Theories of visual culture and social semiotics Assignment

Theories of visual culture and social semiotics - Assignment Example Infusing the visual culture studies especially in art education involves embracing the postmodern conceptions and posing a challenge to the modern ideals. Also, it involves the instructions whereby there is knowledge sharing among all the learners. The images are critically examined with intelligent and understanding actions as the aim rather than artistic appreciation. One of the main aims of art facilitators is to involve students in learning activities, both through and in art. Nevertheless, most of the facilitators do argue that visual culture art education offer a successful means of engagement. Although the lessons may originate from the visual culture theory, they may result in the lessons which may go back to modern concepts and ideas as well as principles of formal design. However, one of the key shortcomings of the programs is caused by the counterfeit logic that may result from the use of the formalistic theories so as to discuss and understand very well the concept of vis ual culture and postmodernism(Pincus, 2011). The visual culture theory usually requires that the artwork should be put into consideration in relation to the social context and the social context. Cultural studies The theory of visual culture is critically indebted to some form of cultural studies. In essence, the idea of cultural studies is a very complicated and interdisciplinary field. It was first discussed in England in early 1960s, but currently it is a global field of study. It is mainly concerned with giving significance to cultural practices in terms of people’s experiences as well as the structural dynamics of modernize society. According to Harrison, (2003), he argues that the theory bases on the belief that the society should be structured and that the signifying practices should be seen as a means of maintaining and establishing power. However, people can interpret for themselves. The latest studies on visual culture, which emerged in the mid 1990s, are much diver sified and it advocates most on the critical edge of the cultural studies. A visual culture study, as a field, encompasses two main principle concerns. These are the visible objects and our perception on them; normally called the ‘seen and the seer’. With this respect, visual culture studies have no significant difference from other philosophical studies. This is because its concerns aim at giving a clear description of the objects under study and their natural aesthetic gaze. However, the main difference is the fact that visual culture studies put into consideration a lot of artifacts and several ways of appearance as opposed to philosophical aesthetics. The studies of visual culture address the inner meaning of the images in photography, advertising and painting. Visual culture refers to those cultural aspects which are manifested in visible form i.e. paintings, photographs, prints, video and scene images. They mainly focus on images themselves so that they can bring out the cultural link attach to them (Herrmann, 2005). At some instance, it is very difficult to distinguish regalia from images. This is because some images appear real since they give an expression and representation of constituted reality (Pincus, 2011). The approach of visual culture from the visual culture studies begin and end with the contemporary cultural sites.

Polyvinylchloride (PVC) Essay Example | Topics and Well Written Essays - 250 words

Polyvinylchloride (PVC) - Essay Example PVC is highly unstable and therefore it requires stabilization which can be done in several ways. One of the common ways is prevention of dehydrochlorination. This process involves the addition of other compounds like metal oxides in order to stop or slow dehydroclorination. Most of the commercially available PVC is understood to be anamorphous glass like polymer that has crystalline structure. These crystallites are made up of few monomers that are arranged syndiotactically. As such, the appearance appears to be flowing grains that has primary aggregates embedded in them. It is often claimed that there are sub-primary particles embedded in the flowing grains but this has remained controversial. The PVC’s phase structure combines with several compounds such as chlorinated polyethylene (CPE), ethylene-vinylacetate copolymer (EVA) and acrylo-nitrile-butadiene rubber (NBR). This phase is predicated upon compatibility as well as process temperature and blending during mechanical blending. An increase of the temperature during mechanical processing of PVC to levels higher than the critical levels recommended for first degree particle fusion leads to shift. The shift leads to an inversion whereby there is a higher rubber content with 30% being non

Article on a Person I Admire Essay Example for Free

