Masks in The Catcher in the Rye Essay - 683 Words

Masks in The Catcher in the Rye nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; What happen if everyone in the world is wearing a mask? That is exactly what this world is;nbsp; everyone wears a mask.nbsp; Most people we see every day have their true identity hidden behind a facade.nbsp; Although a true identity cannot be divulge just by looking, but with a careful scrutiny of ones character will reveal to what is behind the facade. Equivalent to what happened in J.D. Salingers novel The Catcher in the Rye. nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; Holden Caulfield, a typical teenager in the 50s with a morally loose, rude and obscene personality.nbsp; However, his rudeness is just a mask†¦show more content†¦While he was waiting, theres two kids that came up and asked Holden where is the mummies, he stated: . . . The one little kid, the one that asked me, had his pants open.nbsp; I told him about it.nbsp; So he buttoned them up right where he was standing talking to me--he didnt even bother to go behind a post or anything.nbsp; I wouldve laughed . . . nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; In addition, Holden displayed maturity at one point.nbsp; A positive incident took place with his old girl friend, Jane Gallagher. While Holden and Jane were playing checkers, Mr. Cudahy, Janes stepfather, asked Jane if theres any cigarettes in the house.nbsp; Jane didnt answer, so he left.nbsp; Then Jane dropped a tear on the checkerboard. It bothered Holden for a while.nbsp; Then Jane began to cry, and Holden kissed her.nbsp; He also asked if Mr. Cudahy . . . had ever tried to get wise with her. Jane replied no, although, Holden still remain concerned on every problem she had.nbsp; Holdens maturity shows us he has a grown-up heart behind the mask. nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; Furthermore, Holden also demonstrate his sensitivity, especially on children.nbsp; For instance, Holdens brother, Allie, and his sister, Phoebe, had a major impact on Holden.nbsp; He loves Phoebe, his little sister. He loved her so much, he says:nbsp; You never saw aShow MoreRelatedThe Importance of Censoring in The Catcher in the Rye by J.D. Salinger1145 Words   |  5 PagesAmerican author well known for his best seller The Catcher in the Rye, a considerably influential novel that portrayed the feelings of alienation that were experienced by adolescents in North America after World War II (J.D. Salinger Biography). Salinger’s work appeared in many magazines, including a series of short stories which inspired many new authors (J.D. Salinger Biography). His inspiration for Pencey Prep boarding school in The Catcher in the Rye stemmed from his own difficult education at aRead MorePreserving Innocence in J.D. Salinger ´s The Catcher in the Rye738 Words   |  3 PagesGrowing up is a complicated and emotional phase that everyone has to experience. Our innocence is like a mask that blinds us from perceiving life as it really is. As we grow up, we lose our sense of innocence and begin to see the world differently. In the book The Catcher in the Rye by J.D. Salinger, Holden Caulfield is a teenage boy who fears maturity for himself and the children around him. The theme of innocence is found throughout the novel, as Holden struggles to protect the innocence of childrenRead MoreComparison Of IM Crazy By J. D. Salinger746 Words   |  3 Pagesboth had a penchant for language classes. Salinger’s life greatly impacted the plot and style of his works because Salinger used himself as inspiration for Holden, as demonstrated through â€Å"I’m Crazy†, â€Å"Slight Rebellion off Madison†, and The Catcher in the Rye. During the first of three of his works, â€Å"I’m Crazy†, Salinger is comfortable with having Holden closely resemble himself. Holdens idiolect begins to develop, although his angst and his proclivity for cursing, which signify Salinger’s strugglesRead More Catcher In The Rye- Movie Proposal Essay examples1538 Words   |  7 Pages Movie Proposal: The Catcher in the Rye To the Producer: nbsp;nbsp;nbsp;nbsp;nbsp; The Catcher in the Rye, a contemporary novel by J.D. Salinger, is a thought-provoking, fascinating look at society’s values and issues in the 1950’s. This book would make an excellent transition to film because it is full of both action and implication. It focuses on a four-day period of time in the life of a sixteen-year-old cynic with emotional problems. The book follows Holden CaulfieldRead MoreLiterary Features in The Great Gatsby and The Catcher in the Rye1158 Words   |  5 Pages Symbolism is used in different ways in both the novels, ‘The Great Gatsby’ and ‘The Catcher in the Rye’ and I have explored the ways in which two different authors have used this literary feature to enhance meaning behind their novels. Fitzgerald uses colour imagery throughout ‘The Great Gatsby’, especially using the colour white which cleverly changes meaning as the story progresses. When the reader is first introduced to both Daisy Buchanan and Jordan Baker, they are first described as beingRead MoreAnalysis Of Salinger s The Catcher s The Rye 1052 Words   |  5 Pagesof society. In J.D Salinger’s The Catcher in the Rye, Salinger reveals his abomination for phoniness through Holden’s experience with the adult world. Phoniness creates a structured society where the connotations of success are deceptive. In addition, it sets standards and expectations for how individuals should act based on their social status. Furthermore, it interferes with one’s honesty by abolishing their authenticity and sincerity. In The Catcher in the Rye, Salinger suggests how the lack ofRead MoreCatcher in the Rye Archetypal Analysis3753 Words   |  16 PagesINTRODUCTION Jerome David Salinger’s The Catcher in the Rye, is a work of fiction and a tragic-comedy. It is an interesting and controversial novel. Though controversial, the novel appealed to a great number of people. It was a hugely popular bestseller and general critical success. I chose this novel because of the negative status it has with parents, teachers, and school. I wanted to discover what the roots of this controversy are. The main character, Holden Caulfield, tells aboutRead MoreAnalysis Of Salinger s The Catcher Rye 3756 Words   |  16 PagesSummer Reading-TASIS 2014 Rising 9th Grade Mainstream English The Catcher