Harry Potter Controversy About Banning the Books

Harry Potter Controversy About Banning the Books The Harry Potter controversy has gone on, in one form or another, for years, particularly before the series ended. On one side of the Harry Potter controversy are those who say that J.K. Rowlings Harry Potter books are wonderful fantasy novels with powerful messages for kids and the ability to make even reluctant readers eager readers. On the opposing end are those who say that the Harry Potter books are evil books designed to promote an interest in the occult, since Harry Potter, the hero of the series, is a wizard. In a number of states, there have been attempts, some successful and some unsuccessful, to have the Harry Potter books banned in classrooms, and banned or under severe restrictions in school libraries. For example, in Gwinnett County, Georgia, a parent challenged the Harry Potter books on the grounds that they promoted witchcraft. When school officials ruled against her, she went to the State Board of Education. When the BOE confirmed the right of local school officials to make such decisions, she took her battle against the books to court. Although the judge ruled against her, she indicated she might continue her fight against the series. As a result of all the attempts to ban the Harry Potter books, those in favor of the series also began speaking out. kidSPEAK Speaks Out American Booksellers Foundation for Free Expression, the Association of American Publishers, the Association of Booksellers for Children, the Childrens Book Council, the Freedom to Read Foundation, the National Coalition Against Censorship, the National Council of Teachers of English, the PEN American Center, and the People for the American Way Foundation. What do these groups have in common? They were all sponsors of kidSPEAK!, which was initially called Muggles for Harry Potter (because in the Harry Potter series, a Muggle is a non-magical person). The organization was dedicated to helping kids with their First Amendment rights. The group was most active in the early 2000s when the Harry Potter controversy was at its height. Challenges and Support for the Harry Potter Series There have been challenges in more than a dozen states.  The Harry Potter books were number seven on the American Library Associations list of the 100 most frequently challenged books of 1990-2000, and they were number one on the ALAs Top 100 Banned/Challenged Books: 2000-2009. The End of the Series Generates New Views With the publication of the seventh and final book in the series, some people began to look back over the entire series and wonder if it might not be a Christian allegory. In his three-part article, Harry Potter: Christian Allegory or Occultist Children’s Books?  reviewer Aaron Mead suggests that Christian parents should enjoy the Harry Potter stories but focus on their theological symbolism and message. Whether or not you share the view that it is wrong to censor the Harry Potter books, they have value by giving parents and teachers the opportunity offered by the series to increase their childrens interest in reading and writing and use the books to promote family discussions about issues that might otherwise not be discussed. Reading all the books in the series will allow you to make an informed decision about the Harry Potter books for your children. Participate in Banned Books Week activities, educate yourself about your communitys and school districts policies, and speak out as needed. More About Book Banning and Censorship All About Book Banning and Childrens BooksKids Book Censorship: The Who and WhyFrequently Challenged Books of the 21st Century