Article on a Person I Admire Essay Depressed bulimic is a role model However inadequate to being a role model a depressed person struggling with bulimia might seem, our history holds an unquestionably notable one. Married to The Prince of Wales, Diana Frances became the first high-profile celebrity to be photographed touching an HIV-infected child and at once the most loved Princess of all times. Her life and activities had a significant impact on changing people’s attitudes and making the world a better place, for which I admire her greatly. The first Englishwomen married into the Royal Family had it not downhill, but no sooner had she been allowed to speak for herself irrespective of the Palace opinions than she became immersed in numerous charitable causes including getting involved in the AIDS research, which was strongly disapproved of by the Royals. Despite all criticism Lady Di continued throughout her marriage to patronise over one hundred nonprofit organisations. Increasing public awareness of the land mines issue and its dreadful consequences is also an achievement we should ascribe to The Princess of Wales. Doing all the charity stuff is, one may say, one thing and changing people’s lives is another, but still we have to give credit where credit is due, and the „Queen of Hearts† sure deserves one. Having problems as serious and discomforting to talk about as the rest of the nation (loveless marriage, bulimia, depression) and openly talking about them brought her closer to people than any other prominent figure has ever been. Her strength and confidence while overcoming seemingly insurmountable obstacles inspired others and encouraged them to make the best of a bad job. Although it has been over a decade since her death, Princess Diana is still looked up to and thought of as a women who was at once a royal personage and a compassionate friend. She would use all the media attention she was being given due to her position, status and fame to help those in need, especially the victims of diseases, poverty and social intolerance. (337)

Robert Brownings Poetry | Analysis

Robert Brownings Poetry | Analysis Compare the examination of abnormal psychology in Robert Brownings poetry, and in Iain Banks novel, The Wasp Factory. Make illuminating connections with the work of Edgar Allan Poe.   The abnormal mental state of the narrators in both Brownings poetry and in Banks novel, The Wasp Factory, is intrinsic in achieving the gothic style. Whilst the protagonists insanity is more implicit in Brownings poetry, the narrators, nevertheless, display similar characteristics of psychosis and delusion. Indeed, this madness disconnects the characters from the rest of society, and this element of monstrosity is vital in creating the intrigue and terror that ensues. Inclusion of such monstrous figures destabilises the natural order: it challenges the fixed social structures and ideology, and becomes inconsistent with what the majority considers both acceptable and intelligible. Yet, whilst on the surface gothic works may appear to reinforce these seemingly grotesque characteristics, in many respects, through exposing the unnatural, they deconstruct the illogical, and thereby attempt to create a set of social norms. The first chapter of The Wasp Factory, The Sacrifice Poles, serves as a warning to the reader that they are entering into the domain of Franks psyche. The unconventional behaviour she displays is evident through her intentional replacement of common nouns with proper nouns: for instance, the capitalisation of words such as Factory and Poles. Essentially this represents the objects which Frank views as significant in the private world that she has constructed for herself. Franks tendency to fantasise is further demonstrated through the naming of her catapult- The Black Destroyer. In fact, Frank goes beyond symbolism- for instance she assigns the house with humanistic attributes through personification: powerful body buried in the rock. Of course, this description may well be representative of the dark life she lives, in regards to both her social isolation and the sinister lifestyle that she leads. The conflicting behaviour that Frank exhibits, that is her seemingly child-like behavio ur and her meticulosity with rituals, underlines her highly unusual mental state. The initial lines of Porphyrias Lover similarly imply the protagonists unusual frame of mind. The use of pathetic fallacy and personification, for instance, the sullen wind is not only effective in creating a cold and melancholy atmosphere, but may be representative of the narrators mind; consequently, there is a strong sense of foreboding. The abnormal psychology of the narrator is further exemplified through the description of how the wind did its worst to vex the lake. Likewise, the wind is awake and tears down the elm-tops for spite. Thus, the wind is perhaps an emblem of the narrators destructive capacity: it could be argued that the lake is representative of Porphyria, and the wind is representative of the narrators anger towards Porphyria. In this sense, the narrators anger is possibly a consequence of his inability to possess the femininity that Porphyria exudes. The Laboratory also reveals a narrator that exhibits an unstable mental state. The anapaestic meter of the poem po ssibly reflects her enthusiasm and engagement in producing the poison. Additionally, the tricolon Grind away, moisten and mash up thy paste is representative of her increasing exhilaration as the poison approaches completion, whilst active verbs such as grind and pound convey violent connotations, which present us with an ambience of foreboding. The exquisite blue and the gold oozings of the poison, however, are possibly an allusion to the opulence of the French court. There is a stark contrast between the murky laboratory, which is arguably representative of the decadent aristocrats, and the affluence of the court; this is perhaps symbolic of the widespread corruption that encompassed the French aristocracy. During the emergence of the gothic literary movement, history was characterised by widespread political unrest often resulting in revolution. Subsequently, the genre became very popular with writers as it enabled them to express sympathy and moral concern over such movements. I n The Fall of the House of Usher, Poes imagery describing the attrition of the house is perhaps an attempt to symbolise the narrators degenerating mental state. Also, the Haunted Palace that is occupied by evil things (that) assailed the monarchs high estate