in the Rye by J.D. Salinger and Fahrenheit 541 by Ray Bradbury Please write a typed or handwritten response (200 words each in the language relevant to your course) to each of the following prompts on each of the works assigned for the course(s) you will be taking in 2014-2015: The Catcher in the Rye Initial Understanding: What are your thoughts and questions about the story? You might reflect upon characters, theirRead MoreEssay on Catcher in the Rye by J. D. Sallinger1567 Words   |  7 PagesI’m pretty healthy, though (Salinger 5). Your obviously not healthy if you have T.B. Salingers writing style plays a significant role in the novels tone and sensation of disaster during HC downward spiral. HC short choppy narration tactics also mask the intensity of his emotions. Another technique HC uses is the passive writing voice rambunctiously. For instance â€Å"The reason I was standing way up on Thomsen Hill, instead of down at the game, was because Id just got back from N.Y with the fencingRead MoreThalia And Melpomene Essay750 Words   |  3 PagesCammi Macuch’s poem â€Å"Thalia and Melpomene,† is a Rogerian argument arguing to Holden Caulfield, the protagonist of Catcher in the Rye by J.D. Salinger, in response to his actions and opinions. In the poem, Macuch argues against Holden’s belief that everyone is a phony. She utilizes empathetic statements, demonstrative scenes, and various types references to convince Holden that he should no longer view the world with rage. In order to come off as understanding, Macuch tries to offer Holden’s perspective

StarbucksUbiquity And Personal Relevance Of Starbucks...

I chose the Starbucks Ethnography due to Starbucks’ ubiquity and personal relevance. Every age group knows about Starbucks, from young students in elementary school to retired seniors that are spending their days relaxing. At the place I work, a fourth grader brought a drink in. That someone so young is already drinking a Frappuccino speaks to how far Starbucks’ influence has pervaded society and strongly influenced my decision to write it. Symbolic anthropology, defined as, understanding â€Å"a culture by discovering and analyzing the symbols†¦Ã¢â‚¬  (Nanda, 35), is best applied to this ethnography especially due to the green logo that is present on everything that is Starbucks. My study was more or less inductive, as though I had an idea of what†¦show more content†¦When I arrived, the Starbucks looked as busy as usual. It wasn’t filled to the brim with a line, nor was it completely empty. There were also a few seats left open (allowing me to s it in a good spot). Profiling people here was awkward due to the inconsistencies in coming in. Sometimes, people came inside in droves, which made it hard for me to keep track of everyone. However, from 12:15 to 12:22 nobody came in. It was during this slump that the employees took time to talk to each other, talking about Zoe Gomez (Selena Gomez’s sister) among other topics. A majority of the people were Caucasian, although barely (twelve out of twenty-two people), and male. 72.7% of people bought cold drinks, probably owing to the fact that it was extremely hot outside. Also, the average age was 29.54 and people often came in very casual clothes, perhaps owing to the fact that I came on Independence Day. The most interesting memory from this area was one of a baby with a balloon. He had accidentally let go of it and it flew to the ceiling. The parents could not reach it, and the baby thus resigned to crying. A nearby person, however, grabbed a chair and got the balloon from the ceiling. This resulted in a majority of the consumers to being clapping for the man. A lady later even walked up behind him, congratulating him and patting him on his back. Another notable interaction I noticed was what I thought to be a first date. Using kinesics, or â€Å"the study of body position, movement,

Hp Swot Matrix Free Essays

HP SWOT Strengths of HP 1. Global presence. 2. We will write a custom essay sample on Hp Swot Matrix or any similar topic only for you Order Now Strong brand image with high quality of product and service. 3. Providing customers service with specific technical support. 4. Successful Strategic Acquisitions. Hewlett-Packard has strong financial condition. Hewlett-Packard is a global company and became world’s biggest computer hardware. The growth of 26% in the Americas; 28% world-wide percent in Europe, the Middle East, and Africa; and 16 percent in Asia Pacific and Japan with the broad-based global recovery (HP Annual Report, 2010). Hewlett-Packard is maintaining the No. 1 position in worldwide market share, as well as healthy average selling prices. Hewlett-Packard is differentiating through remarkable product design and customer experience from the range of high-end gaming PCs to sleek, powerful notebooks to fashion-inspired netbooks and innovative smartphones (HP Annual Report, 2010). Hewlett-Packard has its own support organizations to provide customers service with specific technical support. Hewlett-Packard can provide end-to-end IT solution, including infrastructure technology, business process outsourcing, technology support and maintenance, application development and support services and consulting and integration service. Hewlett-Packard continues on recognizing and capitalizing on strategic acquisitions. The company’s major mergers and acquisitions in recent past include Compaq Computer Corporation in 2002. In April of 2010, Hewlett-Packard announced to buy Palm for 1. 2 Billion. It increases its competitiveness therefore creates value for investors and customers of the company. Weaknesses of HP 1. Weak Market Segment Integration 2. Over rely on three-party supplier 3. RD department has significantly less investments 4. Not comprehensive product portfolio HP lack presence in some segments. Comparing to its major competitors, such as Accenture, EMC and IBM, HP’s portfolio offers less significant on software product or manage consulting services. Also, according to HP 2010 annual report, it has a great preformance on enterprise customer market but weak at small-scale market. HP over rely on three party supplier. HP’s procurement expenditures for materials, manufacturing and assembly of HP’s products all over the world. The suppliers includes contract manufacturers, electronic manufacturing services providers, original design manufacturers, and commodity suppliers. It is would be compliated and difficult to remain the relationships with the suppliers. HP invest less on RD, compare to historical spending. HP does not develop the new technology for new product. Althoug HP has its brand smart phone, however, this properly attributes to the acquiring Compaq. For the smart phone technology, HP is leaved behind its competitors. Thus, they trend to acquire Palm. HP’s competitiveness mainly focus on 14. 