implementation of drama in class, as reported by Wagner (1976, p.18). Sometimes, educators can lack self-confidence necessary to implement a theoretical scenario into practice. This can be even more important in the process of acting out some episodes in class because the teacher should guide students in this activity. As communication is composed of both verbal and nonverbal aspects, it is necessary to analyse the challenges encountered in the process of implementing theory into practice with second language learners. As reported by Culham (2002), nonverbal approach should be used on the equal basis w ith the verbal one because misunderstandings may arise from lack of knowledge in nonverbal area of communication (p. 95). Teachers can fail to find appropriate materials to use with the drama approach or reaction of class to some moments of the teaching-learning process (Burke O’Sullivan, 2002). The arrangement of lessons in terms of time limitations can be a great challenge as well (Sam, 1990). Conclusion Summary of the review The importance of a method chosen for implementation in class is obvious. The rise of sociolinguistic and approaches used for teaching-learning purposes are related to the globalisation with its benefits and challenges. The use of drama in class can be considered one of the most effective approaches for second language acquisition and relevant problems encountered by learners and educators that teach students with different background, culture and language skills. In this respect, it was necessary to analyse the main contributors to the exploration of drama and its effectiveness with second language learners. Dorothy Heathcote can be considered the pioneer in the activity of implementing drama in class, especially with second language learners and adjustment of curriculum to the needs and expectations of teachers and learners. The consideration of cultural peculiarities can be treated as the challenge of primary importance because nonverbal approach is used in some studies whereas its importance affects the level of language acquisition and fluency of a speaker. Recommendations for further research It can be interesting to analyse the relations between the second- and third-language acquisition in terms of methods and approaches used to facilitate the learning. Moreover, it is necessary to evaluate how different cultures perceive the information while being approached with the help of drama method. In addition, some people can fail to understand that there is a great difference between habits, gestures, emotions, and other cultu ral and language cues demonstrated by people in the process of communication. Analysis of effectiveness of implementation can be conducted via survey using qualitative method. Reference List Almond, M. (2005). Teaching English with drama. London: Modern English Publishing. Armstrong-Mills, C. (1997). Creative uncertainty: Energy surges in the principles and practice of Dorothy Heathcote. In D. Davis (Ed.), Interactive research in drama in education (pp.93-105). London: Trentham Books. Axtmann, A. (2002). Transcultural performance in classroom learning. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 37-51). Westport, Conn; London: Ablex Publication. Burke, A., O’Sullivan, J. ( 2002). Stage by stage: A handbook for using drama in the second language classroom. Portsmouth, NH: Heinemann. Cook, C. (1973). Drama as playmaking. In J. Hodgson (Ed.), The uses of drama (pp.145-156). London: Taylor Francis. Culham, C. R. (2002). Coping with obstacles in drama based ESL teaching: A nonverbal approach. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.95-113). Westport, Conn; London: Ablex Publication. Davies, P. (1990).The use of drama in English language teaching. TESL Canada Journal, 1(8), 87-99. Dodson, S. L. (2002). The educational potential of drama for ESL. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.161-180). Westport, Conn; London: Ablex Publication. Fels, L., McGivern, L. (2002). Intercultural recognitions through performative inquiry. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.19-37). Westport, Conn; London: Ablex Publication. Furman, L. (1990). Creative drama handbook and role play guide. Denver, Colorado: Pioneer Drama Service, Inc. Heathcote, D. (1973). Drama as challenge. In J. Hodgson (Ed.), The uses of drama (pp.156-166 ). London: Taylor Francis. Heathcote, D. (1976). From drama as a process for change. In R. Drain (Ed.), (1995), Twentieth-century theatre: A sourcebook (pp. 199-201). London: Routledge. Heathcote, D. (1991). Collected writings on education and drama L. Johnson C. O’Neill (Eds.). Evanston, Illinois: Northwestern University Press. Heldenbrand, B. (2003). Drama techniques in English language learning. The Korea TESOL Journal. 6(1), 27-35. Kao, S.-M., O’Neill, C. (1998). Words into worlds: Learning a second language through process drama. London: Greenwood Publishing Group. Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, Conn; London: Ablex Publication. Maley, A., Duff, A. (2005). Drama techniques: a resource book of communication activities for language teachers. 3rd ed. Cambridge: Cambridge University Press. Moody, D. J. (2002). Undergoing a process and achieving a product: A contradiction in educational drama. In G. Brauer (Ed.), Bod y and language: Intercultural learning through drama (pp.135-161). Westport, Conn; London: Ablex Publication. Sam, W. Y. (1990). Drama in teaching English as a second language: A communicative approach. The English Teacher, XIX July. Retrieved from http://www.melta.org.my/index.php/11-melta-articles/151-drama-in-teaching-english-as-a-second-language-a-communicative-approach Schewe, M. L. (2002). Teaching foreign language literature: Tapping the students’ bodily-kinaesthetic intelligence. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.73-95). Westport, Conn; London: Ablex Publication. Shier, J. H. (2002). The arts and the foreign-/second-language curriculum: An interdisciplinary approach to actively engage students in their own learning. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.183-207). Westport, Conn; London: Ablex Publication. Swann, J., Deumert, A., Lillis, T., Mesthrie, R. (1996). A dictionary of soc iolinguistics. In N. Fitzgibbons (Ed.), Sociolinguistics. Montreal: University of Concordia. Wagner, B. J. (1976). Dorothy Heathcote Drama as a learning medium. Washington: National education Association. Wagner, B. J. (2002).Understanding drama-based education. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.3-18). Westport, Conn; London: Ablex Publication. Wessels, C. (1987). Drama. Oxford: Oxford University Press. This essay on Peculiarities of Using Drama, Improvisation, and Creative Approach was written and submitted by user Will H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Stalin`s Purges Essays - GermanySoviet Union Relations, Soviet Union