How to become a kindergarten teacher

How to become a kindergarten teacher As far as teaching careers go, the idea of being a kindergarten teacher seems very appealing. The students are young, not yet subject to the social pressures of middle and high school, and eager to learn about the world. Maybe you see yourself singing songs and helping kids take those tentative first steps on their educational road. But while the job does include those things, the idealized vision of singing about ABCs isn’t the whole picture. Kindergarten teachers are educators first and foremost, and have the daunting task of making sure that many students’ first formal classroom helps set them up for a good education later on. What does a kindergarten teacher do?Because of the basic nature of what early elementary school educators teach, there can be misconceptions about how â€Å"easy† it is to be a kindergarten teacher. Sure, they typically don’t teach advanced calculus, but they do need to be able to teach in a variety of subject areas, while balanci ng young students’ complex needs for social and interpersonal development. A kindergarten teacher’s duties may include:Teaching lessons and basic academic skills across different disciplines (reading, writing, math, science, etc.)Managing classroom behaviorPlanning lessons and curriculumDeveloping educational play activitiesKindergarten teachers can be found in any elementary-level school, including public schools, private schools, or magnet schools. The school week is typically a straightforward number of daytime hours, but the job may also require additional time spent in the mornings, evenings, and off-hours to prepare for school, participate in professional development, or oversee extracurricular activities/school programs. Depending on how the school is structured, kindergarten teachers may have one main class per year, or two (morning and afternoon sessions).What skills do kindergarten teachers need?First and foremost, kindergarten teachers need to have a balance between educational skills and people skills, given that their students may have yet to master a number of life skills and may have a broad variety of needs and skill levels. Here are some of the core skills you’ll need as a kindergarten teacher:Teaching Skills:  For many students, the kindergarten classroom may be the first place they’ll encounter formal lessons on reading, writing, etc. A kindergarten teacher needs to be able to teach the basic building blocks for students with different skills and abilities.Kid-Friendliness:  If you don’t like kids, then spending all day, every day handling the needs of 5–7 year olds just may not be the right teaching career for you. The job definitely requires a good measure of patience and enthusiasm for working with young kids- and all their quirks.Creativity:  Kindergarten is special because it mixes in play and hands-on activities before students start to move on to more formal classes in later grades. A ki ndergarten teacher should have a flair for coming up with fun, creative ways to use educational concepts in the classroom.Organizational Skills:  Kids can bring chaos, especially in large groups. The adult in the room should not also bring chaos. Organizational skills are a cornerstone of any teaching profession, and being able to organize and efficiently manage a classroom full of little kids is an immensely useful skill unto itself.What do you need to become a kindergarten teacher?Unlike preschool teachers, who may not need a four-year degree, becoming a kindergarten teacher typically requires a four-year degree in early childhood education. Many teachers also go on to receive a master’s degree as well. Public school kindergarten teachers are required to be licensed, but this step is not necessarily required for private school teachers. You should consult with your state’s licensing policies, as well as those of your target school/district to see what the specific requirements are.How much do kindergarten teachers get paid?According to the U.S. Bureau of Labor Statistics, the median annual salary for kindergarten teachers is $55,490. This can vary depending on the teacher’s experience and the type of school.What’s the outlook for kindergarten teachers?This is a field that will continue to grow (or at least maintain) given that kids are a continually replenishing natural resource and will always need quality teachers to guide them through those early educational steps. The U.S. Bureau of Labor Statistics expects that the demand for kindergarten teachers will grow by about 6% through 2024.

Buyer Behaviour Analysis - The Psychology of Buying Coursework

Buyer Behaviour Analysis - The Psychology of Buying - Coursework Example It is therefore important to understand how they arrive at a decision to purchase in order for a marketer to build an offering that would attract them. This paper focuses on how psychological factors; motivation, perception, learning and attitude could influence purchasing decision of luxury cars. A motive can be defined as the internal energizing force that directs individual’s activities towards achieving a goal or satisfying a need. Actions are however affected by several motives thus marketers’ ability to identify these motives forms the basis of developing a successful marketing mix. Motivation is the internal force that reorients our behaviour towards the decision making process and purchasing behaviour. According toYalch& Brand (1996, p.406), once an individual recognizes that they have a need, there is normal a state of tension existing that drives the consumer to achieving the goal by eliminating the need and reducing the tension. In this regard, it is important to note that only unmet needs motivates an individual and once they are eliminated there could only be another motivation emanating from another need. Maslow’s hierarchy of needs identifies five levels of needs that are likely to determine the level of hierarchy the consumers are and determine what motivates their purchases. According to Maslow’s hierarchy of needs, purchasing behaviour is mainly driven by the lowest need that has not been met by a buyer. The five primary areas of needs identified by Maslow model are physiological, safety and security, love and belongingness, self esteem and finally self actualization. This model postulates that as the needs of consumers are met in the first level say physiological, they move towards the next and so on (Lester, 2013 p.15). In this model, consumer buyer decisions are motivated by one of the 5 needs level in their hierarchy. In this regard, ability of a marketer to appeal to one of five motivational

Consumer-Firm Relationship and Bonding Essay Example | Topics and Well Written Essays - 500 words

Consumer-Firm Relationship and Bonding - Essay Example Some claim that behaviors people adopt, simplify the buying experience, reduce risks and maintain a psychological level of comfort. Others describe it as attracting, maintaining and enhancing customer relationships. These relationships go through hierarchical chain of events and development phases including exchanges, transactions through which customers receive psychological benefits. The relationships are earned through transactions. Relationship marketing sets out to establish, maintain, develop and commercialize so that objectives of both the customer and the marketer is met. This is done by mutual exchange and promise fulfillment. Relationship marketing can be viewed as relationships, interactions and networks connecting customers to customers, suppliers to customers, suppliers to suppliers as well as competitors. It includes employing tactical elements like customer contact, customer database management and customer-oriented service. Strategic elements re-characterize the business as a service business and view the organization as a process instead of a function. The dissertation considers all relationships as having life cycles and questions whether relationship marketing is the development of a new marketing paradigm.