1 inch notebook, however, the 15. 4 inch notebook is the current second largest market need. HP product line lack of attention on 15. 4 inch notebook. And also HP hardly focus to 13. 3 inch product. However, those size of notebook is the market need. It seems HP has not comprehensive product portfolio. Threats of HP †¢ Hyper-competition in IT market †¢ High bargaining power of Smartphone market †¢ Slowdown in economic conditions in US †¢ Foreign currency exchange rate Although Hewlett-Packard is maintaining the No. position in worldwide market share, some of the companies as a formidable competitor threatened in IT market such as Toshiba, Lenova Group and Aver. They compete in terms of price, quality, brand, technology, reputation, distribution and also range of other products. Hewlett-Packard wants to redevelop their Smartphone market, but they lack of this experience and technology . Hence, compare with Apple, Google, it still has a lot of space to improve and catch up. So this is the high bargaining power in Smartphone market when they want to expand this market. The economic slowdown has negatively affected many market segments, including information technology. Hewlett Packard has experienced this decline not only in the U. S. but also in its global markets. Worldwide spending on IT was predicted to decline by 4% in 2009. Foreign currency exchange rate is one of the external factors that we cannot expect. It is the big threat when foreign currency exchanges rate changes, it might influence the cost of production or the selling price in different countries. Opportunities of HP †¢ High growth rate of Smartphone market †¢ Change of lifestyle Change of consumer spending †¢ Innovation of 3C(Computer, Communication, Consumer Electronic) products The Smartphone market is having the high growth rate of nowadays. According to the researcher ISuppli Corp. , the global Smartphone shipments may increase 36 percent to 247 million in 2010. The high growth rate can reflect the demand of Smartphone is also high for customers. The lifestyle o f people is change that they will more enjoy the online social with others. The online social is one part of daily life of many citizens. Internet is very important for citizen to keep connect with others online. The relative products were useful for them to keep online, such as Net-book, Smartphone. The spending custom of customer is change to spending more. They are more emphasized on the quality and function of the product more than price. The purpose of consumer is also change from useful to habit and symbolize of 3C products. The change of IT products is fastest of nowadays environment. The innovation of product and system improvement is very important for 3C products. The successful innovation product can be come a trendy of customer to buy and follow. Customers are easy to substitute the old product by new product in 3C product markets. How to cite Hp Swot Matrix, Papers

Dickens continues Essay Example For Students

Dickens continues Essay Dickens continues to describe his loathing for the educational system further when he describes Gradgrind as a man who is ready to weigh any parcel of human nature. This gives the impression that Gradgrind is ready to judge anyone and that he is like a computer, he simply takes something and tells people what it is literally, not what is figuratively. This is also shown earlier in the paragraph where Dickens writes that two and two are four and nothing over; this shows that Gradgrind has no reasoning and wont believe anything until it has been proven in the correct and scientific manner. This  Is how Gradgrind brings up the school children and what they are taught to believe in.  Dickens then goes on to explain more about Gradgrind and the rationalist education with the phrase girl number twenty, although the phrase is only three words long it tells the reader a lot about the education. It shows that Gradgrind doesnt want to get involved with the children by learning their names because if he did he would be treating them as if they were individuals, something of which they are not worthy. Also if he treats them as individuals he brings emotions into the school making it a romanticist place. So he refers to the children as numbers to re-instate the fact that he is a rationalist and the children are simply facts until they know enough facts to be treated like human beings, but until then they are numbers. Dickens then brings in Sissy Jupe, a romanticist character. It is shown that she is not a rationalist just by her name, Sissy. Sissy is personal, a nickname and also by blushing, standing up and curtseying, it shows that she is polite and nervous, another contrast with Gradgrind who is sure of himself and has no need for manners. . Gradgrind puts Sissy down as soon as she says her name by saying call yourself Cecilia. This shows how rationalist he is and that he doesnt want to get personally involved. Also Cecilia is a very factual name, the one on her birth certificate; he doesnt want to call people by romanticist names and doesnt want the other children to be influenced by her. Dickens that shows that Gradgrind has to question Sissy more to find out why she is a romanticist and so that he can defend the rational beliefs on which he bringing up the other children. He discovers almost immediately when Sissy states Its father as calls me Sissy; this makes Gradgrind think that Sissys father is to blame and starts to question her father by asking what is your father? the reader and Sissy presume that he is asking what her father does for a living, but if you look at the phrase you can nearly see that he is questioning her father as a person, asking her if her father is a monster and why he would bring someone up in such a romanticist fashion. Dickens continues to build on the contrast between Sissy and Gradgrind further down the page when he Sissy states that her