Stalin`s Purges Less than a month before Hitler invaded Poland on September 1, 1939 and started World War II, he signed a non-aggression pact with Stalin. Less than two years later, he broke the pact and invaded the Soviet Union in the early morning hours of June 22, 1941. There were plenty of evidence for German aggression before the war broke out, yet Stalin nevertheless signed the pact which contained the secret protocol that divided Poland between Germany and the Soviet Union. The reason for signing the pact were complex, yet one of the most important ones were the domestic factors. Among them, the terrible effect of the purges during the 1930s on the population, economy and especially the army. The purges were set off on December 1, 1934 with the murder of Sergei Kirov. He was a member of the Politburo, leader of the Leningrad party apparatus and had considerable influence in the ruling elite. His concern for the workers in Leningrad and his skill as an orator earned him considerable popularity. Stalin used his murder as a pretext for launching a broad purge that would claim hundreds of thousands of victims and have lasting repercussion felt to this day. Stalin never visited Leningrad again and directed one of his most vicious post-War purges against the city -- Russia's historic window to the West. No segment of the society was left untouched by the purges. Anyone who caused the slightest suspicion was removed and numerous legislature was enacted to help enforce them. In 1935 a law was passed which lowered the age of criminal responsibility. That meant the death penalty could be applied to twelve-year-old children (McCauley, p.93). There was also a panic response in the primary party organizations to expel and "expose" people in order to protect oneself and to show "vigilance" (Getty, p.213) The slaughter of armed forces began on 12 June 1937 when Tukhachevsky and some top army men were executed, then spread to lower ranks and then to political comissars. The nave was completely decapitated, all eight admirals perishing. Here's a grave list of the top dead: " 3 out of 5 marshals, 14 out of 16 Army commanders Class I and II, 8 out of 8 Admirals, 60 out of 67 Corps Commanders, 136 out of 199 Divisional Commanders, 221 out of 397 Brigade Commanders" (McCauley, p.95) In November 1939, Stalin ordered an attack on Finland to move the frontier further away from Leningrad after the Finns did not agree to the concessions Soviets offered. This expedition was a complete fiasco. It cost the already decimated Red Army around 200,000 dead and more were wounded, while only 23,000 Finns died (McCauley, p.101). A peace treaty was signed on 12 March, 1940, but the incompetence and weakness of the Red Army was revealed to the rest of the world. This is something Hitler filed it away for future use. After that, and faced with increasing German aggression, Stalin could not risk being embroiled in a war. Hitler was in a great hurry. An attack on Poland was scheduled for late August. By the end of July the Nazis realized that they must reach agreement with the Soviets very soon if these plans were to be safely implemented. Hitler agreed to pay the Soviet price for a pact. The public text of the Nazi-Soviet Pact was simply an agreement of nonaggression and neutrality, referring as a precedent to the German-Soviet neutrality pact of 1926 (Berlin Treaty). The real agreement was in a secret protocol which in effect partitioned not only Poland (along the line of the Vistula), but much of Eastern Europe. To the Soviets were allotted Finland, Estonia, Latvia, and Bessarabia; to the Nazis, everything to the West of these regions, including Lithuania. Each of the two signatories was to ask the other no questions about the disposition of its own ''sphere of interest." This nonaggression pact, coupled with the trade treaty and arrangements for large-scale exchange of raw materials and armaments, amounted to an alliance. Appeasement in Eastern Europe would deflect German aggression to the west. Taking into account the disastrous condition of Russian forces brought about from within and the severe problems of the economy, this was necessary for Stalin. In a way, by signing the Nazi-Soviet Non-Aggression Pact, he was buying as much time as possible to try prepare for the inevitable. The inevitable happened on June 22, 1941. Molotov broke to the Russian people the grim news about the German attack. Stalin, as if embarrassed by the disastrous collapse of his