Integration of Aristotles Four Causes and Ego Psychology Essay Example for Free

Integration of Aristotles Four Causes and Ego Psychology Essay Ego Psychology Theory is based on Freud’s structure of mind model of identity, ego, and superego elaborated in more detail. Individuals have different ego controlling between primitive drives and realities. Individuals always deal with identities, drives and egos. However, if one has good control with ego, they can express their desire, drives and morals in realistic and socially appropriate ways. If failed, one confronts difficulties such as conflict with inner self and loss of mature interpersonal relationship. However, throughout lifetime, individuals change their feelings and behaviors to better fit their needs or minimize their conflict between primitive drives and realities. The material cause for ego psychology is identity and ego. Individuals are born with primitive drives, sexual desires, and egos which enable to organize their identity, drives and synthesize judgment, defined as decisions toward another in feelings, or to be aware of drives that affects feelings in accord with reality. In other words, ego can give a right direction for or control identity drives, whether it is satisfied or not in light of reality. The formal cause of ego psychology is ego development which is follows by means of the individuals needs, e. g. , affiliation with others, learning, etc. Hartmann says that we must develop â€Å"autonomous ego-development† (Hartmann, 1958, p, 101). The ego must be understood in relation with the individuals needs and drives, traits, expectations, and values. According to Hartmann, peoples defense mechanism develop their ego. Hartmann pointed out that â€Å"the defense processes may simultaneously serve both the control of instinctual drive and adaptation to the external world. † (Hartmann, 1958, p. 51) The efficient cause is adaptation â€Å"reality mastering† and a reciprocated relationship between an individual and his or her environment. The outcome of successful adaptation implies â€Å"fitting together† (Hartmann 1958, p, 36). If individuals overcome their conflicts, they are lead to their functions which are more or less closely related to the perceive reality. Therefore, successful adaptation embeds an individual in an environment. Also, it solves conflict among individual needs, capacities, and their environments due to the complicated tendencies of defensive egos. In early stages the ego is focused on differentiating itself from others and on affirming its separate existence though expression of drives. Later, the individuals begin to learn rules of conduct to follow in order to avoid group criticism (Martin,1981). The impact of interpersonal and environmental factors is thought to be crucial to the evolution of mature ego functions during the lifelong developmental process. The final cause of ego psychology is to find better adaptation and sustain ego function with regard to individual needs to adapt to their environments, drives, traits, and expectations. Other manifestations of social functioning problems and self regulation and control of drives affect other peoples perceptions is central to the development of an individuals behaviors and are appropriate in certain circumstances. People, because of their inevitable and requisite relationship with the world, are subject to change their attitudes, behaviors, and even their egos in order to cope with the changes and demands of other people around them and in the group they belong in. References Irving M. Rosen. (1968) Ego psychology of the adult years.Journal of Religion and Health, Volume 7, Number 3 PDF (243. 6 KB) Retrieved May 2, 2008, from SpringerLink database. Hartmann, Heinz. (1958) Ego psychology and the problem of adaptation. New York, NY: International Universities Press. Martin A, James. (2000) Ego psychology notes. Retrieved Apr. 2, 2008, from http://www. brynmawr. edu/Acads/GSSW/jam/switr/991415. htm Martin, Grotjahn. (1981) The therapeutic group process in the light of developmental ego Psychology. Group, Volume 5. Retrieved May 2, 2008, from SpringerLink database.

