P oint (topic sentence) Ensure you make frequent links back to the key phrases from the question need research paper written, not only in the introduction but in topic sentences at the start of paragraphs. This question suits Seamus Heaney’s poem Blackberry Picking well, as Heaney uses the poem as a means to reflect on how growing up naturally changes how we see the world. His experience of childhood summers spent picking fruit - only for the vast amount of it to rot - serves as a metaphor for life in general, where optimism and the focus on immediate pleasure are replaced by a natural conservatism and pessimism. There is a clear theme of change in the poem writing a research proposal, as Heaney looks back on his younger self through the eyes of an adult example english essay myself, to see how life has changed. Here is an example of how to use this in a poetry essay: "The importance of Macbeth’s inner conflict to the development of his character becomes clear in his soliloquy in Act One Scene Seven." The final element of writing a poetry analysis essay is a part of the composition dedicated to the subject matter of the poem. This can be analyzed during the reader’s quest to determine the theme, tone write a essay about your family, mood, and meaning of the poem. The subject matter – and the thematic elements that support the intended message behind the subject – is often an interpretive minefield. Under this examples of essays thesis, one can list brainstormed ideas for the introduction paragraph of the paper. The final portion of this section should be dedicated to the thesis statement of the paper. Often, people have different ideas about what a poet is trying to say by their use of a subject, so unless the message is implicitly stated crime and punishment essays, it is best to state multiple possibilities about what the poet may have meant and include evidence for these theories. However, it is important to generally pick a side among the various theories that you have created. Though the author could have tried to portray several different ideas in theories, the central goal of the writer is to state the one he feels is mostly the case. The writer should be careful to not mistake this with choosing a favorite opinion or biased one. They should be defending the one that carries the most weight or offers the most validation! As the essay is to be an analysis, opinions are to be avoided in favor of facts and conjectures that are backed by evidence from the work. Do not worry, reading Shakespeare can feel like trying to understand ancient hieroglyphics. That is why here at EssayPro, the best essay writing service on the web, you can order a custom essay online without having any doubts of legitimacy. Our trusted essay writers have been working with Poetry since their college days, and can analyze everyone from A-Z! Working with literary lingo can feel like hell, especially if other assignments are taking up headspace! Buy an essay from EssayPro, and get rid of that mental stress! A great way to choose a topic for a poetry analysis essay is to decide on a topic that would deal with information that one is already familiar with. For example, if the choice of the poem to analyze is up to the writer, then it may be beneficial for the writer to choose a poem that he/she has encountered before. If the choice is to be made between different subject areas within a poem. then the writer could find it easier to choose to focus on writing about an area that plays to his/her strengths. so that the statements made in the essay are conveyed clearly and confidently.
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What lessons did you learn from this experience? 13. If you could be any animal in recorded history, what animal would you choose? Why? 22. Choose the invention that you think has had the most negative impact on our world and explain why you chose that invention. 2. Think back to a situation in your life where you had to decide between taking a risk and playing it safe. Which choice did you make? What was the outcome of your choice? Would you have made the same decision looking back on the experience or would you have made a different decision? 17. What advice would you offer to a student just beginning his/her high school career? 11. Describe some tasks that you have accomplished over the past two years that have no connection to academic studies. 7. As of right now, what do you see as your long-term goals in life? 5. Why have you chosen to spend the next four years of your life in college? This is the most common essay and is used for the main Common Application essay. In this essay, the applicant talks about a meaningful life experience that helped shape who she is today. The book “Admission Matters: What Students and Parents Need to Know About Getting into College” has a great section on the personal statement and how students can craft effective essays. A successful essay will reveal something about you that the admissions reader may not have already known, and will show how you interact with family and friends and demonstrate your beliefs or explore your passions. This doesn’t mean you have to regurgitate your resume — in fact, you definitely shouldn’t. It’s also important to avoid inappropriate or uncomfortable topics. Some students choose to write about things like sex or romantic relationships in order to stand out; yet proposal essay topics examples, these topics fail to add substance or depth to an application. There’s a fine line between interesting and trite — don’t stand out for the wrong reasons. 7 Upvote Upvoted Downvote Working Let’s talk about the different types of essays that a college may require applicants to submit. Over 500 colleges and universities use the Common Application. which has one required essay, called the personal statement. There are five new prompts to choose from writing papers for college students, and this essay can be used for multiple colleges. A great essay also provides readers with a vivid picture. When crafting an essay, think of it as offering admissions readers a window into a certain event or story. Focus on the most meaningful moments, not the irrelevant background details. 8. If you were given the ability to change one moment in your life masters thesis in psychology, would you do so? Why or why not? If so, what moment would you change and why? 14. 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Devise a question that is not on this college admission form and provide a complete, thoughtful answer to it. The Research Project on Gratitude and Thankfulness, co-directed by Robert A. Emmons and Michael E. McCullough, is a. Norway is a well-rounded country essay about my dog, rating well in almost all the dimensions measured, with strong civic engagement, good social connections, environmental quality, housing, work-life balance, and more. A higher than average 82 percent of adults aged 25-64 have completed upper secondary education. For the World Happiness Report, researchers ranked countries based on factors including healthy life expectancy, social support, GDP per capita, the happiness of a country’s children working mothers essays, social capital finished essays, the civil economy, the absence of corruption, and subjective well-being. When compared with findings from the Organisation for Economic Co-operation and Development (OECD) Better Life Index. we find that the happiest countries are those that build stronger social ties, better-managed commons, and a strong sense of community. Finds that feeling gratitude produces kind and helpful behavior, even when that behavior is costly to the individual actor. Compassion evolved as a distinct affective experience whose function is to enable cooperation and protection of those who. “The care of human life and happiness…is the only legitimate object of good government.”—Thomas Jefferson, 1809. Learn more about one of the leading researchers of gratitude. This article on bystander intervention in emergency situations suggests that we are likely to help a “shabbily dressed”. THE INDIAWE WANT In United States there is a term called the ‘Great American Dream’. Historian James Truslow Adams. defines it as ‘life should be richer and fuller for everyone, with opportunity for each according to their ability or achievement.” We for sure do not want to copy this term but according to me the ‘Great Indian Dream’ would be defined as ‘Everyone should be ranked according to ability, strive for innovation and invention writing a proposal, be happy and content but at the same time work. Communism. Communist party. Communist state 1722 Words | 5 Pages What can we do to Stop Global Warming? Climate change may be a big problem, but there are many. little things wecando to make a difference. If we try, most of us cando our part to reduce the amount of greenhouse gases that we put into the atmosphere. Many greenhouse gases come from things wedo every day. As we have learned, these greenhouse gases trap energy in the atmosphere and make the Earth warmer. Some of these gasses occur naturally while others are caused by humans. The most common of. Many people have wondered what exactly the key to happiness is. Does being happy consist of how much money you have, your age, or. how attractive a person you are? Contrary to popular belief, these things do not matter much along with gender, having children, or how intelligent you are. Studies have shown that the most important things in causing happiness are love, marriage essays law, work, and personality. Let’s delve further into these areas. Money does play a role in how happy a person is. However, it. Carbon dioxide. Climate change. Fossil fuel 1540 Words | 4 Pages Coal. Compactor. Crusher 1340 Words | 3 Pages Step back in time, about fifty years or so. The citizens of the country are tired of living in the conditions that they live in. There is. extreme wealth on one hand and undeniable poverty on the other. A family of three lives in a house with 8 bedrooms, sleeping snugly with full stomachs. 