Opening Scene of Educating Rita Essay -- Educating Rita Themes Charact

Opening Scene of Educating Rita Explore the ways in which Russell engages the audiences interest in the main characters and themes in the opening scene of Educating Rita and explain whether you think the play written in 1979 is still relevant to 2005. Willy Russell’s play, Educating Rita, written in 1979, is a story about a typical lower class woman called Rita who decides she wants to lead an ‘educated life’ and she tries to do this by getting a private tutor called Frank to teach her, but learning to lead an educated life proves to be not what she expected. Willy Russell introduces Frank and Rita in two very different ways. Frank is introduced as a well read university tutor who seems to like his drink; this is shown when Russell writes ’the walls are lined with books’ making him appear educated. But then writes: â€Å"pulls out a pile of books to reveal a bottle of whisky† which makes the audience question their first impression of him as a typical university teacher, is he an alchoholic? Does he drink too much? Is this important? Rita is introduced as an uneducated, loud, rude young woman. The first impression Russell gives the audience is Rita saying: â€Å"I’m comin’ in, aren’t I?† to someone she has never met before, which shows a lack of manners or simply a casual upbringing. He then shows her going to a chair and â€Å"dumping her bag†. By using the verb â€Å"dump† Russell immediately suggests that Rita is not a ladylike person, and this follows the impression that she is ill mannered. Russell presents the play as a two-hander so that the audience is focused on the clash between Frank and Rita and the entire play is focused on Frank and Rita’s point of view. The two very contrasting personalities seem t... ... or missing something in his life, and Rita also says ‘ I want to be free’ which means she feels trapped in her life and wants to escape and she wants to do this by getting educated. They both seem to change through the play almost into totally different people, Rita changes her name to susan as she thinks it sounds ‘proper’. The play has a certain humour about it as the two characters personalities and views are almost opposite, this creates chaos, as neither of them knows what the other is talking about which is amusing to the audience, and Rita is very loud and uses a lot of swearing and slang which is not what you would expect in a university. In conclusion, Russell uses the contrast of the two characters in Educating Rita to create humour and engage the audience, whilst facing issues and views that are still a problem and relevant to today in 2005.

Childhood Obesity in America Essay

Ahhh there is nothing better than waking up at noon to the smell of some freshly cooked bacon and a heaping pile of blueberry pancakes. Mom makes them fresh every weekend morning. Usually the bacon and pancakes don’t quite do the trick so the pantry is raided next. At the top of the pantry next to the family size bag of Doritos, which will most likely be consumed later in the night, lays the hardest decision that will have to be made all day long. Which one of these sugary cereals shall be devoured this morning and fill up the rest of this already overstuffed belly? Reese’s Puffs, Lucky Charms, Fruit Loops, Fruity Pebbles, Cocoa Puffs or the tasteless Raisin Bran that Mom and Dad prefer. You can definitely count out the Raisin Bran. Cocoa Puffs it is. After grabbing the largest bowl that could be found in the house, the Cocoa Puffs are smothered in chocolate syrup to make the already chocolate milk even more chocolaty and delicious. After every last puff goes down the hatch it is time to chug the extra chocolaty milk right from the bowl. Now that the belly is completely stuffed it is time for a nap. A nap is necessary after a long night of online gaming on the brand new Xbox 360 that mom bought last week. The other players don’t stand a chance after a week non-stop gaming with a few breaks here and there for the much needed meals and bathroom breaks. After the well- deserved napping session it is back to the big screen. Only this time it is not to play video games because the carpel tunnel is acting up in the left hand again. This time it is to watch the Diners, Drive-ins, and Dives marathon on the Food Network. You just can’t get enough of the food network. But all this talk about food is making the stomach rumble and it is time for lunch. Mom promised that she will take us to the McDonalds that is right down the street if the chores were done. Little brothers are great. After slipping him a whole two dollars, the chores are done in no time and a McDonald’s double quarter pounder with extra cheese is all that is on the brain. The clerk at the counter asked, â€Å"Would you like to Supersize that sir?† After thinking for a  second about the giant container of fries and the bucket of coke the answer was easy, â€Å"Yes, Ma’am!† But why stop there? It is March and all those commercials about the new Shamrock Shake make it nearly unbearable. After a delicious lunch the only thing on the mind on this beautiful Saturday afternoon is getting back to that big screen TV and playing the brand new Call of Duty game. While all the other kids are outside running around pretending to shoot each other, the real action is inside this intense videogame. After an exhausting night, it is time to go to bed with plans for tomorrows day on the mind. Obesity is one of the leading preventable causes of death in the Un ited States. The article, â€Å"Obesity in America: What’s Leading the Epidemic?† states that nearly one thousand people are killed each day from obesity. Obesity is measured by BMI or Body Mass Index. This measures how much body fat someone has based on their height and how much they weigh. The author, Harvard Men’s Health Watch states that a BMI of twenty five or more qualifies as overweight and a BMI of thirty or more qualifies as obese. About 63% of Americans are considered overweight and about 31% are considered to be obese (Harvard Men’s Health Watch 2012). These numbers are strikingly large. This article only focuses on the adults that are obese in the United States and doesn’t focus much on the children. The children are what America should really be focused on because some day they will make up majority of the population. The most obese child in the world is Jessica Guade who is seven years old and weighs four hundred and eighty two pounds. That is heavier than a majority of people in the entire world. Every single day she drinks ten thousand calories in Coca-Cola and consumes fifteen hamburgers. She can’t even walk and gets around by rolling. How can a parent do this to their child? Are they afraid to say no or do they just not care about their child’s health? This is what the American life is doing to children. These numbers will continue to go up and we will see more children like Jessica if nothing is done about this epidemic. American life is changing and people are adapting to new culture which