is possibly an allusion to how his mind is being possessed by the malevolent forces that ostensibly surround the house. In The Wasp Factory, Franks father also displays an abnormal state of mind, which is demonstrated through his efforts to exert constant authority over his daughter. Mr Cauldhame has ultimately left Frank excluded from society through his decision to conceal his identity and home educate him. More sinisterly, however, Angus, through experimentation, has essentially created a contemporary Frankenstein. Fundamentally, Angus has suppressed Franks innate feminine characteristics through experimental hormone therapy and has indoctrinated her with misogynistic views. This enables Mr Cauldhame to think that he is in control of what he views as the correct father- son relationship. Of course, normality has no association with Franks life: the child-like mentality that she exhibits through her fantasy, perhaps signifies that, in reality, Frank is scared of the real world in a multitude of ways. Alternatively, this fantasy world may keep Frank at least partially sane: Eric shows the stark conse quences that may result from the real world. Moreover, their use of imperial measurements is not only indicative of Mr Cauldhames compulsive disorder, but accentuates the concept that the island does not progress with time. In this respect, the Cauldhame family is a microcosm of the demise of the empire and the island is a last remnant of it. Accordingly, it can be argued that it was the demise of Angus position as a patriarch that has ultimately brought about his decision to devise an all male enclave. Angus obsession with control, therefore, stems from his fear of being replaced as the monarch of the empire because of the emergence of the new feminist movement. Thus, Angus Cauldhames behaviour is synonymous to the description found in Jerrold Hodges gothic textbook: Angus has created a patriarchal enclosure designed to contain and even bury a potentially unruly female principle'. The way in which Banks presents the reader with a typical boys story whose protagonist is, in truth, a girl is perhaps a critique of the way in which society devises fixed binary gender stereotypes, and thus is an attempt to undermine these traditional gender expectations. Frank, however, conforms to the typical gothic female character, who is suppressed by a domineering male; the irony is that Frank is both the subjugated female and the tyrannical male. A similar desire for control is displayed by the narrator in Brownings My last Duchess. This element of control, that the narrator wishes to possess over his wife, is exemplified through the poems iambic pentameter. With twenty-eight rhyming couplets, the very tight structure of the poem is possibly representative of the level of authority and control that he expects to exert over his wife. The curtain that he has drawn over his late wifes picture is again perhaps symbolic of the level of authority that he desires to exercise over his female partners. Indeed, he gave commands; Then all smiles stopped together. The underlying sense of threat signifies his expectations of how his wife should behave. Ironically, however, the Duke can only, when his wife is dead, counteract what he perceives as her earnest glance. Fundamentally, his wife has been objectified from subject to object; she is simply one of his possessions. Similarly, the narrator in Porphyrias Lover demonstrates a notion of control. The sibilance in the sentence, she shut the cold out stresses how she is able to alleviate the narrators mental anguish. However, it also stresses the narrators dependency on Porphyria and this concept is reiterated through the way she was mine, mine. The use of repetition thus highlights the possessive nature of the protagonist. Certainly, it is possible that the narrator is resentful of both her social superiority and of her more commanding presence. In the nineteenth century, society was characterised by patriarchal codes, which women had to adhere to; men typically exerted absolute control over their female partners. Thus, Porphrias gay social life may also be a source of the protagonists bitterness and the only way to free himself of such powerlessness is to kill her. Browning may be attempting to indicate a reversal of gender roles; the male is the weak character through his inability to keep control of himself- let alone Porphyria. In this sense, the protagonists obs ession with maintaining control is similar to that displayed by Mr Cauldhame in The Wasp Factory. Franks aggressive behaviour also illuminates her abnormal psychology. In many ways, the buck, which Frank encounters, is symbolic of all the things that she wishes to possess: that is, ironically, an alpha-male persona. This concept of masculinity is maintained through the way that Frank hissed. This animalistic imagery, once again, highlights Franks aggressive and territorial nature, which reveals her very apparent abnormal mindset. In essence, though, this encounter is an externalisation of Franks internal battle. This externalisation of an internal conflict is perhaps representative of Franks struggle with her dual gender identity. Additionally, this attack of revenge on the buck reinforces that Frank has the capability to kill and in fact clarifies her monstrosity. More disturbing, however, is Franks admittance that it felt good; this compounds her mental disposition. This scene provides the reader with a very clear image of Franks ability to inflict suffering and destruction whi lst chillingly deriving pleasure out of it. The externalisation of internal conflicts is equally manifested in Poes work. For instance, in The Tell-Tale Heart and The Black Cat the narrators