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With much poorer countries like Iceland and Puerto Rico easily surpassing the U.S. "Happy" makes a compelling argument that once basic necessities like food and shelter are provided for, economic factors have relatively little to do with overall satisfaction in life. Probably the best compliment that can be paid to “Happy industrial revolution essays,” however, is this: It is as enjoyable to watch as the name would imply. Similar to last year’s “Life in a Day,” “Happy” is brimming with positive energy and a sense of joy regarding the shared human experience. For many audience members, just sitting through the movie and engaging with the individual stories will likely make their day that much happier. Instead, using a balance of scientific research and fascinating human stories, the filmmakers explore some of the non-material roots of happiness, and in the process, show that while there isn’t a formula for it, everyone can become happier. It is important to note that these results obtained when controlling for all the other factors we know affect happiness at the individual level (e.g. marital status, income, education. etc.) and country level (e.g. GDP per capita, the unemployment rate, social capital, etc.). More importantly still, the analysis suggested that the positive benefits of social democracy “affect the [life] satisfaction of everyone, rich and poor alike.” Put differently, the analysis found that social democracy did not benefit just the working class, but everyone: “the effect of government intervention on life satisfaction is not moderated by an individual’s income." Unions, in conjunction with progressive public policies how does one write a thesis, produce, in sum how to write a thesis statement for essay high school, Denmark--the happiest country in the world. It is in that sense that Denmark does indeed provide a helpful map toward a better society. There is one aspect of the happiness of a population which may not have been considered in the research mentioned history of homework, viz. the culture, history and attitudes of that populace - what they tend to consider of importance to their happiness. Might there be other countries which have the same political features that are considered to cause the Danes their happiness, but which don't do that for their own populations because such peoples want more or other things to feel happy? From the point of view of the scholarly literature on happiness, the answer is very clear: Denmark is a paragon of the “social democratic” approach to public policy. While there are doubtless cultural and social features of the country that contribute to its high quality of life, the most important reasons are the two distinguishing characteristics of social democracy: progressive public policies and a strong labor movement. This may not be to everyone’s liking, depending on political taste, but it certainly is what the peer reviewed (and thus non-partisan) research suggests. Submitted by Lon Spector on November 9, 2015 - 7:43am "Notoriously" generous? Surely that should be "famously." Submitted by Ziggy on November 8, 2015 - 2:43pm Why these relationships? Briefly stated, at the individual-level, belonging to a union provides higher wages and benefits, more job security, and more of a say in how work is organized. At the national level, unions provide a political voice for the working and middle-classes, helping to ensure that a country’s general pattern of public policy is conducive to creating “the greatest good for the greatest number.” In the spring of 2005, I traveled to Copenhagen, Denmark. I’d heard of Denmark, of course, but I never thought about it as a place where I’d actually ever go, or where I ever especially wanted to go. If I’d thought of Denmark at all, I’d thought of it as the country with all the windmills and tulips. Which meant that when I was thinking of Denmark, I was really thinking of the Netherlands. That’s how little I’d thought about Denmark before Spring 2005. So what is this novel about? It’s about a bunch of things. It’s about free speech and religious intolerance. It’s about what it’s like to live in America right now, with its messed up economy and messed up families and its clashing cultures and its NSA scandals and its wiretapping and its Gitmos and its Snowdens and Plames. It’s about what it’s like to be a high school guidance counselor, not to mention a high school principal, not to mention a high school teacher, not to mention a high school student. It’s about what it’s like to be in a marriage, to be in a family, to love people but not as purely as they deserve. It’s about the way we believe that we can’t be happy unless someone else is unhappy. But mostly writing research papers lester 14th edition pdf, it’s about a person who runs from his past and into a future made up of a new family, a new town, a new country. Meanwhile, all of the people in that new family, town buy a business plan, and country are trying to figure out if and how they can run from their pasts, and if so, in what kind of future they’ll find themselves. They wonder, “Will it be a future we want, or a future we deserve?” I wonder that, too. Free Plagiarism Checker for Teacher and Students, upload document to check for plagiarism.3/29/2017 The most dependable anti-plagiarism online software is now at your fingertips and it's totally FREE! If you own a website it is very important to have a content that is plagiarism-free. Now citing a masters thesis, with the help of Duplichecker, you can check if the content that you are about to use for your website is 100% unique. Most of us feel that plagiarism is morally wrong and need no other deterrent than this. 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Literature review of concepts and theories of Motivation, literature review on motivation.3/29/2017 So one of the key points is to motivate students intrinsically, and this leads to autonomy which I am going to talk about in a later section. However, interesting findings were discovered from Noels, Pelletier, Clement, and Vallerand's study (2000) on students registered in English psychology class at French-English bilingual university. The study showed "To foster sustained learning, it may not be sufficient to convince students that language learning is interesting and enjoyable; they may need to be persuaded that it is also personally important for them." This seems like a common sense, but as a second language learner myself, I strongly agree with this result. If you are adult learner, interesting and enjoyable learning is not enough. They need to feel the importance of learning as well, and then they can vision themselves in terms of future prospect, or job-related salaries and so forth. Most teachers feel that motivation is a key factor in successful language learning, but what is motivation? According to many researchers, there are so many definitions of what motivation is and what isn't. It seems somehow incomplete. In the field of second language acquisition, the concept of motivation came from social psychology. So the first purpose of this literature review is to discover the types of motivation and define the motivation in this paper. Dornyei (1996) claims that most nations in the world are multicultural and the majority of people in the world speak more than one second language. These facts underscore the importance of the social dimension of language learning motivation, however, this social dimension is not the only major constraint of language learning motivation. Motivation to learn a second language is a complex and eclectic psychological construct that involves several non-social factors as well. In Dornyei's study of Hungarian secondary school learners of English (ages17-18) including scales focusing on some learner traits as well as the learners perception of the classroom environment and the dynamics of the learner group, she came up with the results which was the lack of a major motivational component, namely that of instrumental motivation. She believes instrumental motivation is a central component of motivation where it is relevant, that is, where relatively short-term pragmatic, utilitarian benefits are actually available for the learners. If by such benefits we mean job or salary-related motives, instrumental school students in the study, pragmatic rewards appeared quite remote, and the wish to prepare for a bright career was related to getting