is making them focus less on their weight and appearance. The main factors that contribute to the obesity outburst are the lack of exercise, watching way too much television, and eating too many foods that are high in calories and fat. With the changes in television and advertising on television, Americans crave things that they see on TV. When you are watching TV you will see countless fast food advertisements where they make the food look so delicious and look like it was prepared in a five star restaurant. This is just one of the many tricks that advertisers use in order to get people to buy their products. The sad part is that most of the time it works. Americans see all of these advertisements on TV and all they want to do is go out and buy it. These days children are watching so much television rather than playing outside. Young children are the main target for some advertisers like McDonalds and Burger King. In all of their commercials they show images of children eating their food and it makes children want to go and get it. Not only are there a lot of commercials about fast foods, but there are commercials about snacks and drinks as well. According to M. Mello in their article, â€Å"Federal Trade Commiss ion Regulation of Food Advertising to Children: Possibilities for a Reinvigorated Role†, a majority of the food and drink advertisements on television are advertising things that are unhealthy for the human body to consume (Mello 2010). The amount of these advertisements is ridiculous and according to this article the FDA has had to start cutting the airing of a lot of them. Not only are the advertisements on TV a problem, but the amount of television that children watch is an even bigger one. These days’ kids would rather stay inside and watch TV and play video games rather than going outside and playing sports like the past generations. The video games of this generation have made it possible for children to virtually play any sport that they want instead of going outside and physically breaking a sweat and playing them. Television has made Americans so much lazier than they used to be. People don’t get out of the house nearly as much as they used too. Instead of going out to the ballpark and watching baseball games, they just go out and buy big screen televisions and sit on their butts and watch them. Children look up to their parents and will adapt these kinds of habits from them. This is a huge reason why children are becoming so obese in America. The amount of television that kids watch and how many video games they play has a direct correlation to the lack of exercise in America these days. To children, a videogame or cartoon show is much more appealing than running around outside and exercising. Also, the developing culture of America as a whole has added to the lack of exercise in Americans.  Technology has simplified nearly every aspect of human life. Rather than walking everywhere like our ancestors did, everyone drives, or takes the bus, or does anything that keeps them from using up their energy and breaking a sweat. As the parents of children are doing this, their children adapt to that lifestyle and in turn they end up doing the same thing and start to live the way that their parents live. In the old days you would see people walking all over the streets, but now that there are automobiles the streets are just lined with traffic. As cities are bec oming more civilized and advanced, there are less and less places for people to work out, and for kids to run around and play outside. In the article, â€Å"Contributions of Built Environment to Childhood Obesity† by, T. Rahman, R.A. Cushing, and R.J. Jackson, it states that the neighborhood the child lives in has a huge impact on their health. For example, if there are bike paths and places to play outside and run around, the child will be more physically active, but if these things aren’t in place, then the child is more prone to stay inside and watch television and gain weight as a result of that (Cushing 2011). While watching television they don’t have to get up to do anything anymore. Remote controls have changed the world. You can change the channel on the television, turn on and off the lights, and answer the phone right from your chair without getting up to do anything. The only thing that people have to get up to do is go and get more food from the fridge. Less and less children are becoming involved in athletics and exercise. Going outside and running around is much less appealing to children then it used to be. Lack of exercise is a huge contributing factor to obesity and children and something needs to be done about it. Fast food is so easy, quick, and convenient. Most Americans live a lifestyle th at is always on the move and always busy. It is very easy for them to turn to fast food and grab a quick meal before they go to work. Not only is it fast and easy, but there are so many fast food restaurants in the United States. In 1970 McDonalds operated close to one thousand establishments; in 2002 nearly thirty-five thousand restaurants were being operated. An estimated two thousand new McDonalds are opened each year. That is the road that most Americans choose rather than trying to sit down and eat a home cooked meal. That goes along with the laziness of Americans. In this article from CBS news â€Å"Fast Food linked to Child Obesity†, it states that â€Å"Every day, nearly one-third of U.S. children  aged 4 to 19 eat fast food, which likely packs on about six extra pounds per child per year and increases the risk of obesity† (CBSNEWS 2010). Fast food is so much faster and easier than going to the grocery store and getting all the ingredients needed to cook a nice healthy meal for your family. Instead most parents resort to the greasy, salty, and fatty foods that fast food establishments have to offer. According to J.Hariss’s article â€Å"Television Viewing and Unhealthy Diet: Implications for Children and Media Interventions†, â€Å"Humans possess an innate preference for sweet, high-fat, and salty foods, and a reluctance to try unfamiliar foods† (Hariss 2011).Although some fast food restaurants offer substitutions like how McDonalds offers apples instead of French fries, most people do not choose these substitutions. People are more concerned about taste then health and to them, greasy salty foods taste better than apples. The only time that children would choose to eat the healthier choice is when their parents are with them. According to M. Stutts in their article, â€Å" Nutrition Information and Children’s Fast Food Menu Choices†, when children go into fast food restaurants alone, they will choose to eat whatever they want regardless of the fat content. When their parents went with them they influenced them to choose the healthier items on the menu (Stutts 2009). The problem with the items on the fast food menus is that they are full of calories. The recommended calorie intake for a thirteen year old child that weighs ninety pounds is about thirteen hundred calories each day. A