attempt to bury the corpse symbolises their attempts to conceal the problem. In The Black Cat, the narrators attempt to hide the corpse under the wall is ultimately representative of his desire to contain his problems within. Alas, for the narrators, their failure to deal with their problems effectively, leads to the resurfacing of the initial problem, and, inevitably, their downfall. However, despite Franks seemingly grotesque and in many ways nauseating behaviour, the reader can, nevertheless, sympathise with her. Franks manipulative nature may well be an attempt to expose her abnormal mind further. However, an encounter with this element of monstrosity is sometimes known to provoke paradoxical emotions. This notion of abjection as Julia Kristeva describes is the in-between, the ambiguous, the composite. Thus, the monstrous element has the ability to induce sentiments of horror and desire, disgust and fascination. Indeed, Franks mix of monstrosity and humanity possibly provide us with a forewarning of the transgression of which we may all be capable of; this, of course, presents a poignant and unsettling dimension. The Inclusion of animals is evident in Franks encounter with the buck, and in Poes The Black Cat. Poes story, like Banks novel, perhaps includes these animalistic aspects to reiterate that by undertaking such vicious acts the narrators are in complete deficiency of a logical human psyche, and are more comparable to animals who ultimately do not work within such moral frameworks. The authors are perhaps attempting to demonstrate that the narrators are deficient in human ethics: as philosopher Daniel Dennett states, many regard human ethical knowledge as a marvellous perspective that no other creatures have. The unconventional behaviour displayed by the narrator in Porphrias Lover, is implied further through the way he debated what to do. This uncertainty accentuates that when he kills Porphyria, it is a conscious decision and not an impulsive act. The composure, which the narrator exhibits is also shown through the very orderly ABABB rhyme scheme which is ultimately suggestive of the attitude, albeit this makes him appear all the more dangerous. However, alliteration in the sentence Blushes beneath my burning kiss presents a degree of desire for Porphyria. The paradox may nonetheless simply epitomise his psychosis. In The Wasp Factor, Franks casual admittance that his killings were Just a stage (he) was going through, stress his lack of remorse; in fact, like the narrator in Porphrias Lover, Frank is essentially justifying his actions. Hence, it reveals the very apparent psychosis of both narrators. In addition, despite Brownings clues towards the protagonists madness, it is never evide nt through the tone or diction of the poem. Instead of being presented with a stereotypical mad character, like Eric in The Wasp Factory, it is more implicitly implied. Alternatively, his madness is suggested through what the narrator does not say and the fact that he perceives Porphyria as being happy and at peace: The smiling rosy little head; the narrators portrayal of events can simply not accord with reality. Undoubtedly, the narrative of Porphrias Lover could well be a figment of the protagonists imagination; if this is the case, then it clearly reinforces that the narrator exhibits an element of abnormal psychology. The concept of the narrator justifying their actions is illuminated in The Tell-Tale Heart. The narrator is essentially justifying the murder of the old man through the notion that he had an evil eye: I think it was his eye!- yes, it was this! In essence, the narrators uncertainty alludes to the concept that it is simply an attempt to justify the sinister and irra tional behaviour that the reader is about to witness. A parallel can be drawn between the way in which the narrators justify their behaviour and the notion of self-deception. In The Wasp Factory, Franks self-deception is exemplified through the way in which she has essentially created her own fantasy. Franks propensity to self-deceit is apparent through the final chapter: the factory was my attempt to construct life, to replace the involvement which otherwise I did not want. Moreover, the level of deception is explicitly expressed through her engagement in rituals, which is an attempt to affirm her position as man. Franks repetition of the secret catechisms thus helps her to create the illusion of her male persona. Ultimately, though, her attempts are futile: the juxtaposition of the bowie knife and comb that Frank carries around presents the reader with a subtle intrusion of Franks real gender identity. These two contrasting objects possibly symbolise Franks conflicting personality: the knife is representative of the destructive behavi our that she asserts to conform to her male persona, whilst the comb is representative of her inherent, albeit more restrained, feminine character. This lingering uncertainty regarding sexual identity, as Boris Kà ¼hne argues, is a source of the uncanny and presents us with a pervasive gothic feeling; this ostracises Frank from societal norms and is inevitably the major source of her monstrosity. This is also evident in Brownings Soliloquy of the Spanish Cloister. Essentially, the narrator soliloquises his own inadequacies and attributes them to Brother Lawrence. Stanza four illustrates the narrators perception of his own self-righteousness, and indeed his dedication to denouncing Brother Lawrences commitment to his faith. The narrator describes Brother Lawrences ostensible lusting over the two nuns, Dolores and Sanchicha. Yet he goes on to explain that that is, if hed let it show; crucially, there is no evidence that Brother Lawrence has been looking