higher qualifications review journal article, and thus to obtaining knowledge. She contended that "foreign language learning" in a classroom setting could not logically involve attitudes toward the L2 community, because learners have little or no contact with members of the L2 group. Her study showed that instrumental goals indeed played a prominent role in the learning of English up to an intermediate level. Not only is anxiety related to motivation, but it is also related to proficiency and more so to communication proficiency, as suggested by Clement, Dornyei, and Noels (1994). Abstract Clement, Dornyei and Noels (1994) concluded from their study that on the one hand, good classroom atmosphere promotes students involvement and activity while moderating anxiety and promoting self-confidence. On the other hand, the students bring into the classroom a level of self-confidence and anxiety related to extracurricular experiences with the language, the quality and quantity of which would then influence classroom behavior, achievement and anxiety. Accordingly, being active in class means believing that one is able to use English outside the classroom. In the same line with Gardner, Deci and Ryan (1985) created the intrinsic/extrinsic motivation theory. They claim that learners who are interested in learning tasks and outcomes for their own sake (Intrinsic) rather than for rewards (extrinsic) are likely to become more effective learners. More specifically, according to them, Intrinsic motivation refers to motivation to engage in an activity because that activity is enjoyable and satisfying to do. Extrinsically motivated behaviors are those actions carried out to achieve some instrumental end, such as earning a reward or avoiding a punishment. This type of motivation does not necessarily imply a lack of self-determination in the behaviors performed. Dickinson (1987) claims that success enhances motivation only in children who are focused on learning goals, that is, who are intrinsically motivated. According to Koestner & McClelland (1990), research on intrinsic motivation has led to the conclusion that intrinsic motivation will be greatest under conditions that foster feelings of challenge, competence, and self-determination. They also claim that if external events enhance feelings of competence, as when someone is told he or she has done a task very well, intrinsic motivation is likely to increase. By contrast, events that lead to feelings of incompetence are likely to undermine intrinsic motivation. If you take a look at a situation in Japan, English is set to learn as a second language from junior high school, so that means at least three years of compulsory study for all Japanese. If you go onto high school, you will have to learn English for another three years. It is also in the process of implementing in elementary school in the near future. With all the hard work we put into learning English, many of the students will not be able to acquire the skills we need to communicate. I believe motivation to learn has something to do with this situation. Motivation determines the degree of effort you put into foreign or second language learning. The more motivation you may have, the more effort you tend to put into learning the language. It leads to success in learning. Overall, ecocultural factors related to (a) children's perceptions of themselves as readers and their value of reading, (b) teacher perceptions of children's motivation to read, and (c) children's reading achievement. McCombs, B. (1989). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman & K. H. Schunk (Eds.), Self-regulated learning and achievement: Theory, research, and practice (pp. 51-82). New York: Springer-Verlag. Ricardo, a nine-year-old boy, lives with his mother, father, and younger sister. They occupy two rooms with access to a kitchen, dining room, and bathroom shared with other tenants. Ricardo's parents immigrated from Mexico; both children were born in the United States. Ricardo's father is a permanent resident who works with a demolition company. He did not have an opportunity to attend school and does not read or write. Ricardo's mother is an undocumented worker in the garment industry--an unstable situation due to economic conditions in the larger economy. She attended three years of formal schooling in Mexico, where Spanish was the language spoken in the home. Neither parent spoke English, but Ricardo had been placed in English-only classes for at least second and third grade. Dunn, L. M. (1987). Bilingual Hispanic children on the mainland: A review of research on their cognitive, linguistic, and scholastic development. Circle Pines, MN: American Guidance Service. Our examination of the current literature on motivation and reading engagement suggests that the majority of investigations are confined to a single plane of development, most notably the individual plane. A great deal of the work on motivation and reading engagement has focused on the individual dimensions of the construct, even though recent models recognize the need to consider the role of social interaction and, to a lesser extent, the role of the immediate social context (Baker, Afflerbach et al. 1996; Baker, Allen et al. 1996; Guthrie & Wigfield, 2000; Sonnenschein et al. 1996; Thompson, Mixon, & Serpell, 1996). Little work in the area of reading motivation and engagement has examined motivational issues from all three relevant dimensions: the individual (cognitive), social-interactional, and cultural-historical level. Wigfield, A. & McCann, A. D. (in press). Children's motivations for reading. The Reading Teacher. Wigfield, A. Eccles, J. S. & Rodriguez, D. (1998). The development of children's motivation in school contexts. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of research in education,Vol. 23 (pp. 73-118). Washington, DC: American Educational Research Association. Reese, L. Balzano, S. Gallimore, R. & Goldenberg, C. (1995). The concept of educacion: Latino family values and American schooling. International Journal of Educational Research, 23 (1), 57-81. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 2, 202-209. Rogoff, B. Baker-Sennett, J. Lacasa, P. & Goldsmith, D. (1995). Development through participation in sociocultural activity. In J. Goodnow, P. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development (pp. 45-65). San Francisco: Jossey-Bass. School records and teacher comments indicated that Ricardo is not progressing as expected, particularly in reading. He was referred to a special education pull-out program (Resource Specialist Program, or RSP) in the middle of third grade during the second year of the study. At the end of the academic year, the family was informed that he would continue in RSP and that he would be repeating third grade. The reading motivation survey administered by the research team suggests that, although he understands that learning to read is valuable, he believes that he does not read very well. Not surprisingly, the family comments that he never wants to read at home and that he looks ill at ease when asked to read. A sociocultural view of motivation focuses on social features of the task and setting as well as cultural-historical factors as they are embedded in both the activities and the social organization of the context. The theoretical underpinnings of this work are found in neo-Vygotskian theories of learning and development (Tharp & Gallimore, 1988; Wertsch, 1991, 1998). Motivation, like other psychological characteristics in this view, is less a feature of the individual than a property of the interaction of both the individual and the social context in a dynamic interplay (Oldfather & Dahl, 1994; Oldfather, West, White, & Wilmarth, 1999; Rueda & Dembo, 1995; Rueda & Moll, 1994; Sivan, 1986). Second, while much of the literature on engagement has seemed to assume a close connection between engagement and challenging, meaningful, and "authentic" activities, the data just described suggest that this may not always be the case. Specifically, it does not necessarily follow that because students are engaged, they are necessarily engaged in instructionally challenging activities that might result in future academic success. This suggests the need to independently assess the dimensions of engagement and task quality when examining classroom behavior. It also suggests the need to explicitly connect engagement to high-level challenging activities--a suggestion that has not always been discussed in past literature. The relationships between ecocultural factors, motivation measures, and achievement suggest that children's individual characteristics cannot be considered in isolation; rather, children must be seen as members of families which in turn operate despite and from within the resources and constraints of their environments. In the same vein, we may need a broader perspective on reading motivation-- one that considers the interplay of families' values, beliefs, resources, and constraints, since these are at the core of children's daily practices. Our study indicated that some ecocultural factors were related to children's perceptions of themselves as readers and the value they placed on reading (see Table 4). Culture and language were moderately related to children's self-concept as readers (r = .52, p < .05). In other words, the better readers the children thought themselves, the more likely that their family reported active pursuit of Spanish and English literacy and cultural activities. Nurturance was moderately related to children's value of reading (r = .52, p < .05). Children who valued reading were more likely to be members of families who spent time together and viewed encouragement and affective emotional support as important. Workload also related to value for reading; however, the relationship was inverse (r = -.48, p < .05). The higher the family workload is the personal statement the college essay, the lower the value for reading. Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage. Numerous factors may be at play regarding Guadalupe's success. Despite her parents' limited schooling, Guadalupe has grown up hearing about models of school achievement in the family. Aside from her brother, a number of uncles and aunts finished school in Mexico, and one uncle in Mexico has recently completed the equivalent of a bachelor's degree. In addition, Guadalupe has important models of reading engagement in the home. Her mother often reads in an attempt to learn English. Guadalupe has a large number of books (almost 100) in the home, many of which have been given away at school or been given to her by her teachers. Sometimes the family has used the public library to check out books. Furthermore, Guadalupe's mother has made an important connection with one teacher who provides her with instrumental knowledge about school. The family projects that Guadalupe will attend college; since her brother is in college, they have a much clearer understanding of the educational system. The entire family, including Guadalupe, has visited the university campus. Snow, C. E. Burns, S. M. & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Sociocultural theory emphasizes the interdependence of the three planes. While one plane might be "foregrounded" for analysis, a complete account of learning and development considers all three. In practice, the smallest unit of analysis which contains all three planes simultaneously is the activity setting, or the who, what, when, where, why, and how of the routines that constitute everyday life in and out of school (Tharp, 1997). The overall purpose of the study was to examine the issue of literacy engagement in "at-risk" children. As part of work conducted under the Center for the Improvement of Early Reading Achievement (CIERA), the study targeted 21 poor non-English speaking Latina/o children (first and second graders at the start of the study) within classroom, home, and community contexts. The children were all students at the neighborhood school of one of the most impoverished inner-city communities in Southern California. They were asked to participate after consideration of initial classroom observations, teacher ratings and recommendations, and school grades and records. Table 1 contains relevant characteristics of these students' families. McInerney, D. M. Roche, L. McInerney, V. & Marsh, H. W. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal, 34 (1), 207-236. U. S. Bureau of the Census. (1997). Population Division, release PPL-91. United States population estimates by age, sex, race, and Hispanic origin, 1990 to 1997. Washington, DC: Author. Guthrie, J. T. & Wigfield, A. (Eds.). (1997). Reading engagement: Motivating readers through integrated instruction. Newark, DE: International Reading Association. Turner, J. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30 (3), 410-441. A review of the literature on motivation reveals that the focus is primarily on individual characteristics. However, the work on motivation in general as well as reading engagement work in particular seems increasingly to recognize the importance of social context to motivation (Ames, 1992). For example what to write for a college essay, some of the characteristics of instructional contexts found to increase intrinsic motivation include social interaction and freedom for the learner (Blumenfeld, 1992; Turner, 1995), practicing real-world literacy tasks (Newby, 1991), and providing learning strategies (Guthrie, McGough, Bennett, & Rice, 1996). Reflecting on this broader perspective, some authors have discussed characteristics of classroom contexts that impact motivation, such as social relationships, task values, and home-school partnerships (Baker connection word for essays, Allen et al. 1996; Guthrie & McCann work on research paper, 1997; Guthrie & Wigfield, 2000; Sonnenschein, Brody, & Munsterman, 1996; Wentzel, 1998; Wigfield, Eccles, & Rodriguez, 1998). A wide range of data have been collected on these students, including individual assessments of motivation to read, school file data (test scores, grades, teacher comments), teacher perceptions of students' motivation to read, classroom observations (field notes), focus groups and interviews with teachers and parents, and home visits. The study's overall design was meant to incorporate all of the planes of development described earlier. Given the focus on sociocultural factors in this report, we present data on the interactional features of the instructional settings and data from the larger home/community domain. Au, K. (1997). Ownership, literacy achievement, and students of diverse cultural backgrounds. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 168-182). Newark, DE: International Reading Association. The analysis of the motivation measures and the ecocultural factors showed interesting relationships among these variables. Ecocultural factors related to children's perceptions of themselves as readers and their value of reading, teacher perceptions of children's motivation to read, and children's reading achievement. Of particular interest was the dimension of instrumental knowledge, a factor that may be critically important for this population. It might be expected that unfamiliarity with American cultural practices and institutions would be especially salient for recent immigrants. Rueda, R. & Moll cross check plagiarism software, L. (1994). A sociocultural perspective on motivation. In H. F. O'Neil & M. Drillings (Eds.), Motivation: Research and theory (pp. 117-140). Mahwah, NJ: Lawrence Erlbaum Associates. Thompson, R. Mixon, G. & Serpell, R. (1996). Engaging minority students in reading: Focus on the urban learner. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 43-63). Mahwah, NJ: Lawrence Erlbaum Associates. With few exceptions, most of the teachers in whose rooms we observed were on emergency credentials. (In the state of California college essays writing, the shortage of teachers in some communities has led to provisions for teachers to work without being fully credentialed while they pursue further training.) Overall, our observations suggested that, although the teachers were hard-working and committed, few activities had any elements of authenticity--that is, recognized by students as meaningful and serving a particular purpose. Much of the classroom work was characterized by drill and practice activities, worksheets, and teacher-directed work. As many authors have noted, such instruction often characterizes the education of students from low SES and non-English speaking backgrounds (Thompson et al. 1996). Childrens' engagement under these types of instructional conditions has important theoretical and practical implications, which we will explore in the discussion section. As the psychological and educational literature begins to broaden the research base to include social-interactional and community/institutional factors, the universality of motivation to read and reading engagement will be reconceptualized as well. The transformation in conceptualization will result in an understanding of motivation grounded in context. Initial analysis of the field notes followed a schema described by Turner (1995) that characterizes classroom activities on a dimension she referred to as open/closed. Turner describes open tasks as those in which students themselves can select relevant information and/or can decide how to use information to solve a problem. Open tasks allow children to frame the problem and design a solution (e.g. students selecting their own books for free reading). Closed tasks are those in which either the task or the teacher delineate the information to be used as well as the expected solution (i.e. one right answer is expected). That is, students are directed to use specific information to come to a predetermined conclusion--a structure that offers students limited opportunities to make decisions. The goal of closed activities is automatic application of practiced skills. In our study, closed activities included things like practice activities and worksheet exercises. We found several instances in the data where activities shared aspects of both codes. We therefore categorized these as "mixed." Ruddell, R. B. Ruddell, M. R. & Singer, H. (Eds.). (1994). Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association. Ecocultural factors also related to children's reading achievement (see Table 2). Immigration was related to the teacher's perception of the child's reading achievement (r = .57, p < .01), and reading grade (r = .53, p < .05). The higher the reading achievement and the reading grade essay about money, the more likely the family was to make changes to adapt and hold a positive view about the adaptations they were making to live in the host country. Instrumental knowledge moderately related to teacher's perception of child reading achievement (r = .54, p < .05) and strongly related to reading grade (r = .68, p < .005). The higher the reading achievement and reading grade, the more likely the family was to have access to and/or knowledge about institutions, including schools. Finally, culture and language related to the child's reading achievement (r = .57, p < .05) and reading grade (r = .67, p < .01). The higher the reading achievement and reading grade, the more likely the family was to report active pursuit of Spanish and English literacy and cultural activities. Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1, 209-229. It is critical that we acknowledge this variability among the children, families, and community in our study. While all come from the "same" cultural background, the variability and complexity we observe belie the usefulness of group labels for explanatory purposes. Explanations for individual children's engagement must account for the complexity and variability present in their daily practices. Their everyday routines and cultural practices, as opposed to static ethnic labels that imply homogeneity of behavior and beliefs, are prominently shaping children's learning and development. There are some important differences between this family and Guadalupe' s that seem to impact Ricardo's schooling experience in less favorable ways. For one thing, the family has considerably less instrumental knowledge about the educational system in the United States. For example, our interviews revealed that Ricardo's mother did not have a clear idea of the three-tier system of schooling in the United States (elementary school, junior-high/middle school, and high school), which is different from Mexico's. Nor did she know that completion of high school meant twelve years of schooling. Furthermore, Ricardo and his sister did not seem to have any models in the family for academic achievement or reading engagement. The family lacked an important connection with anyone at the school that could provide them with needed support regarding their children's education. Not surprisingly, Ricardo's mother did not have a clear understanding of the types of programs that her son had been placed in and erroneously believed that the purpose of the research study was to teach the children how to read. Fromboluti, C. S. (1994). Mini-digest of education statistics. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Educational Statistics. While virtually all of the students in our sample meet the criteria for "at-risk" status by almost any measure, we nevertheless have begun to see differences among them in ways that illustrate the complex interaction of the planes of development as they impact school success in general and engagement in particular. We present two cases here to illustrate these issues. U. S. Department of Commerce, Bureau of the Census. (1991). The Hispanic population of the United States: March 1990. (Current Population Reports, Series P-25 No. 995). Washington, DC: U.S. Government Printing Office. Culture and Language Oldfather, P. & Wigfield, A. (1996). Children's motivations for learning. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 89-114). Mahwah, NJ: Lawrence Erlbaum Associates. Sonnenschein, S. Brody, G. & Munsterman, K. (1996). The influence of family beliefs and practices on children's early reading development. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum Associates. McInerney, D. M. (1992). Cross-cultural insights into school motivation and decision making. Journal of Intercultural Studies, 13, 53-74. Madrigal, P. Cubillas, C. Yaden, D. B. Jr. Tam, A. & Brassell, D. (1999). Creating a book loan program for inner-city Latino families (CIERA Report #2-003). Ann Arbor: CIERA. Alternative working patterns such as job-rotating, job-sharing, and flexible working have been branded as effective motivational tools by Llopis (2012). Moreover, Llopis (2012) argues that motivational aspects of alternative working patterns along with its other benefits are being appreciated by increasing numbers of organisations, however, at the same time; many organisations are left behind from benefiting from such opportunities. Kreitner, R. & Cassidy, C. (2012) “Management” Cengage Learning An interesting viewpoint regarding the issue has been proposed by Wylie (2004), according to which members of management primarily should be able to maintain the level of their own motivation at high levels in order to engage in effective motivation of their subordinates. Accordingly, Wylie (2004) recommends managers to adopt a proactive approach in terms of engaging in self-motivation practices. This point has been explained by Lockley (2012) by insisting that certain practices such as engaging in constructive arguments and dialogues in workplace can prove to be highly motivational for the representatives of Western culture, whereas the same set of practices can prove to be counter-productive for employees from Asian countries due to vast cross-cultural differences. Thomas, K.T. (2009) “Intrinsic Motivation at Work: What Really Drives Employee Engagement” 2 nd edition, Berrett-Koehler Store Shields alain botton de essay in love, J. (2007) “Managing Employee Performance and Reward: Concepts, Practices, Strategies” Oxford University Press Based on these reasoning motivational essays, this paper shall include analytical and empirical studies to reveal the discrepancies and feasibility aspect of the domain, as Rai (2004) put forward; motivation is crucial for good performance and therefore it is increasingly important to study what motivates employees for better performance. This section offers a review of literature, which explores the concepts, types and theoretical aspects including content and process theories, theories of motivation developed in other psychological areas as well as empirical evidences in organizational contexts. In addition Arnolds and Boshoff (2002) conducted research in a number of firms in South Africa to investigate the impact of need satisfaction on self-esteem and of self-esteem on performance intention as suggested by Alderfer (1972). According to the empirical results, self-esteem was found as a significant determinant of employee job performance and results showed that providing frontline employees opportunities to perform challenging work, allow participation and teaching them new things on the job will enhance their self-esteem as well as their performance intentions (Arnolds and Boshoff, 2002). The authors argued that the experiment also showed that the satisfaction of fringe benefits does not have a significant impact on performance intentions via self-esteem as an intervening variable and this support Herzberg's et al. (1959) theory. In addition Frey (1997) note that high intrinsic work motivation evolving from work which is interesting involves the trust and loyalty of personal relationships and is participatory. However, under certain circumstances, intrinsic motivation can be diminished, or ''crowded-out'' by external interventions like monitoring or pay-for-performance incentive schemes. This was also supported by Frey and Jegen (2001) who reviewed the literature on intrinsic motivations and found that the evidence does suggest that incentives sometimes do ''crowd-out'' intrinsic motivations. Besides, Frey (1997) suggests that the important matter is whether the external intervention is in the form of a command or a reward. Commands are most controlling in the sense that they seize self-determination from the agent, while rewards might still allow autonomy of action. Motivation is defined as "a human psychological characteristic that add to a person's degree of commitment. It is the management process of influencing employees' behavior". (Badu, 2005) B.F. Skinner (1953) compared to need and process theories, came up with a different theory known as the reinforcement theory in which he proposed that people's behavior is dependent upon its consequences. He suggested that if consequences of behavior is positive then such behavior will be repeated and vice-versa. Skinner (1953) argued that behavior can thus be reinforced through different forms of reinforcement or rewards. According to him individuals can be influenced in four different ways given by positive reinforcement (a reward such as praise so that the person repeat the behavior), negative reinforcement (rewarding employees by removing unwanted consequences), extinction (deliberately withheld positive reinforcement to discourage unwanted behavior) and punishment (applying undesirable consequences for unwanted behaviors). In a nut shell, different authors have put forward the concept of motivation differently. Nonetheless, these definitions have three common aspects, that is, they are all principally concerned with factors or events that stimulate, channel, and prolong human behavior over time (Steers et al. 2004). Content