McDonlad’s cheeseburger happy meal with a low fat milk as a drink has approximately seven hundred calories. That is half of the amount of calories that is needed in one day. On top of that most chi ldren these days aren’t exercising at all and all of those calories turn straight into fat. Fast food in general is so unhealthy for your body and if it was cut out completely, the number of obese children would be reduced dramatically. There are so many factors that play into why children are becoming so obese, but eating too many foods that are high in calories and fat is the number one reason why they are so obese. Most people in the world worry about the way they look when they look in the mirror. They will do anything to make themselves â€Å"look skinnier† and make themselves look more attractive. Nobody every worries about what is going on inside of their body. Most Americans do not realize that being overweight or obese can have some serious negative health effects  on the body. There are so many aspects of life that are affected by obesity. Your metabolism, health of your muscles, bones, organs, and other parts of your body can be greatly affected when you are at an unhealthy weight. In the article â€Å"Obesity in America: Large Portions, Large Proportions,† the author talks about some of the health risks that are involved with obesity. Some of the health risks are coronary artery disease, heart attacks, high blood pressure, strokes, diabetes, many forms of cancer, osteoarthritis, fatty liver, and depression (Large Portions, Large Proportions 2006). Obesity can ultimately lead to a shorter life span from the health risks. It is obvious from this article that there are some major health risks from obesity that can affect your body in a very negative way. It is important that people take care of their bodies so that they can live happy and healthy lifestyles. A huge part of the childhood obesity problem is that the children have no idea what they are doing to their bodies by not exercising and having unhealthy diets. The author of this paper had the opportunity to educate children on the proper nutrition and recommended hours of exercise daily through a service learning project that was completed with the help of a middle school from their hometown. Service learning is defined as â€Å"a method of teaching and learning that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities† (What is Service-Learning, 2008). The author was given the chance to strengthen the community and inform young children about the dangers of obesity. The author did so by creating an informative brochure that the principle of Rosa Parks Middle School Dr. Donna Redmond Jones enjoyed and agreed to hand out to students around the school. The brochures were also made available in the health room where students can just come in and pick one up. In completing the service learning project, the author was able to gain a lot of knowledge on obesity, more importantly the health risks and ways to prevent them. The author also gained the fulfillment that he had informed young students about these risks and was able to benefit the community. The service project was ultimately successful because the author was able to re-teach the knowledge that he had gained from research to the children that the research was about. The information that has been provided in this paper demonstrates how a lack of exercise, watching too much television, and eating too many foods high in calories and fat, has lead to the obesity epidemic that is in America today. The number of obese children in American is an absurd number. Children in America these days don’t worry about their image and their weight as much as they used to. All they are worried about is what TV show they are going to watch next, what video game they are going to play, and what type of fast food they are going to eat today. The idea of going outside and exercising never crosses their mind. If parents gave their children a little motivation to get involved in sports and exercising, the number of obese children in America would decrease substantially. Parents don’t motivate their kids because they are doing the same exact thing as them. Not only are there a lot of obese children in America, but there are an incredible amount of obese adu lts as well. Children are prone to learn from what their parents do and inherit the bad habits that they have. So therefor if a parent is eating fatty foods and sitting around watching TV all day, their children will do the same thing. There are so many health risks that can come from obesity that you would think people would be more worried about it. Do people not pay attention to the warnings and health risks? Do they not really care about the way they look and the negative effects that it can have on the body? The prevalence of technology in America has changed the world greatly. It has made things so much easier, but in turn it has made Americans so much lazier. Everything can be done from a seat on the couch without having to get up at all. Watching too much television, lack of exercise, and eating too many foods that are high in calories and fat are the three biggest factors that play into the amount of obese children these days, but there are a ton of factors that play into why Americans are so overweight. Something needs to be done about this epidemic before we see more serious side effects from obesity. References La Merrill, M., & Birnbaum, L. S. (2011). Childhood Obesity and Environmental Chemicals. Mount Sinai Journal Of Medicine, 78(1), 22-48. doi:10.1002/msj.20229 Anzman, S. L., Rollins, B. Y., & Birch, L. L. (2010). Parental influence on children’s early eating environments and obesity risk: implications for prevention. International Journal Of Obesity, 34(7), 1116-1124. doi:10.1038/ijo.2010.43 Harris, J. L., & Bargh, J. A. (2009). Television Viewing and Unhealthy Diet: Implications for Children and Media Interventions. Health Communication, 24(7), 660-673. doi:10.1080/10410230903242267 Rahman, T., Cushing, R. A., & Jackson, R. J. (2011). Contributions of Built Environment to Childhood Obesity. Mount Sinai Journal Of Medicine, 78(1), 49-57. doi:10.1002/msj.20235 Stutts, M., Zank, G. M., Smith, K. H., & Williams, S. A. (2011). Nutrition Information and Children’s Fast Food Menu Choices. Journal Of Consumer Affairs, 45(1), 52-86. doi:10.1111/j.1745-6606.2010.01192.x Mello, M. M. (2010). Federal Trade Commission Regulation of Food Advertising to Children: Possibilities for a Reinvigorated Role. Journal Of Health Politics, Policy & Law, 35(2), 227- 276. doi:10.1215/03616878-2009-051 Obesity in America: What’s driving the epidemic?. (2012). Harvard Men’s Health Watch, 16(7), 5-7. Anderson, S. E., & Whitaker, R. C. (2010). Household Routines and Obesity in US Preschool-Aged Children. Pediatrics, 125(3), 420-428. doi:10.1542/peds.2009-0417 Obesity in America: large portions, large proportions. (2006). Harvard Men’s Health Watch, 10(6), 1-5. Fast Food Linked to Child Obesity. (2009) The Associated Press. CBS News.