The films Bladerunner and Fahrenheit 451 :: essays papers

The films â€Å"Bladerunner† and â€Å"Fahrenheit 451† The films â€Å"Bladerunner† and â€Å"Fahrenheit 451† are similar in the way they show emotions in their depictions of distopias. The emotions shown are not normal to us, but are controlled by the government. The inhabitants of these worlds are being persuaded that emotions are bad, unhealthy. However, some do break free from the system. The cases in these movies are not of really living at all, but just of going through the motions of life. The movie â€Å"Bladerunner† was about androids that were made to not have feelings and not to live longer than 4 years. Rachel is a good example of they tried to control emotions. As one of the new model replicants, Rachel was implanted with memories and could recall emotions. What she did not realize was that her memories were really the memories of her maker’s niece. She did not even know she was an android until Decker did the test on her. She was very upset when she realized that he was right, because she did not know what feelings were real and what feelings belonged to someone else. She worked with the man that created androids, the owner of the Tyrell Corporation, which makes her more upset that she did not know. This is when she exclaims to Decker, â€Å"I am not in the business, I AM the business.† Although she though she was living a normal human life, Rachel was going through the motions of everything humans do, but she did not have real feelings or even her own memories. Therefore, she was not even being her own self. Another aspect of the movie â€Å"Bladerunner† is of those that broke away from the system. The â€Å"Nexus 6† were androids that developed emotions and escaped from slavery, because they wanted to live longer. Roy and Priss are good examples of androids showing that they have emotions. They were manipulative, passionate for what they wanted, and even had loving sides. Roy was the leader of the â€Å"Nexus 6† and Priss was his girlfriend . Priss acted like a helpless girl to get J.F. Sebastian to let her into his house, into which she later let Roy. They made J.F. show them to the owner of the Tyrell Corporation’s house, so they could fight to get an extension on their lives.

Bother and Harmonium

Jonah Dusauzay Harmonium and Brothers The most obvious similarity of Harmonium and Brothers is that they have no rhyme scheme, which is a very common practice in contemporary poems and makes the writing feel less restrictive and much more human.In the two poems the description of the relationship is actually explained at the final stanza while the previous stanza appears to set the scene and happen to reflect the speakers thoughts, such as how the harmonium in Harmonium has ‘soft wood case’ and ‘yellow the fingernails of its keys’ which is actually explaining the son’s deep down worries of how his father is slowly ageing Harmonium appears to have a somewhat nostalgic and worried tone compared to Brothers more regretful tone this is due to the narrator in Harmonium appearing to be struggling to come to terms with the fact that his father will eventually leave him, and when his father does point this out ‘he is too starved of breath’ which shows both the closeness of the relationship and the love the narrator has for his father. Brothers is a complete opposite of this, with the poem being written in second person it makes the narrator appear to be reflecting on the past; there is a sense of deep regret in the writing also, as the writer explains how he is unable ‘to close the distance. I’d set in motion’ which may reflect the narrator recalling a childhood memory about his brother that he is now estranged from.Both in Harmonium and Brothers the use of imagery is prevalent, in Brothers the use of imagery is shown from the start with the way the narrator describes how he is ‘Saddled’ with his younger brother , which makes the reader appear resent the fact that he has to be with him. The use of imagery in Brothers is also used to reflect the characters contrasting emotions through the choice of verbs, were the younger brother ‘skipped’ and is ‘spouting six year old view s’ shows the jubilance and enthusiasm of being with his older brother, yet the older brother ‘sighs’ and ‘strolls’ showing he is quite annoyed and irritated of his brothers presence.Harmoniums use of imagery is more metaphorical than Brothers, it is used to reflect the past with the intricate details of the harmonium being described as having ‘smokers fingers’ and how the ‘organists feet’ has worn down the ‘treadles’ showing an association with the past and a possible longing for it , so that he can have more time with his father . Harmonium and Brothers both have an overriding theme of inevitability, with the worry the son has in Harmonium of his father dying and in Brothers the inevitability of the two brother drifting apart is shown by how the narrator is ‘unable to close the distance. I’d set in motion’ which is due to the fact the narrator is three years older than his brother and seems to choose his friends over his own sibling.