theories tend to focus on individual needs and attempt to explain the factors within a person that stimulate and stop behavior (Reid, 2002). According to Bassett-Jones and Lloyd (2005), content theory assume a more complex interaction between both internal and external factors, and explored the circumstances in which individuals react to different types of internal and external stimuli. Furthermore, McGregor (1960) postulates Theory X and Theory Y which is based on assumptions about people and work. According to this theory, there are two types of assumption made with regards to employees whereby theory X assumes that employees are lazy and therefore theory X suggests that in order to motivate employees a more autocratic style of management is required. On the other hand theory Y assumes that workers enjoy work, committed to objectives of the organization and will apply self control and self directed in the pursuit of organizational objectives and therefore does not require external control. However this theory has also been criticized to a large extent, for example Wahba and Bridwell (1973) argued that based on the ten factor analytic studies that have attempted to test Malow's theory; there is no clear evidence that human needs are classified into five different categories, or that these categories are organized in a special hierarchy. The authors contradict Malow's proposition and points out that, "none of the studies has shown all of Maslow's five need categories as independent factors", for example some studies have showed that the self-actualization needs may emerge as an independent category. They also argued that studies have also proved the issue of need deprivation and the domination of behavior to be different from that suggested by Maslow. Moreover results have also proved that either self-actualization or security are the least satisfied needs and social needs are the most satisfied. Therefore it is difficult to determine the general pattern of the degree of satisfaction and these trends are not the same as proposed by Maslow (Wahba and Bridwell, 1973). With regards to Adams Equity theory, Levine (1993) calculated wage residuals for more than 8,000 manufacturing employees. Wage residuals reflect employees' wages relative to employees with similar demographics and human capital in terms of education and training (Ambrose and Kulik, 1999). Levine found that employees with higher wage residuals reported that they were less likely to leave, were more satisï¬ed with their pay, were willing to work harder than they had to, and were more committed to the organization. Therefore in line with this argument, the author pointed out that employees with low wage residuals might be expected to experience inequity or unfairness relative to similar others and exhibit negative responses. Along with the content theories, there are also different process theories. According to Viorel et al. (2009) the content theories emphasize on specific factors that motivate workers with regards to certain necessities and aspirations, while the process theories emphasize on the processes and the psychological forces that have an impact on motivation. They start from the premise that motivation starts with the desire to do something. The process theories provide more realistic principles with regards to motivation techniques and therefore they are more useful to managers compared to content theories (Viorel et al. 2009). Besides based on the Goal Setting theory, Stansï¬eld and Longenecker (2006) performed a study in a traditional manufacturing plant in the Midwestern USA to develop a model of efficient and effective goal setting and feedback practices for manufacturing. According to the authors the study showed that an information system, facilitating goal setting and feedback can play a vital role in improving individual performance levels. Stansfield and Longenecker also found that employee motivation and performance were both improved in the study, which lead to better organizational performance and proï¬tability. The authors also argued that goal setting and feedback can create competitive advantage for manufacturers with a minimum investment of time and capital if they implement these practices with proper coordination. Moreover Arnolds and Boshoff (2002) conducted research in a number of South African firms whereby they analyzed the application of the expectancy theory put forward by Vroom (1964) and they argued that the satisfaction with pay and fringe benefits does not impact on the performance intentions of frontline employees because these need satisfactions do not have any esteem valence for these employees. In other words, frontline employees do not have a higher regard of themselves if they are getting enough pay to fulfill basic necessities (Arnolds and Boshoff, 2002). The maximization of employee's motivation to attain the organization's goals can only be obtained through a complete understanding of motivation theories (Reid 2002). There is a wide variety of theoretical frameworks that have been developed in the attempts to explain the issues related to motivation. Stoner essays for sale, Edward and Daniel (1995) has described two different views on motivation theory, given by the earliest views and the contemporary approach which can further be subdivided into content and process theories. Write a Successful Motivation Letter for Your Master s, sample letters of application to university.3/29/2017 Mrs. M Foster, Start with writing down some of the main ideas good covering letter example, important points you would like to approach in your letter and later build around them, enrich their content; an example would be : It is very common nowadays that European universities that offer different international Masters degree programs, ask applicants to send a number of important documents like: C.V feminism essays, transcript of records, Bachelor's degree diploma, language certificate etc. but one of the key documents required that might make the difference and assure you a place in your desired Masters program is the motivation letter. To get the perfect motivation letter you will also need to have great English writing skills. If you need to improve your English speaking, why not try taking a good English language course abroad ? All these presented key points can prove effective and help you write successful motivation letters but, in the end law school papers for sale, your personal touch and knowledge is what matters and makes the difference. A good motivation letter will always be successful if the applicant is really interested and willing to get the desired place in the Master's program of his/her choice. What you really need is to trust in yourself and try it and if you are not successful the first time keep on trying because you will make it for sure. This website considers these two CV styles, although you can use a combination of the two or other approaches. The skills-focused CV emphasises your skills by having a well-developed section on skills at the front of your CV. The work history information in your CV can be kept to a minimum. Many employers require cover letters as part of the job application process. Read below for an example of a cover letter to send with a resume quotes in essays mla examples, plus tips for writing and sending a cover letter. Use the sample as a guide when you write your own cover letter, remembering to tailor all the information to your own experiences and the specific position and company. More Cover Letter Examples Your cover letter is where you can show your passion for the position or company writing an essay from a quote, and highlight relevant qualifications . Send one! Even when an employer does not directly ask for one, be sure to always send a cover letter. The only time you do not want to send a letter is when the job listing explicitly says not to send one. Be sure to follow all directions on the job listing. Your Name I have also gained extensive experience in legal and policy research – fields that you state the author’s assistant must be familiar with. My experience in the NYS Assembly has afforded me the opportunity to become familiar with the consolidated and unconsolidated laws of the State of New York. In particular, through my work with Assemblywoman XXXX, I have become heavily involved in the current welfare and Medicaid reform movement. Read samples and templates. For help writing your cover letter, read samples like the one below, as well as cover letter templates. Remember to tailor any example or template to fit your own experiences and the job for which you are applying. As you search for a new position as a registered nurse, you’ll need to create a cover letter that highlights your most valuable skills and most impressive accomplishments. Employers will want an understanding of your clinical experience and a sense of your competence and confidence. Use this registered nurse cover letter example as a guide while you create and edit your own document. 