Divorce A Broken Marriage - 1876 Words

Divorce- A Broken Marriage Divorce, which is the termination and legal ending of a marriage of a couple, maybe of the opposite sex or of the same-sex, has been on a rise in America for the past thirty years. Almost every second person has a divorced member in its family today. America comes on the first place in terms of the number of divorces in the world. Divorce has been reported to be one of the major causes of suicide as well. Many factors lead to divorce in America, some of which are lying, for example- on online dating sites, getting divorced unnecessarily because they are unhappy and infidelity which is the action of being unfaithful to one’s spouse. According to Gies and Gies, in the ancient Roman Republic, a simple statement for divorce was sufficient for the dissolution of a marriage. Some local Church councils even had the equivalent of no-fault divorce, in which a couple was allowed to get divorced after swearing that ‘‘communal life has become impossible between us’†™ or that ‘‘there is no charity according to God’’ in the marriage (Coontz, 8). Through most of the history, reasons for divorce were really different from today, especially in complex societies. Divorce was considered as a male privileged act in society. In Rome, divorce was considered for the wealthy and elite class who were allowed to switch mates to acquire more advantageous in-laws. In that era, a male heir was preferred over a female heir. If the female was unable to give birth to a male heir,Show MoreRelatedEssay On Broken Family758 Words   |  4 Pages1.3. Broken Family/Marital Breakdown/Family Breakup: A Broken Family consists of a biological family that has separated for specific reasons that may result in single parent families, step families or blended families. 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Today more than half of all first marriages end in divorce and sixty percent of all second marriages end in divorce. These statistics bring the rise of questions concerned of the shocking numbers. What happens during that time that causes such destruction on the people and the relationship? This subject of marriageRead MoreMarriage Is A Bond Made993 Words   |  4 PagesMarriage is a bond made, between two people, that is meant to last until death. The idea of getting married, is a way of life that has been instilled in society’s brain, as a milestone for a fulfilling life. Children grow up watching movies and reading books about young love and happily ever after, while teenagers are in search for a â€Å"#goals† relationship. Starting at a young age and continuing on throughout adulthood; crushes, relationships, and marriage are a popular topics of discussion. 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The Department Of Homeland Security Essay - 1314 Words

Introduction The People of United States of America want nothing more than making sure that this country is safe and protected. When homeland security is mentioned, majority of the people think of terrorist threats. The Department of Homeland security does more than preventing terrorist attacks. The Department of Homeland Security (DHS) is responsible for ensuring the safety and security of the United States from both man-made and natural disasters. Created in the aftermath of the Sept. 11 terrorist attacks, DHS has largely focused on federal preparations to deal with terrorism while managing other duties related to border security, customs and emergency management, among others (All Gov, 2015). No human life wants to deal with events such as; earthquakes, forest fires (West Coast), hurricanes, tornadoes, and terrorist like 9/11. To avoid these kinds of events is inevitable but, with the risk equation such as: R=f(C,V, T). These types of disasters can be contained and reduced by damages. Homeland security partners must provide and receive information and assessments on current and emerging risks in time to carry out their risk management responsibilities, while enjoying access to the data, tools, and expertise to make informed risk management decisions (Department of Homeland Security, 2010). Risk management plays a huge role all across America and is considered to be very important. Risk Management Risk Management Fundamentals is intended to help homeland security leaders,Show MoreRelatedThe Department Of Homeland Security : The Department Of Homeland Security755 Words   |  4 PagesThe Department of Homeland Security (DHS) currently has a limited ability to persistently monitor, detect, and track, non-emitting vessels that operate in Customs Waters, which spans from the shore line out to 12 nautical miles. 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Reflection Project Reflection Paper - 1549 Words

When faced with a challenge, typically I believe there is no mountain that cannot be faced with the power of Christ and a touch of determination. This project was so different. I went into this so motivated and found many struggles along the way. The comfortability of explaining to others around me did not phase me, and I looked forward to a new experience, to a point. I also felt overwhelmed, annoyed and more negative towards the project than motivation, but I knew it would soon be over. I relied on the Bible for scripture and found, â€Å"So we don’t look at the troubles we can see now; rather we fix our gaze on things that cannot be seen. For the things we see now will soon be gone, but the things we cannot see will last forever† (2†¦show more content†¦I spent money with the goal in mind to make it through the day, and found myself justifying certain purchases, like Ramen soup because a whole box could last days. I spent wisely as I consider myself already doing, but to a deeper extent. I chose things that would keep me full instead of things I wanted for pleasure and found that eating healthy was never an option when cutting costs. When I outlined what I was doing to those around me, my family was supportive, friends were mixed in reactions by way of surprise, confusion and one even said she was going to limit her husband to $4.00 a day to see if he could survive. One friend told me she was impressed with my level of commitment, probably because of my lack of showering, it might have been her nice way of putting the fact that I smelled. I felt proud to be committed in front of others but ashamed, and fatigued behind closed doors. I feel exhausted and sometimes find myself in my true life tired of putting up a fake face to those around me. People that I came in contact with did not seem to treat me any differently but I suppose that is due to the fact that I know how to hide struggle well. 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The Concept of Learning Autonomy Free Essays