at the nuns lecherously. Rather, the detailed account of the nuns activities must be a product of the narrators own impure thoughts, and his attempts to attribute these unchastely thoughts to Brother Lawrence can only serve to accentuate his self-deceptive and manipulative personality. The monks attempt to describe himself as the epitome of morality continues with his comment regarding the symbolic divide between their table eti quette. The crossing of his silverware, the narrator argues, symbolises his remembrance of Christs death on the cross; Brother Lawrence displays no such gesture. Additionally, the narrators absurd suggestion that Brother Lawrences drinking of the watered orange pulp in three sips supposedly denies the Arian doctrine again provides us with an illustration of his attempt to reaffirm his moral superiority. Ironically, despite the narrators belief, his attempt to condemn Brother Lawrence into eternal damnation reiterates his spiritual inferiority; this irrational behaviour provides an indication that Brownings narrator also exhibits an elementary characteristic of abnormal psychology. The quasi-religion that Frank constructs evidences the depth of her delusion and, correspondingly, her abnormal psychology. However, Franks religion has not stemmed from an intrinsic religious belief, but arguably out of a necessity to harbour some control, whilst denying any element of responsibility. Frank, in light of the failure of familial relationships, relies on The Wasp Factory to guide and ironically protect her. Frank creates a polytheistic religion: water, fire and death are all pseudo-Gods and perhaps compose Franks trinity. Indeed, Franks monstrosity is a result of her moral indifference. Since sea has destroyed what (she has) built wiping clean the marks (she) made Frank perhaps deduces that this permits her to inflict suffering on animals, which are below the pseudo-hierarchical order that she has constructed. However, the contrast to the sea destroying her dams and the sadistic killing of the rabbit is not apparent to Frank. Franks quasi-religion naturally has many Ch ristian elements: the lighting of the candles in Franks religions, nevertheless, contrastingly symbolises a destructive power. Banks notes that this was an attempt to satirise religion, and expose the ways in which we are all deceived, misled and harking back to something that never existed. Consequently, Banks ridicules all religions perhaps in a bid to create a society that is free from religious doctrine, and one that advocates logic and equality. Poes work also contains religious undertones. For instance, in The Tell-Tale Heart, the narrator essentially ascribes himself the role of God; this is reinforced by the way he describes the extent of my powers- of my sagacity. The delusion of grandeur ultimately reveals his damaged psychological state. Religious overtones are similarly apparent in Porphyrias Love. The imagery arguably possibly portrays Porphyria as an angelic entity. The way she glided in and her ability to make the cottage warm suggest a supernatural quality, with her yellow hair and bare white shoulder possibly alluding to her angelic purity; even when Porphyria is dead, the narrator describes her blue eyes without a stain. The presentation of Porphyrias purity and innocence may well be an attempt by Browning to accentuate a feeling of anguish after Porphyrias death. Conversely, the magical element that the narrator has ascribed to her may ultimately be a result of the magic in his head. In this respect, the reference to her eyes, which were without a stain, is perhaps his warped perception that Porphyria worshipped him; after all, the eyes are a window to the soul. Certainly, the notion that she worshipped him is reinforced by his absurd insistence that she is happy and at peace in his arms: the smiling rosy lit tle head. The fact that God has not said a word, however, is perhaps a direct attack on God: a sin has been committed yet no justice has been obtained. Indeed, Brownings poem was written during the Age of Enlightenment, a time where the legitimacy of the Bible was challenged and an emphasis of rationalism over religion occurred. In a rather different perspective, the God which is referenced may simply be a rhetorical God, which the narrator uses to convey his perception of how any God across all religious spectrums would view the strangulation of Porphyria as morally correct; this would clearly reinforce that the narrator exhibits an abnormal mental state. To conclude, all the texts examined contain quintessential characteristics of gothic mode and symbolism, which disclose the abnormal psychology of the narrators. The monstrous aspect pervades us with a feeling of uneasiness and revulsion. Yet, through including the seemingly grotesque and disconnected narrators, the gothic is able to defuse the transgressive, and challenge the conventional expectations of society. In The Wasp Factory, Banks perhaps attempts to satirise the way in which society constructs binary gender stereotypes and, in doing so, challenges what appears to be an illogical social norm. Similarly, Brownings Porphyrias Lover and My Last Duchess, through including subjugated female characters, possibly battles to expose the patriarchy that characterised Victorian society. Poes narrator in The Fall of the House of Usher, perhaps similar to Frank in The Wasp Factory, possesses a dual persona, or doppelganger, which accentuates the transgressions of which all humans may be capable of. In this way, through exposing the unnatural, the gothic advocates rationality and, as Kà ¼hne argues, acts as final safeguarding device against the invasion of the monstrous in the readers actual life.