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Use this graphic designer cover letter example to shape your message. Start with a paragraph that summarizes your abilities and provides a clear sense of your background and experience, then consider listing some of your concrete skill sets and software or managerial competencies. Use bullet points to keep your list concise and memorable. Managers in search of a receptionist usually look for two qualities above all else: Error-free efficiency and a friendly, professional attitude. When clients and customers contact the office, they should be met with a warm welcome and a quick, accurate response to their question or request. If you have what it takes to excel in this role, use your cover letter to send your message home. This receptionist cover letter example can serve as a guide. Close your cover letter by drawing a distinct line between your potential contributions and your reader’s needs. Let your reader know exactly how to contact you before you sign off. 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If you're having trouble finding this information you can call the company to ask who you should address your application to. Here is a list of things that you should NOT include in your cover letter: Using the same language as people who do a particular job is a good way to convince people you're suited to the job. Your cover letter needs to show that you know what the job involves and what the organisation requires. To do this you need to be as specific as you can about your skills and qualities and how they match the job or organisation's needs. Try to make sure that you don't fill your cover letter with things like "I believe", "I have" and "I am". Once you've written your letter, look over it and see if you can take out - or rewrite - any sentences that start with "I". If you haven't heard back in a couple of weeks, it's okay for you to contact them to ask for a response - try emailing them or calling them to discuss your letter directly. Check out our Cover letter only + work experience or Cover letter only + no work experience pages (choose the one that matches your level of work experience) for cover letter templates you can use to write this kind of cover letter. Getting familiar with what a company does and how it talks about itself can give you ideas about things to mention in your cover letter, and how to talk about them. Your letter should Include a brief summary of your skills and experiences that match the job description. A short bullet-pointed list is fine. You can also use "To Whom It May Concern" - but try to only use this as a last resort. Make sure you'll be able to answer the number you give - no sense giving your home phone if you're not going to be home to answer it. For more examples of ways to finish a cover letter, check out the cover letter templates on our Sample resumes and cover letters page Here are three simple ways to make your cover letter as specific as possible: For examples of how to do this, check out our Sample resumes and cover letters page. For examples of how to do this help on persuasive essay, check out the cover letter templates on our Sample resumes and cover letters page. Finding out more about a company is also a good way to work out how to tailor your cover letter. Here's some tips: For more about this kind of cover letter, visit our Cover Letter: Email + no work experience or Cover Letter: Email + work experience pages (choose the page that matches your level of paid work experience). You might be applying for a specific, advertised job, or you might be contacting a potential employer to see if they have any vacancies. Either way, your cover letter needs to: Use this sample cover letter if you're contacting a business to ask about jobs that might be available (for more about this way of finding jobs, visit our Cold calling - What is it? page). Sample cover letter: No work experience + advertised job - Word (86.36 KB) Sample cover letter: Email + work experience - Word (88.65 KB) Sample cover letter: Email + no work experience - Word (89.27 KB) Sample cover letter: Cold calling - Word (84.17 KB) Sample resume: No work experience + Uni/TAFE - Word (95.62 KB) Sample resume: Work experience + Year 12 - Word (142.11 KB) If you have some paid work experience, use this sample: A Comparison of Men and Women Essay - comparison compare contrast ess, man vs woman essay.3/29/2017 The differences between men and women are more socially constructed since childhood by pressure of the society & parents to conform to what they think men and women should be (http://psychcentral.com/news/2013/02/05/men-and-women-may-not-be-so-different-after-all/51222.html ). Hi english term paper outline, interesting article topic. It astonishes me that the arguement of men and women being different but equal does not crop up more often in more mainstream blogs. It is an obvious fact. I think statement of admission, speaking in a metaphysical jargon, that men and women are the same creature, human, but made out of different wavelengths of time, light, etc…
This is such a great artical, Ive heard so much about gender equality, that men and women should be equal, that women should try to be like men and try to do whatever man can. However, these things thesis statement writing activity, according to me, are just telling a woman to define herself by what she is not. Trying to be like a man does not mean equality, definitely. I do like the way you define equality in this artical ? Wish you the best! In my view point a women shouldnot be like a candle burning in a dark room. I believe that women and men should be treated equally in society. There arent many things that are different between men and women other than their physical properties. Something that I found interesting is that: in the word women there is men, in the word she there is he, in the word female there is the word male. This just shows how in society, it used to be thought that women wouldnt be able to survive without a man in her life. But i believe that today men are starting to change their point of view and are understanding that women should be treated equally with them. As once said, Behind every great man, theres a great woman. and a woman needs a man like a fish needs a bicycle. The society should be able to understand that women dont need men to survive and they have the potential to do the same things as men do. Rafaqat Hussain Babar In marriage, it can be said that both are equal, ONLY when regarding the importance of the DIFFERENT roles given to the Husband and Wife can one say that they are equal. However the arrangement of a family goes that the man is the head www custom essay writing com, the wife supports her husband and must be loved and cared for by him. The wife cannot overtake the Husbands role of headship or this is breaking the moral structure of Marriage apart. On a more general level, Women are stronger in certain areas whether it be involving children, etc. However Men are dominant in strength and can withstand a lot more physical trauma than women. But does that mean that they are better in general than the other? No. Put simply we are not better in a whole, but we lack in some areas and dominate in others. Why cant we celebrate our differences? Rather then trying to achieve the impossible. We think differently, were differently psyichally down to our organs, body shape, strength, size and so forth. I agree with what the Rabbe said in the story and with the whole comment that followed. I hope we all come to realize that we are good as we are and we should be gentle with the man or woman beside us. May G-d inlighten our minds! In order to understand the essential nature of man and woman competitions essay, we must do away with human subjectivity and look through G-d’s eyes. Every human being, man and woman, was created for the same purpose — to fuse body and soul in order to make themselves and their world a better and holier place. In their service of G-d, there is absolutely no difference between a man and a woman; the only difference is in the way that service manifests itself. In addition to that women are MUCH MORE likely to get away with murder of a man or spouse, they can simply claim mistreatment even without evidence in most cases. They can have the sentance dismissed or moved down to manslaughter. After so many years of male dominance hooks for essays about yourself, we are standing at the threshold of a true feminine era. It is time now for the woman to rise to her true prominence 3 body paragraph essay example, when the subtle power of the feminine energy is truly allowed to nourish the overt power of the masculine energy. We have already proven that we can use our strength to slay the demons around us; let us now learn to nurture the G-dliness within. Its funny when people say men and women are different they all talk about external things, and if you define who you are by external things then you havent done much work in unlearning the things you learned or in other words addressing all the disfunctional ways we have been conditioned which keeps us that much further from the truth of anything we might want to understand, We are all the same we all want to know what it is to Love and be loved and we are all looking for it in the wrong places, If we actually take the time to understand what Love truly is then we will have greater insight into ourselves and how we are the same. Whether you can do the same job or