father looks after horses in the circus. When Sissy says that he breaks horses in the ring Gradgrind reacts almost violently stating you mustnt tell us about the ring here, this is because the circus ruing is a very free, creative and romanticist place where people doing what they like because they want to. Gradgrind doesnt want any of these good things in life getting into the heads of the other children who are still learning facts. Dickens then shows the Gradgrind needs to re-instate his authority to the other children and show Sissy up some more by making her give him a definition of a horse. When she cannot he almost laughs at her, pointing at her and saying Girl number twenty, unable to define a horse!. The exclamation marks makes it seem that Gradgrind is almost laughing at Sissy and makes the reader feel sorry and think that they wouldnt be able to define a horse if they were asked. .u55e1991fc4e4434f15359601e2aaa957 , .u55e1991fc4e4434f15359601e2aaa957 .postImageUrl , .u55e1991fc4e4434f15359601e2aaa957 .centered-text-area { min-height: 80px; position: relative; } .u55e1991fc4e4434f15359601e2aaa957 , .u55e1991fc4e4434f15359601e2aaa957:hover , .u55e1991fc4e4434f15359601e2aaa957:visited , .u55e1991fc4e4434f15359601e2aaa957:active { border:0!important; } .u55e1991fc4e4434f15359601e2aaa957 .clearfix:after { content: ""; display: table; clear: both; } .u55e1991fc4e4434f15359601e2aaa957 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u55e1991fc4e4434f15359601e2aaa957:active , .u55e1991fc4e4434f15359601e2aaa957:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u55e1991fc4e4434f15359601e2aaa957 .centered-text-area { width: 100%; position: relative ; } .u55e1991fc4e4434f15359601e2aaa957 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u55e1991fc4e4434f15359601e2aaa957 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u55e1991fc4e4434f15359601e2aaa957 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u55e1991fc4e4434f15359601e2aaa957:hover .ctaButton { background-color: #34495E!important; } .u55e1991fc4e4434f15359601e2aaa957 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u55e1991fc4e4434f15359601e2aaa957 .u55e1991fc4e4434f15359601e2aaa957-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u55e1991fc4e4434f15359601e2aaa957:after { content: ""; display: block; clear: both; } READ: Telephone Conversation EssayDickens then introduces another character that contrasts with Sissy, Bixter. By describing Sissy as dark-eyes and darked haired and Bitzer as light-eyed and light-haired, you get the impression of life and death. Sissy seems full of life, with dark hair the reader can imagine her spending time in the sun and enjoying life. Bitzer is the opposite; he has spent so much time inside, learning facts that he is practically dead. By saying if he were cut, he would bleed white, Dickens also gives the impression that Bitzer is not alive; the rationalist education has made him factual. People who are alive bleed red, not white, white is a ghostly colour, one that people associate with angels i.e. death. This helps the reader to imagine how bad the education must be to have pupils that are practically dead. Bitzers smartness is shown when he is asked to describe a horse. By describing it as Quadruped and graminivorous shows that Gragdrinds education is very factual. Most people would describe a horse as an animal that has four legs and people ride. This is what I believe Sissy would have described it as, if she was given the opportunity. Gragdrinds education teaches the children to use long words and tell people random information like sheds coat in the spring. After this Dickens introduces another character, although he doesnt mention his name, the reader knows that he is a strong person and that he probably has a name that would describe his personality. By calling the man a professed pugilist gives the impression that the man is a fighter and is very rational.  This new character is compared to Gradgrind later when he asks the children another random question, would you paper your room with representations of horses? to this the children are stunned so half of them say yes and half say no. The half they no find out that they are correct, as he says do you ever see horses walking up and down the side of rooms in reality? this shows that the man is a rationalist and that he is there to teach the children about why they should believe in facts. The next question the man asks is similar to the first would you use a carpet having representations of flowers upon it. This time most of the children say no, but Sissy Jupe says yes, another contrast with the education system, the man then asks her why she would carpet a room with flowers, she replies simply I am very fond of flowers. She continues to explain why she would have flowers on the carpet but makes a mistake when she uses the word fancy. The man replied you are never to fancy, Gradgrind agrees with him by saying you are not to do anything of the kind. This shows that the Gradgrind and the gentlemen are both against anything romanticist, even words. The word fancy involves having an opinion on something and having opinions lead to emotions something, which Gradgrind and the gentleman do not allow. The education system is summed up in paragraph where the gentleman explains why she is not allowed to use the word fancy. He says you do not walk on flowers in facts, you cannot be permitted to paint butterflies on crockery and you never meet quadrupeds going up and down walls. This shows that the education is very factual. He uses all of the questions he asked and explains that nothing can happen unless it is real, he explains that he believe in plain carpets, pottery and walls and will not accept anything but these, because if he did he would be using his imagination which is romanticist. .ude3040a1ea16758f42e0984a5b2daacb , .ude3040a1ea16758f42e0984a5b2daacb .postImageUrl , .ude3040a1ea16758f42e0984a5b2daacb .centered-text-area { min-height: 80px; position: relative; } .ude3040a1ea16758f42e0984a5b2daacb , .ude3040a1ea16758f42e0984a5b2daacb:hover , .ude3040a1ea16758f42e0984a5b2daacb:visited , .ude3040a1ea16758f42e0984a5b2daacb:active { border:0!important; } .ude3040a1ea16758f42e0984a5b2daacb .clearfix:after { content: ""; display: table; clear: both; } .ude3040a1ea16758f42e0984a5b2daacb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ude3040a1ea16758f42e0984a5b2daacb:active , .ude3040a1ea16758f42e0984a5b2daacb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude3040a1ea16758f42e0984a5b2daacb .centered-text-area { width: 100%; position: relative ; } .ude3040a1ea16758f42e0984a5b2daacb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude3040a1ea16758f42e0984a5b2daacb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude3040a1ea16758f42e0984a5b2daacb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ude3040a1ea16758f42e0984a5b2daacb:hover .ctaButton { background-color: #34495E!important; } .ude3040a1ea16758f42e0984a5b2daacb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude3040a1ea16758f42e0984a5b2daacb .ude3040a1ea16758f42e0984a5b2daacb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude3040a1ea16758f42e0984a5b2daacb:after { content: ""; display: block; clear: both; } READ: Barn Burning By William Faulkner EssayTowards the end of chapter 2 Dickens introduces yet another rationalist character, Mr. MChoakumchild, although he is not described, by using a metaphor inside the name gives the impression that MChoakumchild is very rationalist and that he is just like Gradgrind, choking the life out of the children.  At the end of chapter 2 Dickens describes MChoakumchild looking at the children like Morgiana in the Forty Thieves, this refers to the story of Ali Baba where Morgiana saves his life by looking into the jars of oil which contain the thieves and killing them. By saying MChoakumchild is looking at them like Morgiana, Dickens is saying tha t MChoakumchild is killing them. Dickens aims when he wrote Hard Times were obviously to tell people what the education system was like and turn them against it, he showed this in his descriptions of the people and places in which the opening chapters are set. I think that Dickens was very successful in convincing the readers that a rationalist education is not right, before I read these chapters I had no idea about the world in the 1850s and Dickens has persuaded me that the world nowadays is better because we are romanticists. By finishing the book with the conversation between Gradgrind and Bitzer, Dickens sums up the effects of the rationalist education perfectly. It seems the Gradgrind has discovered it is wrong and is asking Bitzer his opinion but when Bitzer says that a heart is relating to the circulation of the blood Gradgrind thinks what ahs he done. This is ironic because it is the opposite to what he was like at the start of the book. I think that the fact that we are now studying fiction means that Dickens has achieved his aim, fiction is a very romanticist thing and one that people like Gradgrind in the 1850s would not have read. Now everyone is reading fiction and is not really fussed about knowing only facts, people know that there are many other things in life that are more important than facts.

Commercial and Corporation Law Samples †MyAssignmenthelp.com

Question: Discuss about the Commercial and Corporation Law. Answer: Issue The concern of the case is to determine whether an issue of a certificate of incorporation a company will become a separate legal entity from its shareholders. Rule As per the Companies Act, 2006 a company is incorporated under this act and can become a separate legal entity from its shareholders. When a company becomes registered under the Companies Act, it becomes a separate legal entity. It is regarded as a separate entity from its shareholders, directors and promoters at law. A legal person is considered as a being or entity who has the ability to obtain enforceable legal rights and become subjected to enforceable liabilities and legal obligations. These principles were drafted in clarity under the Companies Act. The principles of the separate legal personality of a company are a significant part of the companylaw as observed. There are consequences of a separate legal entity. Since an individual is separated from the members, the organization itself charges the business and enters into contracts. A separate legal entity is a company has the right to transfer and create contracts in its own name. If one of the shareholders forms a company, t he company has the power to employ him under a contract of employment. Therefore, that person such a person would be playing the role of a shareholder, employee and a director of the company simultaneously. Thereafter, if the principle of separate legal personality is applied then it would be a one hand company and in another way one person in three functions. It describes the link between the entities of the company and guarantees that are correlated rights such as compensation. In the case of Solomon v Solomon Co Ltd 1897 AC22, it introduced the concept of a separate legal entity personality of a company. In the said case, Mr. Solomon can be distinguished entirely from the company. A separate legal entity and the liability of the members are limited by shares and guarantee (Bainbridge 2015). According to the Companies Act, when a company acquires its own property the shareholders does not have any direct rights to the company. They cannot exercise any power or rights on the compa ny being the shareholder. This instance was proved in the case of Macaura v Northern Assurance Co 1925 AC619. In this particular case, Mascaura had shifted timber from his estate to his company and extracted the insurance particularly with his own name instead of the name of the company. Thereafter, the timber was ruined in a fire. In the matter of Battle v Irish Art Promotion Centre Limited [1968] IR 252, the Court had decided that while an individual represents himself in the Court, a company can only be characterized by a lawyer. The veil of corporation is involved in such cases. However, the veil of incorporation can have a few circumstances. The Court can only be disregarded by the court depending on the matter. The Companies Act discussed about the incorporated and unincorporated business. As per law, incorporated business, which is also known as a corporation is a separate legal entity from the owner of the business and it has natural rights (Dyllick Muff 2016). On the other hand, the unincorporated businesses are defined as the sole proprietor or the partnership companies. A company resolution is treated as a corporate action that comes in form of a legal document on which the board of