string(59) " accessible platform for this kind of autonomous learning\." Abstract An exploration of the theoretical aspect of learning or learner autonomy must include a fundamental examination of the underlying theoretical aspects of autonomy generally. This will be evaluated in light of the expected outcomes of teaching and the particular advantages of this strategy towards teaching. Through this examination, it will be analyzed concluding that with proper guidance and the provision of a strong framework in which to learn, the internal and external aspects of learning autonomy can be achieved. We will write a custom essay sample on The Concept of Learning Autonomy or any similar topic only for you Order Now Despite there being a large emphasis or reliance on the students to be responsible for their own autonomy, it is shown that this still can be achieved in the absence of conscious learner involvement with the process through carefully selected teaching approaches and methods. Introduction The idea of autonomy in teaching language is an import from other non-linguistic disciplines such as psychology and education, and is not a traditional theory of teaching (Benson, 2009). It represents a shift away from traditional teaching and learning methods and in a way is more focused on learner output and the value of skills over knowledge. The concept of autonomy is inextricably linked to other advances in the learning environment such as technology and a new move towards adult education and training. It is important to distinguish between learner autonomy in a second language learning environment and autonomy in a native language learning environment. The development of learner autonomy in this sense does not include native language speakers that are autonomous in the sense that they have a solid foundation for the language making it easier to develop their skills, because they know how to do this. It is also important to note that this development will be examined in the cont ext of institutions and not in terms of ‘self-help’ methods. There is a strong interdependence between learners and teachers for the development of learning autonomy, as to this end institutional context is highly relevant as there is a mutual co-operation necessary for the success of these learning strategies. The role of the teacher in learner autonomy is absolutely vital as they represent a motivating factor, making the learner willing to assume more responsibility for their studies, however simultaneous providing them with the capacity to do so. The central thesis of this paper will examine the concept of learning autonomy and the role that both educators and learners play in this development. Furthermore, the potential advantages and pitfalls will be considered in relation to these with recommendations as to the development and implementation of these strategies in a learning environment. It is important to bear in mind the goals or expected educational outcomes in this evaluative process as it is necessary to understand what one is trying to achieve before determining the most effective ways of doing so. The Concept of Learning Autonomy The concept of learner autonomy is interrelated to the concepts of personal autonomies and freedoms (Lamb, 2008). The concept of personal autonomy is a general idea that one should have freedom to direct the course of one’s own life. This has internal and external aspects which require a certain freedom from constraint. The internal aspect requires the development of certain psychological characteristics to allow the flow of autonomy, whilst the external refers to the provision of an environment that allows a meaningful opportunity for autonomy. Lamb considers this idea of personal autonomy to be the fundamental basis on which learner autonomy exists (2008; 18). There are two different perspectives on autonomy in teaching, namely the teachers perspective and the learners perspective. The teacher’s perspective embodies the idea of a situational freedom in the learning environment. One could argue that this is the external aspect of personal autonomy, in other words being given the freedom to direct one’s own learning. The learner perspective on the other hand is more focused on the capacity of learners of direct their learning. Therefore, learner autonomy encompasses both empowering learners through knowledge to be able to give them the independence to further their own language skills and allowing them to do so by providing the correct institutional support and guidance. This is the philosophical basis for learner autonomy and through understanding this aims of learner autonomy, one can evaluate it in a broader context based on educational outcome goals. Learner autonomy seems to lack a specific and uniform definition however has been variously described as being processes which the learner determines through which they acquire knowledge and skills of value (Chene, 1983) or a psychological process whereby learners are able to direct their own studies in a meaningful way (Ponton, 1999). It is clear that there is a general vibe about what constitutes learner autonomy, despite the lack of uniform definition. This encompasses quite clearly the ideas of personal autonomies and freedoms described above. The psychological aspect of learner autonomy seems to be a very relevant consideration as it is emphasized in various literature sources (Macaskill Taylor, 2010). This psychological aspect of â€Å"autonomous learning involves the application of personal initiative in engaging with learning and finding resources and opportunities for learning, persistence in learning and resourcefulness† (2010; 351). This psychological aspect is ess ential and sufficient to explain self-direct or autonomous learning (Long, 1998). Macaskill Taylor point out that the majority of literature on the subject has been examining the teacher’s perspective, i.e. the process by which one can provide an autonomous learning environment, rather than the type of learner or learner characteristics required for learner autonomy to be successful (2008; 352). It is clear therefore that the teacher and learner perspective divide is a relevant consideration in the success of any autonomous learning and the presence of both perspectives is necessary for this success. It is also necessary for there to be a healthy balance between both and not let these freedoms be entirely unrestrained, as this will also undermine teaching objectives. The importance of technological advance must also be emphasized as it provides an accessible platform for this kind of autonomous learning. You read "The Concept of Learning Autonomy" in category "Essay examples " Importantly it provides a usual supply of authentic materials for teaching purposes which has proven benefits relating