The Philosophy of Simone Weil Essay -- Philosopher Simone Weil Essays

The Philosophy of Simone Weil In the final entry to her London notebooks, Simone Weil writes "Philosophy is exclusively an affair of action and practice. That is why it is so difficult to write about. Difficult in the same way as a treatise on tennis or running, but much more so." (Allen, p. 157) In these next few pages I will try to relay the basic ideas contained in Simone Weil's works. Because of the extensiveness and complexity of her work, I will be using her words exactly, as often as possible. Simone Weil was a trained philosopher and a teacher of philosophy. She was a political theorist and activist, a revolutionary, a laborer in the French fields and factories and toward the end of he life, she was a mystic. She believed in the transcendent powers of God. Much of her writing dealt with the ways in which God touches our lives, and the ways we can "find" or open ourselves to him. In her works, she spent a good deal of time defining and describing terms such as beauty and affliction, and describing solutions to social ills. First and foremost it is important to understand the relationship the Weil had with God. She had many mystical experiences in her life in which she walked and talked with God. One of these experiences in particular is described in volume two of her notebooks in a brief essay called "Come With Me." In this essay she recounts a story in which God comes and visit her. He takes her up to the attic of a church where they live for three days, eating only bread and drinking only water. But she had interesting notions about him and his existence; not notions that would seem consistent with having met with him. She explains that God is "everything that we are not" (Little, p. 57 ). But she goes on to ... ...egin. I suppose this is an issue Gardner faced in the beginning of his search as well; the abyss of the unknown. But it is an area I am interested in, even more so that the other frames we have studied, and I look forward to thinking in these terms as I further my studies in philosophy and spirituality. Works Cited: Allen, Diogenes and Springsted, Eric O. Spirit, Nature and Community. State University of New York Press. Albany, New York. 1994. Indinoplulos, Thomas A. and Knoppzadorsky, Josephine. Mysticism, Nihilism, Feminism. Institute of Social Sciences and Arts. Johnson City, Tennessee. 1984. Little, J.P. Simone Weil. St. Martin's Press. New York, New York. 1988. McFarland, Dorothy Tuck. Simone Weil. Fredrick Unger Publishing Co. New York, New York. 1983. Panichas, George A. (ed.) Simone Weil Reader. Moyer Bell Limited. Mt Kisco, New York.1977.

Essay --

B00466902 Introduction to African History (AFST/HIST 283A) December 16th, 2013 1. (a) Africans and Europeans have relations that date all the way back to the origins of humans and human migrations. Scholars have hypothesized that Homo erectus found in Europe about 800,000 years ago originated and migrated from Africa Europeans and Africans also had religious relations; which is evident from the spread of Christianity, introduced by the Byzantines, throughout Africa specifically in North Africa, the Nile Valley, and the Horn of Africa. Aside from religious relations, Africans and Europeans also had economic and political relations as a result of European colonization and conquest of the African regions. Economic relations were a result of Europeans coming into Africa and taking natural resources to benefit from in the production of goods and trade. Another specific example of economic relations between Europeans and Africans is the practice of mercantilism, in which European nations were the mother countries and countries of Africa were the colonies. As the moth er country, Europeans, would take natural resources from the colony, African regions, to produce goods, which would then be sold back to the colony. This also attributed to the political relations between Africans and Europeans because the economic desires of the Europeans often led to them controlling the Africans to maximize profit and their own personal benefits; which is directly related to slavery, one of the biggest relations between Africans and Europeans. Slavery and the slave trade in turn created social relations because slaves were considered to be a class of their own. Another social relation that resulted from slavery was the creation a â€Å"new race† known as the... ...ural resources. Post independence Africans although not ruled by Europeans nations such as Britain, France, and the Dutch were still dependent on these nations for goods and other trading purposes. Culturally, post independence Africans and precolonial Africans were different because post independence Africans were greatly influenced by the mother countries that ruled them because their mother countries cultures were inflicted on them whether it was language, food, religion, or even clothing. Precolonial Africans and post independence Africans also differed politically in the aspect that precolonial African governments were more tribe like, while post independence Africans governments had western influence and some cases lead to dictatorships as seen in Liberia dictated by Samuel Doe, Zaire dictated by Mobutu Sese Seko, and Somalia dictated by Muhammad Siad Barre.