directors can vote. Under the Companies Act, 2006 it is defined as a formal method in which companies jot down the decisions made by the company members in the meeting. However, under the Corporations Act, 2001 maximum number of decisions that affect the needs of the company should be made by a resolution. As per the Corporations Act, 2001 the major decisions that affect the companys need to be made by a resolution. Constitution of a company has its own set of rules in the constitution. For a resolution to get passed it must go through the criteria process (Grayson Hodges 2017). The resolution is usually passed at a meeting. It puts the resolution in the records of the company within one month of the meeting being held. However, three of these constituents are inter li nked as without these three a company cannot be formed (Dhingra,, Anil Sarin and Gill). Step by step each of the constituents should be fulfilled only then a registered company can be created. Without filling the document of Memorandum the rest cannot be completed. Therefore, it can be observed that the rate of risk is associated when the insurance is engaged. However, limited liability and separate legal entity are not similar. The company itself is the entity that holds and conducts the business, enters into contracts and has the power to sue and get sued. In such a situation, the members cannot be sued. This is treated as a benefit for the members of the company. The members will not be accused of being responsible for the liabilities of the company because the company itself is a separate legal entity. Application It has been provided in the Companies Act 2006 that the separate legal personality of a company is one of the most basic principle of company law. As observed in the case of Solomon v Solomon, this principle defines the legal connection between the members and the company. The moment the Registrar issues the certificate of incorporation, the organization will come into existence with its personality of separate legal entity; it will continue to exist indefinitely (Porter Kramer 2019). Therefore, from that time onwards, a company will be considered an independent person with its rights and liabilities that are appropriate to one. It naturally becomes a separate entity from the shareholders after the process of incorporation. In the matter ofCowan v Jeffrey Associates, this concept was applied and it followed the rules of the Company Law. A companys identity is separated from that of the shareholders. As per the law, the company is a constratsting person from the subscribers to the me morandum (Manchiraju Rajgopal 2017). The company itself is the entity that holds and conducts the business, enters into contracts and has the power to sue and get sued. In such a situation, the members cannot be sued. This is treated as a benefit for the members of the company. A company has three basic principles. Firstly, as per the law, the capacity of the company is prohibited to both by the general essentials of the company and more because of the common law, to the actions that can be both appropriate and lawful to the natural objectives. Secondly, within the nature of its particular aims the company is bestowed with the legal capacity for the proprietary, things related to contracts and other aims, which is of the same nature as that possessed by natural persons of full capacity. This capacity can clearly be separated from the people who ultimately form the companys membership (Veldman 2018). Thirdly, of its both members and outsiders accord the company has a capacity of ful l and independent procedural. From the amalgamation of the above mentioned flow of the principles are all the famous practical characteristics of separate legal entity. For instance, due to its separate proprietary and other capacity the company can enjoy continuous existence and its usefulness as an entity for purposes like keeping a check that has given a legal foundation, and the possibility is opened to that of its members may limit their liability. The members will not be held responsible for the debts of the company because the company itself is a separate legal entity. Solomon v Solomon proved that the organization was not considered as an agent of its shareholders. An individual can become a shareholder in a company by obtaining shares but that person will not be a part of the company. Law at one member limits the sole of the corporations at any given time. Unincorporated businesses are generally the extensions of the owners. The existence of the businesses varies on the exi sting span of the owners. As long as the owners are alive, the business will exist. An incorporated business does not depend on the owners of the business (Dyllick Muff 2016). Therefore, an incorporate business can last for a lifetime as it is not associated with the life span of the owners in the company. In unincorporated business, it gets tough to transfer the interest in the business to a third party. However, owners of unincorporated businesses have the right and authority to share the assets of the business. Incorporated businesses are claimed to be independent. The interest of an owner can be shifted without any hassle and without affecting the business. Sole Proprietorship, corporation, partnership, territorial incorporation falls under the different categories of incorporated and unincorporated business organizations that exist. The sole of the corporations are attached as an incident of an office. The owners of registered companies does not restrict their liability to don ate the amount to the company so that it can contribute monetary sums to the company so that the company is able to pay the sum to third parties (Benn, Dunphy Griffiths 2014). Limited liability is also a choice that is available to the incorporators of a registered company. The consequences of the concept of separate legal entity can be applied in the cases once the company is incorporated. The main consequences consist of the company debts and the difference between the private and company debts. The debts are undertaken under the name of the company as well as not to the controller or the director of the company. Conclusion After observing the cases and going through the legal concept, it can be concluded by stating that once the certificate of incorporation of a company is issued, it naturally