Isolationism essays

Isolationism essays Isolationism is best defined as opposition to U.S. intervention in war outside the Western Hemisphere, particularly in Europe; to involvement in binding military alliances; and to participation in collective-security organizations. Historically, isolationists have sought above all to preserve the nations freedom of action, each action had an impact on the future. In contrast to pacifists, isolationists can favor unilateral military action. From the founding of the republic through the early twentieth century, the United States pursued an isolationist policy. In Common Sense (in the early 1776), Thomas Pain warned that continued ties to Britain tends directly to involve this continent in European wars and quarrels. John Adamss Model Treaty of 1776 envisioned a purely commercial treaty with France, a proposal the French rejected. Former President George Washingtons farewell address of 1796 advised his country to steer clear of permanent Alliances. In his first inaugural address in 1801, Thomas Jefferson sought peace, commerce and honest friendship with all nations, entangling alliances with none. Although the United States engaged in several major wars in the nineteenth century the war of 1812, the Mexican War, and the Spanish-American War all these conflicts were fought unilaterally and therefore did not violate classic isolationist principles. But the years 1934-1937 marked the peak of isolationist activism. As more Americans endorsed collective action against rising dictatorships, isolationism became increasingly contested. As the word itself became more pejorative, isolationists preferred such terms as noninterventionist, hemispherist, nationalist, and continentalist the term favored by the historian Charles A. Beard. Classic isolationism ended on December 7, 1941, with the Japanese attack ...

Robin hood case Study Example | Topics and Well Written Essays - 250 words

Robin hood - Case Study Example As it is clear now, the band has begun to exceed food capacity, it means no more people will join the band and probably some of the ones within may also decide to leave. This will only weaken Robin against the Sheriff; hence, he needs a stronger economic background. It is a common say that two hands are better than one, and this is fact that works well for political agendas where tyranny of numbers is needed. Therefore, socio culturally, Robin needs to create a network of genuine supporters with whom they share similar agenda that they would want to change if given chance to. He therefore needs to create a very big band of men and consider involving everyone through reasonable agenda. Robin is in a point where he needs to treat all information with the importance that it requires. At this particular time, he needs to be at the receiving end of all the information around the area. He therefore needs to improve on the vigilance so that he is able to tap and filter all the important and relevant information for the purposes of his preparation. He therefore requires the use of technological advancement in the telecommunication sector to aim at achieving information vigilance. In a nutshell, Robin needs to know that he can only win his opposition to the Sheriff when working together with people. He requires a lot of transparency, togetherness and giving yourself out for the service of others. He also needs to be economically and politically empowered to blend his good and readiness to serve