Major issues in second language classroom research Essay

Chapter one is all about the major issues in second language instruction that arose during classroom research. There are four general issues concerning the effectiveness of the classroom instruction that was mentioned. The first issue is entitled â€Å"Learning from instruction† which concerns Krashen’s extensive analysis of the role of instruction within his framework of interpreting L2 acquisition, wherein he views the effects of instruction as limited, however: the classroom should function to provide the learner with comprehensible target language (TL) input in an affectively supportive climate. The second issue is entitled â€Å"Teacher talk† the main goal of this research has been to determine what makes teacher talk an aid to learning, the initial approach of this research has been to describe the features of L2 teacher talk which distinguish it from speech to L2 learners in non instructional settings. The third issue is entitled â€Å"learner behavior†, both the teacher and the learners have been investigated not only their linguistic behavior but their learning strategies and social interactions with other learners have been the target of research. Some researchers have placed great emphasis on finding out whether the learners are viewed as being in control of their own learning. The last issue is entitled †Interaction in the classroom †, interaction is viewed as significant because it is argued that 1) only through interaction can the learner decompose the TL structures and derive meaning from classroom events, 2) interaction gives learners the opportunities to incorporate TL structures into their own speech. In chapter one the four major issues were introduced, because in the chapters that will follow, each chapter will treat the issues just outlined in greater detail. Chapter 2: Classroom research methods. Chapter two presents the principal studies and concepts that have elaborated the methodology for observing and analyzing classroom instruction and interaction. Several approaches were mentioned in this chapter, majority of it is the methodological approaches. Methodological approaches to the study of L2 classrooms are extremely varied, reflecting both a great diversity of research questions and purposes, and a range of theoretical perspectives on the conduct of research. There is a continuous give-and-take between the success and failures of quantitative and qualitative approaches to portray and explain precisely the processes and products of classroom interactions. These approaches have followed methods adopted by researchers in native language schooling or other sociological and sociolinguistic studies of communicative interaction. In this chapter these methods were described with regard to their capacity to extract and validate generalizations about social and linguistic processes occurring in L2 classrooms. Chapter 3: Teacher talk in second language classrooms Chapter three surveys research on the linguistic and discourse characteristics of teacher speech to L2 learners. This chapter reviews research that has investigated second language classrooms in terms of teacher’s language use in the classroom, especially the characteristic features that differentiate speech to nonnative speakers from that to native speakers. It was also mentioned here the four modifications in teacher speech which are: first is the modifications of speech rate, prosody, phonology, wherein the researchers that were involved , found teacher’s speech to second language learners to be slower, in comparison with other contexts and conditions. Second is the modifications of vocabulary, where they claim that both non teachers and teachers tend to use a more basic set of vocabulary items in their narratives told to L2 learners. Third is the modifications of syntax, it is by far one of the most investigated and quantified characteristics of teacher talk has been teacher’s syntactic modifications. These can be grouped into five types: measures of length of utterances, measures of subordination, measures of markedness, measures of grammaticality, and measures of distribution of sentence types. And the last one is the modification of discourse, which has two categories: the framing moves, where the only significant difference in framing moves was that visiting teachers used more, compared with the regular teachers. The second category is the self-repetition, where on the assumption that repetitions may provide the learner with more opportunities to process information or follow the teacher’s model. In this review, a variety of teacher behaviors have been described and compared across different contexts. Chapter 4: Learner behavior in second language classrooms Chapter four reviews research on the characteristics of learner behavior- participation and speech. They consider research on the contribution of the learner acquisition of a second language. Classroom researchers have focused on learner’s verbal and social interactions and have inferred learning strategies from learner’s behavior in such interactions. There were also hypotheses in the data and tentative conclusions about relationships to learning that are described in this chapter. These hypotheses will form the basis for organizing the results of studies on learner behavior. Research on learner’s classroom behaviors addressed several major hypotheses. In addition, a final section of this chapter examines studies of learner’s learning strategies, a relatively recent area of investigations in second language classroom research. As for learner strategies, there are clearly fruitful topics for further research. It is evident that the strategies identified to date constitute a very mixed set of phenomena, not all of which can be investigated under classroom conditions. Chapter 5: Teacher and student interaction in second language classrooms Chapter five describes research on teacher-leaner interaction. In this chapter several of the factors that have been considered to influence the quality and quantity of teacher-student interaction are examined. The interaction which occurs as a result of these factors is described, and some of the likely consequences of the interaction for learners are suggested. In the view of many researchers and practitioners, conversation and instructional exchanges between teacher and students provide the best opportunities for the learners to exercise target skills, to test out their hypotheses about the target language, and to get useful feedback. The classroom research has shown that teachers may be less likely to address L2 learners when they are mixed with native speakers. It has also been revealed that teacher’s different questioning strategies may be either helpful for inhibiting of