becomes a separate legal entity from its shareholders. As it is analysed from the above discussion, possible considerations can be done. At first, the separate legal personality Salomon v Salomon has been followed diligently. This has been implied that if during the initial of twenty century there were a few companies and more partnership, it is true to the contrary (Conway Kavanagh 2015). It forecasts the situation and facts that it has replied to both to the political will and social needs. On contrary to this, it has facilitated the development and growth of economy, and it has granted to provide the prospect for everyone to be part of economy without being associated in any kind of liability except to the extent of her or his investment. This has assumed and implied that the company as a separate legal perso nality carries on its business, owns the property, enters into the contracts and has the power of suing and being sued but not the members of the company. References: Bainbridge, S. (2015).Corporate Law. West Academic. Benn, S., Dunphy, D., Griffiths, A. (2014).Organizational change for corporate sustainability. Routledge. Bolton, R., Hannon, M. (2016). Governing sustainability transitions through business model innovation: Towards a systems understanding.Research Policy,45(9), 1731-1742. Conway, B., Kavanagh, A. (2015). A New Departure in Irish Company Law: The Companies Act 2014-An Overview.Bus. L. Int'l,16, 135. Deakin, S., Gindis, D., Hodgson, G. M., Huang, K., Pistor, K. (2017). Legal institutionalism: capitalism and the constitutive role of law.Journal of Comparative Economics,45(1), 188-200. Dhingra, Neelam, Anil Sarin, and B. S. Gill. "DYNAMICS OF CORPORATE SOCIAL RESPONSIBILITY IN INDIA: AN ANALYSIS IN THE BACKDROP OF THE NEW COMPANIES ACT."International Journal of Research in Management Social Science3.1 (2015): 15. Dyllick, T., Muff, K. (2016). Clarifying the meaning of sustainable business: Introducing a typology from business-as-usual to true business sustainability.Organization Environment,29(2), 156-174. Grayson, D., Hodges, A. (2017).Corporate social opportunity!: Seven steps to make corporate social responsibility work for your business. Routledge. Keay, A. (2016). Assessing and rethinking the statutory scheme for derivative actions under the Companies Act 2006.Journal of Corporate Law Studies,16(1), 39-68. Manchiraju, H., Rajgopal, S. (2017). Does corporate social responsibility (CSR) create shareholder value? Evidence from the Indian Companies Act 2013.Journal of Accounting Research,55(5), 1257-1300. Manikandan, K. S., Ramachandran, J. (2015). Beyond institutional voids: Business groups, incomplete markets, and organizational form.Strategic Management Journal,36(4), 598-617. Porter, M. E., Kramer, M. R. (2019). Creating shared value. InManaging Sustainable Business(pp. 327-350). Springer, Dordrecht. Veldman, J. (2018). The Separate Legal Entity and the Architecture of the Modern Corporation.

Reflection Journal free essay sample

If animals should have certain rights, do you think those rights also apply to animals we raise for food, like chicken and pigs? Are there any rights that these farm animals should have? If so, what are they? * Yes, I believe that those rights should apply to animals raised for food, as well. I’m not saying that we should stop killing them altogether because, however cruel it may sound, we still need food and meat is food. Yes, the farm animals should have rights and at the very least, they should be: grown in a healthy and somewhat free environment, they should not be given harmful medicine (which just makes good sense, but the companies seem to be denying the fact that this is wrong to feed their greed), etc. 2. Richard Lobb of the National Chicken Council says in the film, â€Å"In a way, we’re not producing chickens, we’re producing food. We will write a custom essay sample on Reflection Journal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † What does this statement mean? Do you agree or disagree with it? How might this perspective affect the way that chickens are raised? That statement means that they don’t think of chickens as animals anymore. Right from the moment they’re laid (as eggs), they are thought of as food. I completely disagree with the statement, and this might affect the way chickens are raised by the point of view of the workers and officials (and what have you). If we keep thinking that these chickens are not animals, but are merely food for ourselves and our consumers, the process of making chickens might become more inhumane as it evolves to become even more efficient. 3. As consumers, do we have the right to know how the chickens we eat are being raised? Do we want to know? * Yes, we definitely have the right to be informed on what we eat. However, I think some—if not most—of the consumers wouldn’t want to know the reality of how the food we eat are raised. Chapter II: A Cornucopia of Choices 1. In the film, food science Professor Larry Johnson says, â€Å"If you go and look on the supermarket shelf, I’ll bet you 90% of the products would contain either a corn or soybean ingredient. And most of the time it will contain both. Why might it be a problem that the majority of our food is made mostly from just corn and soybeans—so that nearly everything we eat contains them? * I think it’s a problem because, as the saying goes, â€Å"Too much of anything is bad for you†. Also, I think, because most of our food have these ingredients, we will become too used to having it and too dependent on foods like this (which most of us already are). Furthermore, it’s a problem because nutrients (if any at all are present in these ingredients) are not balanced and our health and nutrition are at stake. 