to learner autonomy and motivation. However, one can also see the disadvantage of this unrestricted access to information as it may confuse learners more than it helps therefore inhibiting autonomy. One can see through this example that there is a strong interdependence between learner and teacher perspectives, this internal and external factoring, in the development of successful learner autonomy. Some authors attribute the successful growth of learner autonomy as a dominant ideology in language teaching to technology innovation generally (Reinders White, 2011). â€Å"Opportunities for interaction, situated learning, and support for learning outside formal contexts, have greatly improved because of technology† (2011; 1). The Significance of Framework Providing a useful and relevant framework provides the essential tools for learning autonomy development. Without this framework students are likely to become confused because they lack experiences to build upon. Providing this strong framework, particularly at the very beginning of the learning process is absolutely vital. Lamb et al suggest that this framework must support raising awareness of the nature of language, culture and language learning, reflection based learning, learning initiatives and exploration of the target language, relevant choices of learning activities and learning to learn activities (2008; 37). In order to so, it is clear that the stated objective of such institutional learning needs to in some way reflect a move towards learning autonomy, as these are not natural by-products of traditional learning strategies. Providing this framework also has bearing on the skills that a student will acquire such as those allowing them to relate the knowledge that they have to new knowledge given to them, in other words providing them with transferable language skills. The importance of the role of the educator in providing this framework is self-explanatory. If one uses the example of readily available authentic teaching materials, one can see the importance of providing useful guidance in this manner, allowing students to distinguish between sources that are helpful to learning and those that are not. This has a strong relevance for the cultural engagement with the language and in providing this framework students will be able to identify the various elements of the language. This is a useful example of the importance of framework in autonomy development. Favouring Learner Autonomy in Language Studies There are three general arguments in favour of learner autonomy in language studies. The first generally relates to the efficiency and efficacy of learners through a reflective learning process. In facilitating a reflective environment, learners are more likely to be engaged with their learning in a way that is more suited to their needs. Therefore, with regards to adult education if business involvement is the key aim of the learning, the students will be more likely to focus on aspects of language learning that suit their needs. Therefore in some aspects, the process of learner autonomy allows a student to receive a more focused education than that which they would receive through traditional learning methods. This again emphasizes the importance of providing a solid framework for the students to learn within, as material and source selection is highly relevant and equipping a student with the tools to correctly select materials based on their learning expectation becomes highly im portant. The importance of reflection as a tool in autonomous learning goes without saying and has been emphasized as an important aspect of learning autonomy since inception (Holec, 1981). This idea is linked to the evolution of the need for a more autonomous learning method. With the development over the years of language learning programmes for adult learners, there is a simultaneous need to make these courses flexible as often the learners are employed full time and cannot dedicate as much time to their learning as traditionally students would have been able to (Nowlan, 2008). One could argue therefore that the evolution of and move towards more autonomous learning methods has been born out of need. The second advantage of a learning autonomy approach is that by definition it solves the problem of learner motivation. Motivation in learning is a key aspect and there will be no success in any form of learning without a proactive engagement by the student in the material they are trying to learn. Because of the reflective skills and attitudinal resources that a learner develops through autonomous learning objectives, whilst there may be times when a learner is not feeling positive about their learning, they can use these skills to overcome motivational lapses (Little, 2004). One can again use the example of authentic material use to demonstrate the accuracy of this advantage, as it has been well documented that the use of these materials improves learner motivation (Hastings Murphy, 2002). It has been documented further that often in a teaching environment a learner is not focused on the information that is being presented to them (Nunan, 2000). The upshot of learning autonomy the refore is that it presents the learner with the opportunity to form their own learning patterns, therefore increasing motivation levels as they are not dependant entirely on the information which they received in a traditional classroom setting. Whilst the first two advantages are applicable to learner autonomy in general, the third advantage relates specifically to the use of this strategy in a language learning environment. This advantage relates to the possibility for effective communication over and above that which one would learn through traditional teaching methods. â€Å"Effective communication depends on a complex of procedural skills that develop only through use; and if language learning depends crucially on language use, learners who enjoy a high degree of social autonomy in their learning environment should find it easier than otherwise to master the full range of discourse roles on which effective spontaneous communication depends† (Little, 2004). This advantage is strongly related to the idea of reflective learning being central to tailoring language learning to the specific needs of the student. That is to say that they are equipped with skills allowing them to effectively communicate in the way that t hey will need to in practice, making learning autonomy in a lot of ways more important that the knowledge base which they may gain. Challenges of Learner Development The biggest challenge of learner autonomy is that it is entirely dependent on an attitude towards learning from the perspective of the student. In his study on language learning students in Japan, Nunan (2000) identified