communication in classrooms. The greatest error teachers make may be the assumption that what occurs as †correction† in the classroom interaction automatically leads to learning on the part of the student. The nature of interaction in L2 classrooms is perhaps the most critical issue concerning formal second language learning, and although the research cited in this chapter suggests important ways in which current instructional practice may be both effective for and detrimental to promotion of TL skills, the complete picture remains to be developed. Chapter 6: Learning outcomes Chapter six draws together all of the foregoing research, as well as other studies, to determine the state of knowledge about learning outcomes resulting from teacher’s and learner’s classroom interaction. This chapter will review research on L2 classroom processes that have a potentially positive effects on learner’s perception and incorporation of the forms and functions of the target language. It should be clear that there is substance to the view that classroom instruction will aid L2 acquisition. The direction of results in the few large-scale classroom studies favors slightly a focus on form or explicit talk about grammar. Research on outcomes of learner production and teacher-learner interaction, suggests furthermore that other factors in classroom learning may contribute greatly to acquisition. Some of these factors may underline or interact with the effects noted in this section. The research reviewed here concerning the TL learning effects of interaction in L2 classrooms is limited in its conclusions, yet highly suggestive for further research. But still there are many research that remained unsolved, but hope that in the future many of these will be once and for all solved. Chapter 7: Directions for research and teaching As the last chapter it is obvious that the major findings of the research will be summarized, and that implications for further research and teaching in second language classrooms will be suggested. Despite the increase of classroom-oriented research in recent years, few can be made with great confidence because of the difficulty of synthesizing. When all the research has been carefully analyze it has been shown that research is lacking in consistent measures of classroom processes and products. Sometimes inadequate in design to address critical research question. It is also incomplete in its quantitative or qualitative analysis, which leads to a need of greater theoretical specification of the constructs and relationships to be investigated. A discussion of these methodological issues is to be carried out before any future directions are suggested. In this chapter it was also pointed out the areas for future research on classroom reading, outline major implications for curriculum planning and L2 instruction, and lastly to suggest ways of achieving greater consistency across classroom research studies. The reason of pointing these out is because, it makes it more easier for future researchers to find answers. Summary Since the 1960s, there has been an increasing attempt in research on teaching and learning from instruction to relate the major features of teacher and student behavior in classrooms to learning outcomes. The research in this book deals with the nature of the teacher and student behavior in real classroom. Using this set up , researchers were able to observe and analyze what is really the nature of the teacher and the student’s behavior. They were able to determine what are the factors that can affect a L2 learner in acquiring language. They were focused on the learning and acquisition of the L2. In the first chapter, they discussed the major issues that arose during the research. The chapters that follows, the primary research studied is that conducted in L2 classrooms, in simulations of language classrooms, or in semi-instructional, tutoring interactions between teachers or L2 speakers and language learners. Many theories, hypotheses and approaches were formed and used in these research. But there was a memo in the start of the chapter, it says that the fact that this book is reviewing research on the preceding issues does not guarantee that the research will provide unambiguous answers to them. It’s because the research that was done in this book has not yet been proven to be accurate. The purpose of this book has been to attempt to elucidate the critical issues and findings of research in and about second language classrooms. While the studies reviewed here clearly are not always as rigorous or convincing as we would like, the past ten years of classroom-oriented research is impressive in the breadth and depth of study of a variety of issues, when virtually every study was groundbreaking in one respect or another- methodology, research questions, population studied, analytical techniques applied. At the same time, second language instruction has been gaining importance, as more people throughout the world find the need to acquire one or more second languages. There is diversification in the specific purposes of language instruction, an increase in language schools and programs, and an expansion in training programs for second language teachers, researchers, and program developers. For these reasons alone, second language classroom research has an important role to play. Reflection I think this book is quite the catch. Especially if you are an English major like me. This book helped me to understand a bit more the importance of second language acquisition. I already know from my ESL/EFL class that learning a second language is important, but this book made me realize that acquiring a second language will be very advantageous for me. Because if I learn my second language perfectly, I know that I will be more confident in myself. And that I can be globally competitive. This book does not only talk about second language acquisition, it also talks about classroom-oriented research. In the classroom-oriented research they tackled the nature of the teacher and the behavior of the students. They wanted to know what are the factors that affect the L2 leaner in acquiring language and how can they overcome these if they were to be problems, and how can they improve it if it were a solutions. In this book there were also hypotheses theories, and approaches that were formed and used. The setting that was used is the classroom, and that the main subjects are the teachers and the learners. This book is a big help in understanding second language acquisition. Although some words are a bit hard to understand , I will still recommend this book to anyone who is interested in learning and acquiring a second language. And also to my fellow majors, because I know this book will be a big help in our studies.