Othello Literary Essay

Othello Literary Essay Although Emilia is not the protagonist of the play, her role is very important in Othello. Through her conversations with Desdemona and Iago, we develop a finer understanding of their characters. She plays as a catalyst when stealing Desdemona's handkerchief, and exploits Iago's villainy. Through Emilia, we see Iago's personality better. Iago's sneering attitude towards his wife and women in general shows the lack of respect and low opinion he has for them. When he says â€Å"Come on, come on. You are pictures out of doors, bells in your parlours, wildcats in your kitchens, saints in your injuries, devils being offended, players in your housewifery, and housewives in your beds† (2. 1. 109-112) Iago is stating that Emilia is a whore who inflicts injuries on others, but puts on an appearance of innocence. In response of learning Iago's view of women, we learn that Emilia's cynical view of men is they â€Å"are all but stomachs, and we are all but food. They eat us hungrily, and when they are full, the belch us† (3. 4. 100-101). By this quote, we see how Emilia perceives men to use women for their own needs and then get rid of them. She openly admits to Desdemona in act 4, scene 3, that women should be equal to men, instead of seen as possessions and objects under their control. From her close relationship with Desdemona, we learn that she is really the honest and sweet woman she known to be. This helps us know that what Iago says to Othello are lies and makes her death even more tragic. Her loveless marriage with Iago is the mirror image of Desdemona and Othello's relationship. Therefore, it enhances the love and intimacy in their marriage. Emilia's major contribution in Othello is when she steals the handkerchief for her husband, Iago. When Emilia sees the handkerchief fall, she immediately picks it up, which is a major development, in not only Iago's plot, but also the plot of the play, and says â€Å"My wayward husband hath a hundred times woo'd me to steal it† (3. 3. 292-293). This shows that even though Emilia is cynical, she still wants to please her husband. Emilia knows this was the first gift Othello had given to Desdemona and means to give it back. Emilia says she will â€Å"have the work ta'en out and give't Iago† (3. 3. 296-297). Meaning she would have the handkerchief copied and given the copy to Iago, despite not knowing the purpose he wants it for. Unfortunately, she doesn’t have the chance to carry out her plan because Iago appears and snatches it from her. She protests â€Å"If it be not for some purpose of import, give't me again: poor lady, she'll run mad when she shall lack it† (3. 3. 316-318). Iago then, very rudely, tells her to keep her mouth shut and sends her away. Stealing the handkerchief is not only a dramatic moment in Othello, but a very important one, too. If Emilia had not found this handkerchief, Iago would not have been able to devise his plan. Being that he uses the handkerchief as evidence to convince Othello that Desdemona is having an affair with Cassio by dropping the handkerchief in his chamber. Emilia is oblivious to the fact that because of her single, wrongful act towards her mistress, Desdemona, she has sent herself and many other characters in the play to their death. From the little bit of Emilia that we see – or read – in the play, she is very obedient, as a Renaissance woman should be. But, as the play progresses, she finally shows a turn of character and becomes a strong and courageous woman. The last scene is when she is most authentically herself as she defends Desdemona, who is murdered on her bed by her husband Othello. Despite threats from Othello, she calls for help, and denounces Iago by saying â€Å"You told a lie, an odious, damned lie; upon my soul, a lie, a wicked lie. She false with Cassio! Did you say with Cassio? (5. 2. 180-182) when he entered the chamber with Montano, Lodovico, Gratiano, and Cassio. Iago continuously tells her to charm her tongue, but she will, with courage â€Å"speak as liberal as the north† (5. 2. 220). In a desperate attempt to save himself Iago commands Emilia to go home when she replies with â€Å"Good gentlemen, let me have leave to speak; 'tis proper I obey him, but not now. Perchance, Iago, I will ne'er go home† (5. 2. 195-197). Othello, trying to recover himself, explains to Gratiano the handkerchief he found in Cassio's hands. At the mention of the handkerchief, Emilia confesses â€Å"O thou dull Moor! That handkerchief thou speak'st of I found by fortune and did give my husband† (5. . 225-226). At this point, Othello knows he's been lied to. Iago stabs Emilia and escapes. Emilia is crucial because she is the only one that sees Iago for who he truly is, and because of Emilia's honesty and bravery, Othello knows he has committed an unlawful death. To sum up, Emilia is important because of the relationships she builds with other cha racters in the play, more importantly with Desdemona, which Iago exploits to use to his advantage and her unknowing help of stealing the handkerchief plays a critical role in his scheme.