the characteristics of a successful learner as a diversity of skills, passion and enjoyment for a particular field, a focused and active approach to learning, and finally, pursuit of learning and success despite high probability of failure and public disapproval. However, despite this the vast majority of students do not possess the motivation nor ambition to become autonomous learners (Chan et al, 2002). How then does one instill this idea of autonomous learning in learners that are not naturally predisposed to the skill setLittle argues that this involves the learning of self-awareness and that learners need to become aware of the various techniques available to them for learning coupled with the ability to assess the success of these techniques (Little 1994). There is some disagreement on the best method of promoting learner autonomy, however a central thesis of this idea is to provide an environment whereby learners can be more autonomous, making learners more autonomous (Little, 1994). Although this seems like a fairly circular argument, there is some truth in the idea that in order to teach learners responsibility, one needs to give them more responsibility. This is based on the connection between social interactive dimensions of the learning process and cognitive dimensions, i.e. giving autonomy will teach autonomy. Dam (1995) suggests the gradual inclusion of techniques into language teaching in order to promote this. Examples of these include a continuous assessment model in the classroom by both learners and peers therefore including an element of self-assessment, a certain level of useful learning techniques and the use of the target language in learning from the beginning, rather than gradual inclusion. These learning techniques include keeping a log or journal of one’s learning activities. This in itself is highly relevant to the development of reflective skills that are required by autonomous learners. These kinds of learning techniques are useful for the capturing of the content of learning, the support of development of speaking and provide a useful focus for assessment. One could argue that the aim or goal of learning autonomy is outcome based and therefore the creation of an autonomous learner is only necessary in so far as the achievement of these broad educational goals. This autonomy may also be effected by allowing students control of their study plans (Stephenson, 1998). By doing so in a focused environment, the teachers are in effect forcing students to reflect and share their reflections with others, as well as meeting their needs for their own personal development. It is imperative in developing autonomy in students that there be a strong presence of educator guidance, as Stephenson (19 98) points out that often in autonomous learning environments, students feel more at risk of possible failure due to psychological factors of self-reliance. This relates back to the importance of providing a framework for the autonomous learning environment and this ‘transition crisis’ (Bilorusky Butler, 1975) can be easily managed, if not altogether avoided through the correct monitoring of these learning techniques. Support from various stakeholders in the institutions can take many various forms such as the educators themselves, tutors, peer-review mechanism and assignment feedback. It is clear from examination of these structures that much of current adult education takes an approach of autonomy creation. Recommendations Conclusion The success of learner autonomy in various learning environments is well documented and there is a plethora of literature in support of its use (Dam, 1996). It is clear therefore that this is a preferred teaching and learning technique in education generally. In particular relation to language teaching of English as a second language to adult learners, it is highly recommended that learner autonomy be used as a strategy for teaching as the advantages of this strategy are aligned with the expected educational competency outcomes. However, its use is not without significant warning to educators. Firstly, there is much documented on the idea of loss of control by educators (Little, 1991). Autonomy does not in any way shift responsibility from the educator to the learner, the importance of the control by the educator goes without saying and if total control was relinquished, there would be a series of very unfortunate consequences. The foundation of learning autonomy is based on guidance from the educators in the system providing the necessary environment to learn these internal capabilities to produce an autonomous learner. Teachers play a fundamental role in both the facilitation of a conducive learning environment for student growth, as well as teaching students to work within this environment therefore providing the internal aspect of autonomy, being capacity. This ranges from the provision of suitable materials, teaching material selection, appropriate language and culture engagement and the provision of suitable learning techniques. One can see that there is a global trend towards the incorporation of learning autonomy generally in language studies through the Council of Europe’s European Language Portfolio introducing principles and guidelines that incorporates autonomous language teaching methods. It seems that the central thread of the success of these guidelines is the reliance on self-assessment and reflection. The particular tools that a teacher may use are often varied, however with the goals of competence in English language in mind, one can see that with proper facilitation autonomy skills can be learnt to the extent that they achieve the educational outcomes specified. At the end of the day, learners can generally not educate themselves without supervision by educators and in realizing this one can understand the balance between learner autonomy on one hand and teacher intervention on the other. These two concept are necessary in all learning, however with different approaches taken the effectiv eness of the approach will be shown. Through careful planning and cooperation between learners and educators, autonomy can be taught to effectively achieve educational outcomes. Bibliography Ann Macaskill Elissa Taylor (2010), ‘The development of a brief measure of learner autonomy in university students’, Studies in Higher Education, 35:3, 351-359 Ashley Hastings and Brenda Murphy, 2002. Thoughts on the Use of Authentic Materials [ejournals] Available at http://www.focalskills.info/articles/authentic.html [Accessed 17 May 2012] Benson, P., ’Making Sense of Autonomy in Language Learning’ in Pemberton, R., Toogood, S. Barfield, A. (eds) (2009) Maintaining Control: Autonomy and Language Learning . Hong Kong: Hong Kong University Press Bilorusky Butler, ‘Beyond contract learning to improvisational learning’, in NR Berts (ed), (1975) Individualizing Education Through Contract Learning, Alabama: University of Alabama. Chan, V., Spratt, M., and Humphreys, G., (2002). ‘Autonomous Language Learning: Hong Kong Tertiary Students: Attitudes and Behaviours’ Journal of Evaluation and Research in Education, 16(1) Chene, A., 1983. ‘The concept of autonomy in adult education: A philosophical discussion.’ Adult Education Quarterly, 34( 1), pp38–47 Dam, L. (1995). Learner Autonomy 3: From Theory to Classroom Practice. Dublin: Authentik Dam, L. and L. Legenhausen ‘The acquisition of vocabulary in an autonomous learning environment – the first months of beginning English.’ In R. Pemberton et al. (eds) (1996). Taking Control: Autonomy in Language Learning,Hong Kong: Hong Kong University Press. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Lamb, T. Reinders, H. (eds.) (2008) Learner and Teacher Autonomy: Concept, Realities and Responses. Amsterdam: John Bejamins Publishing Company. Little, D., (2004), ‘Learner autonomy and second/foreign language learning’ Subject Centre for Languages, Linguistics and Area Studies Guide to Good Practice Little, D. (1991). Learner Autonomy 1: definitions, issues and problems. Dublin: Authentik Little, D., ‘Autonomy in Learning Language: Some theoretical and practical considerations’ in Ann Swarbrick (ed), (1994) Teaching Modern Languages New York: Routledge Long, H.B. ‘Theoretical and practical implications of selected paradigms of self-directed learning.’ In H.B. Long Associates (ed) (1998), Developing paradigms for self-directed learning, Norman, OK: Public Managers Centre, College of Education, University of Oklahoma. Nowlan, A., (2008),’ Motivation and Learner Autonomy: Activities to Encourage Independent Study’ The Internet TESL Journal, Vol. XIV(10) Nunan, D., (2000). ‘Autonomy in Language Learning’ [online] [cited 25 May 2012] Accessed on http://www.nunan.info/presentations/autonomy_lang_learn.pdf Ponton, M.K. 1999, ‘The measurement of an adult’s intention to exhibit personal initiative in autonomous learning’ (Doctoral dissertation), George Washington University. Dissertation Abstracts International, 60: 3933. Stephenson, J ‘Supporting Student Autonomy in Learning’ in Stephenson, J. Yorke, M. (Eds), 1998. Capability Quality in Higher Education, Kogan Page How to cite The Concept of Learning Autonomy, Essay examples

Our Town Essay Paper Example For Students

Our Town Essay Paper In the play Our Town, by Thornton Wilder, a character by the name of Simon Stimson makes a very insightful statement about people and their lives. Simon is dead and buried, as well as several of the plays other characters, when a newly-dead young woman named Emily joins their ranks and begins to realize the triviality and ignorance of her existence, as well as that of every living person. The dead are discussing this insignificance and unawareness of the living when Simon comments with disgust on how much living persons waste their life, asserting, To spend and waste time as though you had a million years. In this statement, Simon is referring to the degree of which people take their lives for granted. People are often so busy and so consumed by relatively minor matters that they never stopped to realize how truly special everything is. They go about their days following strict schedules and routines, always rushing about to meet their many obligations, and never take the time to sim ply cherish even the small things. Most people wake-up in the morning, rush about to leave for school or their jobs, work or learn all day, only to come home and have yet more obligations to take care of, never once taking time out to stop and enjoy things for themselves. Simon is referring to the daily routines and events the consume peoples lives as a waste of time, for they do not realize how genuinely short their lives are. Simon is upset with people for never taking time to admire the beauty that surrounds their lives, never cherishing the time they have with others, and even being ignorant of lifes small pleasures, such as fresh clothes and hot baths. People live their lives working towards something they think will always be attainable, setting their eyes on the future, living for the future, rushing for the future, and ignoring the present. With Our Town, Thornton Wilder is attempting to show us these faults and trying to persuade us to live in and for the present and to che rish every day that we live and breathe. With the people of Grovers Corners representing this daily ignorance and triviality, the lives of the people who surround me are no exception. Take, for instance, my father, who on most days awakes early to leave for his job, works all day and comes home only to drive my siblings and I around, run errands, go to his side jobs, or fix the house, help us with our homework, stay on top of both our social lives, our moral growth, and our educational careers. Some nights my father will sit down and watch some television for maybe an hour or two, while most he simply doing everything but something for himself. On rare occasion is my father allowed to stop and enjoy life, and savor the moment. Honestly, I would really like to know when the last time was that my father found time to simply admire his and my mothers garden without actually having to tend it. And yet another example is my mother, who does not even have to worry about her job most of the time, for she works once to twice a week , and yet I am sure she has never stopped to admire the earth and its beauty or cherished a time she has spent with her children, except if we are on vacation or at Christmas time. Throughout her days, my mother spends her time worrying about the aesthetics of our house, the worlds current events, her social life, as well as just about every other persons, and our familys day-to-day situations. Most of the time I come home from school, I get not a hello from my mother but an immediate question like, Why isnt your room clean? or a reminder that the lawn needs to be cut. My mother rushes about her days and never stops to admire anything or cherish the little time on earth that she may have with the people around her. It is this preoccupation with unimportant and trivial day-to-day matters that Thornton Wilder is highlighting and condemning in Our Town. He is attempting to display, with Simons comment, the apparent frivolity of people when dealing with the time they have each day. Peop le are ignorant of the preciousness of their time, and tend to spend it on things that do not matter. People also tend to live in and for the future. Wilder is also condemning this and attempting to persuade us to live in and for the present, for we do no know when our precious time will expire.