not is not what makes us the same or different, thats just shallow thinking and something i would not really call it thinking because there is no depth and very little reflection. I mean no harm but your bring up the topic of certain roles that a man and women should embrace and yet you fail to recognize that these roles are brought on by society and not always the individual. As a boy is told to be a man or a girl to be lady-like you are defining a large number of people into two categorize. Now back when there were cavemen these roles were essential for survival. Now it is not needed, and i believe we should look at the individuals skills and how that can benefit the human race. You also bring up how a man is aggressive and dominant and how a women is subtle and has inner integrity. Yet you fail to give any accurate facts that support your claim on the entire human populous. Now you may be talking in general but still generally the world has changed and continues to change to were man and women are just humans, in all their glory and faults. I am not claiming to be a professional on this topic, or that what you are saying is evil or bad. I just wish to show you my view on the topic and how it relates to your article. On the question of equality of men and women,I feel we are becoming more and more confused by this mantra. Humans have all the basically the same needs,food and sustenance,a need for shelter and its attendant extras,the need to propagate and produce offspring and so increase their own genes.But most of all all humans need more than equality in that they require respect and care in equity throughout their brief span of life as well as encouragement to achieve their intellectual rights and understanding, So often the latter is stunted by this secular so called democratic societys attitude to a fully human right of action and survival. This article is spot on from my opinion, Men and women are naturally different in physical strength and emotional strength, they think differently, even dress differently, speak with differnet voice and pitch and their whole internal system body and mind is different so with this in mind there is a purpose for those differences and their social rights cannot be the same but can benefit eachother and society. Or how about we need each other. Each with respect to the other sexes roles. I dont know about you but it seems this whole vendetta against men equality is as one sided and ignorant as the actions against woman. This book however seems to be getting at the heart of the issue and I will give it a read. I am by NO means a housewife. I am getting my MA right now and plan to go far in life (that is, I want to become successful), but women need to stop complaining! We have it so good right now. With education, we have rights, power. why is everyone so impressed that as a woman I am getting an MA and I am ambitious? Because, lets face it: educated, intelligent and beautiful women are a commodity! Its no surprise when I was younger my parents and grandparents always said: educate yourself and become successful; an educated and beautiful woman in this world has more power than any of her male counterparts.
This essay has been submitted by a student. This is not an example of the work written by our professional essay writers. Recognizing, understanding, discussing as well as acting skillfully in light of the differences between men and women can be difficult. Our failure to recognize and appreciate these differences can become a lifelong source of disappointment, frustration, tension and eventually our downfall in a relationship. Relationships between men and women are not impossible or necessarily difficult. Problems simply arise when we expect or assume the opposite sex should think, feel or act the way we do. It's not that men and women live in completely different realities. Rather, our lack of knowledge and mutual experience gives rise to our difficulties. Men and women approach problems with similar goals but with different considerations. While men and women can solve problems equally well, their approach and their process are often quite different. For most women, sharing and discussing a problem presents an opportunity to explore, deepen or strengthen the relationship with the person they are talking with. Woman is usually more concerned about how problems are solved than merely solving the problem itself. For women, solving a problem can profoundly impact whether they feel closer and less alone or whether they feel distant and less connected. The process of solving a problem can strengthen or weaken a relationship. Most men are less concerned and do not feel the same as women when solving a problem. Men approach problems in a very different manner than women. For most men, solving a problem presents an opportunity to demonstrate their competence, their strength of resolve, and their commitment to a relationship. How the problem is solved is not nearly as important as solving it effectively and in the best possible manner. Men have a tendency to dominate and to assume authority in a problem solving process. They set aside their feelings provided the dominance hierarchy was agreed upon in advance and respected. They are often distracted and do not attend well to the quality of the relationship while solving problems. At the heart of sensitivity is our capacity to form, appreciate and maintain relationships that are rewarding. Even here there are important differences. For men, what demonstrates a solid relationship is quite different from that of most women. Men feel closer and validated through shared activities. Such activities include sports, competition, outdoor activities or sexual activities that are decidedly active and physical. While both men and women can appreciate and engage in these activities they often have preferential differences. Women doctoral dissertation writing services, on the other hand, feel closer and validated through communication, dialogue and intimate sharing of experience research on group work in education, emotional content and personal perspectives. Many men tend to find such sharing and involvement uncomfortable, if not, overwhelming. Equality of women and men has been disputed for many years. Some people consider that this kind of equality is impossible because of their physical properties while others say the exact opposite. But no matter what they say, both sexes differ from each other greatly in some respect.
1345 words Tannen, Deborah. "Sex, Lies and Conversation." The McGraw-Hill Reader: Issues Across the Disciplines 8th edition. Ed. Gilbert H. Muller. Boston: McGraw- You may have recoiled at my earlier statement that men like football and women like quilts. I admit that it is a gross simplification of the differences between men and women. However, you knew what I was talking about. These are the stereotypes that have been pounded into our brains since we were age two. The man is the grunting, unfeeling one in the easy chair, who only takes a break from football to work on his car, or go drink with his buddies. He is a brute, and is not interested in communication, only sex. The woman is the one who screams at spiders, nags at the children, shops till she drops and holds those amazing sessions with her friends where all who are present talk at the exact same time for an hour and then pack up the coffee cups and diaper bags and leave with a complete understanding of everything that was said. Essay on Differences in Men and Women in Story of an Hour - The Story of an Hour - Differences in Men and Women Kate Chopin's "The Story of an Hour" appears merely to explore a woman's unpredictable reaction to her husband's assumed death and reappearance, but actually Chopin offers Mrs. Mallard's bizarre story to reveal problems that are inherent in the institution of marriage. By offering this depiction of a marriage that stifles the woman to the point that she celebrates the death of her kind and loving husband. Chopin challenges her readers to examine their own views of marriage and relationships between men and women. [tags: comparison compare contrast essays] The Importance of Women's Sports in Comparison to Men Essay examples - The Importance of Women's Sports in Comparison to Men Is Women's Sport As Important As Men's SportIs women’s sport as important as men’s sport. Well, that’s the question… It wasn’t until the end of the 19th century that women started to enjoy sports. Yet, only the upper class had the privilege of sporting activities such as horse riding, archery, golf, tennis essay police, skiing, and skating in those days. [tags: Papers] Essay on Changing Roles of Men and Women - Changing Roles of Men and Women Women’s lives have changed dramatically, for the last half-twentieth century as Paula England said. One significant change has been an increase of women in the labor force. In 1950 only 30 percent of women were in the labor force. By 1994, the number of women in the labor force had reached 58 percent. Most women were married with young children. Women worked in the same jobs as men did. However, they got less pay and fewer opportunities. At that time, women did more work than men in the housework, which was unequal. [tags: Women's Studies] 1728 words |