Creativity and Gifted Students

Creativity and Gifted Students Introduction Creativity refers to the ability of a person to bring something ‘new’ or simply one that did not exist before into being. It can also be defined as finding new applications for ideas or things that previously existed. New in this case is used relatively to refer to new ideas as is in the experience of the person.Advertising We will write a custom essay sample on Creativity and Gifted Students specifically for you for only $16.05 $11/page Learn More The process of creativity can be divided into two main processes, that is, coming up with the original idea and then acting on the original idea to produce it into a reality. A gifted person is one who shows remarkably extraordinary performance in doing something compared to other people of the same age and experience. Inventories for measuring giftedness The giftedness of a person is considered measurable and can be evaluated by administering the subject customized tests and then analyzi ng the results. A lot of research, in the past, has been carried out on the topic of giftedness as a result; different people have discovered numerous tests that are used to determine the giftedness of a person. Gifted children are identified and enrolled into programs for gifted people where they are nurtured into better people. These tests have been applied over time to determine which students are eligible for enrollment into the gifted programs. Some of the tests used include; The Cognitive Abilities Test that is used to measure a person’s mental ability, the Iowa Test of Basic skills together with the Iowa Test of Education Development both used to measure the subject’s achievement and Children’s Academic Intrinsic Motivation Inventory are used to measure the subject’s level of motivation. Tests for creativity of a person should also be used in determining eligibility into gifted programs (Kim, 2009, p.7). The capacity of creativity of a person is me asured by The Group Inventory for finding Creative Talent and the Torrance test of Creative Thinking, which was named after its inventor Dr. E. Paul Torrance, a leading researcher in the field of creativity who developed it in 1966.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Dr. Torrance, creativity can be summarized as a continuous process of realizing problems, deficiencies, gaps in knowledge, missing elements, disharmonies; identifying the difficulty and its solutions by making guesses, formulating hypotheses, testing, changing and retesting them where necessary and then eventually communicating the result. Tests for creativity should be used in evaluation of eligible students for gifted programs because they help determine the potential of the subject in creative tendencies (Davis, 1986, p. 63). There are many dimensions of creativity, and it is important that the corr ect test is chosen to determine each dimension of creativity. Therefore, different sets of tests to measure creativity should be used in choosing children for gifted programs depending on the focus of the program. The creative capacity measuring tests contain a wealth of information on them which can help reveal the divergent thinking and the fluency of the subject. When a person engages in creative tendencies, they are mostly framed by many factors including their background, their culture and discipline and most importantly, his or her own description of creativity, and therefore, administrators of tests that measure a child’s eligibility for enrollment into a gifted program should take this into consideration when doing so (Kim, 2009, p.11). The tests should rhyme well with the subject’s culture disposition and discipline because the environment of the subjects also not only the talents the person possesses influences their abilities. It is for the best interests th at the creative measurement tests be not the only ways used to identify creativity in individuals and eligibility or be the only instrument on which the decision is made. There should be several tests to pick out legitimately individuals for gifted programs.Advertising We will write a custom essay sample on Creativity and Gifted Students specifically for you for only $16.05 $11/page Learn More However, the results of tests for evaluating eligibility of children in gifted programs enrollment should not be compared against each other. Each culture and society has their own definitions of excellence and the kinds of intelligence that it values. These factors should also be taken into consideration when administering creativity tests. This means that tests for divergent thinking, motivation, inventories in interest, attitude and personality and judgment of products should be administered when deciding which child will be accepted into a gifted program and which one will not. Most tests of giftedness rely mostly on the verbal prowess or the amount and vastness of information the subject possesses which is why creative tests should be adopted as a good addition to those tests. Creativity tests provide of the other side of the subject’s abilities that are separate from the vast knowledge and talents hence scrapping off biasness. Also, opinions from other experts in the relevant fields and disciplines should be employed to ensure the success of the process of identifying eligible children for gifted programs. Creativity tests, for example, the Torrance test of Creative Thinking are very easy to administer, and they do not require much time. They have a few cautions to observe and considering the extensive research on this field that has been going on, they are highly effective. They are fair in terms of gender, culture and socioeconomic disparities, and they should be adjoined with other tests to determine which students are enrolled i n gifted programs.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Davis, G. A. (1986). Creativity is forever (2nd ed.). Dubuque, Iowa: Kendall/Hunt Pub. Co.. Kim, K. (2009). Can we trust creativity tests? A review of the Torrance Test of Creative Thinking (TTCT)†. Creativity Research Journal. 18(1), 3-14.

Double Comparative in English Grammar

Double Comparative in English Grammar The double comparative is the use of both more (or less) and the suffix -er to indicate the comparative form of an adjective or adverb. In present-day standard English, double comparatives (such as more easier) are almost universally regarded as usage errors, though the construction is still heard in certain dialects. Examples Some-a people think Im more dumber than them because I dont talk so good, but they only know one language and meI speak-a two. (Marjorie Bartholomew Paradis, Mr. De Lucas Horse, 1962)I was more tireder than ever Id been in my life, wore down beyond weariness. (Ron Rash, One Foot in Eden. Macmillan, 2004)But the only thing I got to tell you, if you take a dog and kick him around hes got to be alert, hes got to be more sharper than you. Well, weve been kicked around for two thousand years. Were not more smarter, were more alert. (Mordecai Richler, Barneys Version. Chatto Windus, 1997)Repose you there; while I to this hard house- More harder than the stones whereof tis raised. (Kent to King Lear in Act Three, scene 2, of King Lear by William Shakespeare) The Taboo Against This Belt-and-Suspenders Usage Double comparison is taboo in Standard English except for fun: Your cooking is more tastier than my mothers. I can see more better with my new glasses. These illustrate the classic double comparative, with the periphrastic more or most used to intensify an adjective or adverb already inflected for the comparative or superlative. A belt-and-suspenders usage, this is a once-Standard but now unacceptable construction (like the double negative) that illustrates yet again our penchant for hyperbole. Shakespeare (the most unkindest cut of all) and other Renaissance writers used double comparison to add vigor, enthusiasm, and emphasis, and so do young children and other unwary speakers of Nonstandard English today. (Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993) The Double Comparative in Early Modern English As was true in earlier times also, a good many instances of double comparisons like more fitter, more better, more fairer, most worst, most stillest, and (probably the best-known example) most unkindest occur in early Modern English. The general rule was that comparison could be made with the ending or with the modifying word or, for emphasis, both. (Thomas Pyles and John Algeo, The Origins and Development of the English Language. Harcourt, 1982) More and most were historically not comparative markers, but intensifiers (as they still are in such expressions as a most enjoyable evening). In EMnE [Early Modern English], this intensifying function was felt much more strongly; hence writers did not find it ungrammatical or pleonastic to use both a comparative adverb and s from Shakespeare include in the calmest and most stillest night and against the envy of less happier lands. (C.M. Millward, A Biography of the English Language, 2nd ed. Harcourt Brace, 1996) More Doubles in English Grammar Double NegativeDouble Superlative

The Role of Lead Teacher Research Paper Example | Topics and Well Written Essays - 3000 words

The Role of Lead Teacher - Research Paper Example 11). The majority of contemporary schools functions under a continuous improvement model and is publicly measured by student achievement test results. The transformation of schools to function under more progressive models relies heavily on leveraging the expertise of the classroom teacher to extend beyond the traditional roles of individual classroom impact on students, and to include new roles in leading school reform efforts as part of a community of learners (Crowther et al, 2002). Faculty involvement in decision making, through administrators sharing their power with the teaching staff, is a way to create collaborative culture and promote student success, especially in traditionally failing schools (Papalewis and Fortune, 2002). Empowerment void of professional community is not enough to bring about needed changes in our schools. Empowerment has "proven insufficient to change teachers relationships to their work in many settings" (Louis and Kruse, 1995, p. 13). Many teachers have leadership qualities that have not yet been recognized but may be a key to transforming schools and communities (Crowther et al., 2002). Documenting the perceptions and experiences of lead teachers who are involved as agents of change can reveal insights about the nature of teacher leadership, the roles that lead teachers assume, and the impact of their involvement in educational change. Careful and critical examination of teacher leadership is important since it is perceived as bein g critical to so many current school reform initiatives (Miller, et al., 2000). PURPOSE OF THE STUDY Buckner and McDowelle (2000) reported that teachers are in a unique position to influence school reform efforts, however "teacher leadership is a concept that often lacks clear definition" (p. 35). As teachers play a greater role in the changes schools make, there is a need to better define and describe the concept of lead teacher and teacher leadership (Miller et al., 2000). Katzenmeyer and Moller (2001) stated, "teacher leadership is essential for the level of complex change schools face. In order to advance these roles for teachers, it is necessary for proponents to be clear about what teacher leadership looks like" (p. 4). Various reform efforts in modern education have recognized teachers' professional development as central to the reform efforts and have called for new ways of organizing and supporting teacher work. Providing insight into the role of lead teachers as participants in a distributed leadership model by documenting their perceptions, describing implementation activities, and identifying and analyzing the impact of their roles in modern education will help to understand the perspectives of contemporary education and learning. This deeper understanding is needed to help guide reform efforts and provide for a more enlightened conversation regarding teacher leadership so that administrators can 'identify, develop, and support lead teachers in their schools" (Buckner & McDowelle, 2000, p. 36). Therefore, this paper aims to investigate the effect of the lead teacher in changing and improving school management, learners' performance and teaching practices. LITERATURE REVIEW In the current literature the term "lead teacher" (or "teacher leader") is ill defined. It is used to discuss teachers who unofficially engage in a leadership role in activities that