2. Food labels actually do list corn-based ingredients, but not always in a recognizable way. How do you feel about ingredients being included in your diet without your knowledge? * I think it’s insulting, to be honest. I don’t know how that makes sense but it insults me that the companies don’t label their foods properly that we as consumers take in. It insults me that I basically don’t know the food I eat because of their processes and labeling and all the other factors that come in to food-making. I feel like if they know that if they labeled their foods more bluntly, consumers would turn away from these foods. And so they’re deliberately trying to hide it from us. 3. The movie points out that cows and farm-raised fish, which are not biologically suited to eating corn, are now given a modified diet that is based on corn. Do you think people’s diets have been modified in a similar way? How do you feel about the possibility of your food being modified without you being aware of it? * Yes, this is the first thing I thought of after watching the clip from the video. Whether the companies are aware of it or not, they not only changed the diets of the meat we eat, but they changed the consumers’ diets as well. And for what? Because corn is cheaper, because corn help them make profits, because corn is the perfect product to fuel their greed. Chapter III: Unintended Consequences 1. Who’s responsible for Kevin’s death? What do you think the consequences or repercussions should be? * In my opinion, everyone in the food industry had a hand at what happened to Kevin. The companies itself, directly, for endlessly trying to make profits by looking for ways to make food cheaper, the fast food industry, and even the government for not banning this way of processing food still. Since it’s basically impossible to track these diseases back to the source, and consumers’ needs have to be met (so the companies can’t be shut down), I think that the proper consequence would be that these companies are to be banned from putting chemicals and other â€Å"enhancers† on our food and just keep them as natural as they possibly can, which isn’t too hard to do. 2. The mother says, â€Å"Sometimes it feels like industry was more protected than my son. † What do you think of her words? * She’s right. The food industry is definitely given more importance than the consumers. After all, the food industry keeps the government and economy funded, right? 3. Do we have the right to assume that our food is safe? If so, who do you think should be responsible for ensuring its safety? * Of course we do! It’s food. It’s what makes us healthy and keeps us living. Of course we have a right to assume that it’s safe. The ones who are responsible should be the government and the officials and workers of the food industry, surely. Chapter IV: The Dollar Menu 1. Should access to healthy food be a right for everyone? * Without question. Why shouldn’t it be? 2. How might we make healthy food available to everyone? * Instead of building factories everywhere, maybe use the land for farms and as for the consumers’ responsibility, buy more organic foods than GMOs. 3. How might our government policies be restructured to allow more access to healthier foods? * Possibly terminate funding to the GMO-making companies and start funding organic farms. 4. Do you think healthy eating should be a right, responsibility, or a privilege? * It should be both a right and a responsibility. It shouldn’t be a privilege. It shouldn’t be only for those people who have the means to get it. It should be for everyone, no exceptions. Chapter V: In the Grass 1. How would you compare the slaughtering of the chickens by Polyface Farms to the slaughtering of the Smithfield hogs? How do the workers’ conditions compare? * The slaughtering in Polyface Farms is much more humane and merciful than the slaughtering in the Smithfield slaughterhouse. The workers conditions, meanwhile, are also much more favourable in Polyface Farms. They have fresh air and a healthy environment, whereas in Smithfield, workers are bused in from as far as 100 miles away and they are in a closed environment, an unhealthy factory that seems as if the workers are locked in from the outside while they’re working. 2. Slaughterhouse workers may earn as little as $8 an hour to do the work shown in the film. For how much money would you be willing to do this work? What else might you demand? * The clips shown in the film of workers look very demanding. There’s no specific price I have in mind but it certainly is much higher than eight dollars an hour. And I would want health benefits, as well. For me, work like that would not only be physically demanding, but mentally and I think psychologically as well. 3. What might people do to make sure that their eating meat does not harm other people and animals? * Buy from farms such as Polyface Farms. I realize that’s not easy for most people but if supermarkets and grocery stores were to buy from these kinds of farms, then it’s going to be a lot easier. 4. What is meant by the phrase â€Å"vote with your fork†? * I suppose what it means is that the public should vote the officials that will help them have access to food that’s actually good for them without too much cost. Chapter VI: Hidden Costs 1. As the film suggests, small companies and producers are often bought out or taken by very big companies. What might be the implications of that—both positive and negative? * Well, the positive would have to be that there would be more money for the small companies to keep working and that their food is marketed to the public even more. The negative would have to be, because of the demand from consumers, they have to work more efficiently, thereby losing â€Å"their soul† and they will sort of conform to the big companies’ idea so that they can supply the consumers with what they want. . Why might corporations continue marketing the small companies’ products under their original labels? What do you think of that practice? * Because obviously the consumers are turning away from these corporations to the â€Å"more trusted† and smaller organic companies. I think it’s dishonest and deceiving and another of the corporat ions’ ways to make more money. 3. As portrayed in the film, cost and efficiency drive our current food system. Should price be the most important force behind our food industry? Why or why not? How might out food system change if it was driven by other values, like health or environmental sustainability? * I have to admit that price is definitely an important factor behind our current food industry, but it shouldn’t be the most important one. Because if the cost of food is what we’re minding the most, we neglect the other factors that go into the food that the corporations make. If our food system were to be driven by other factors such as health and the environment, then most of our food would definitely be healthier and natural. Chapter VII: From Seed to Supermarket . From Monsanto’s perspective, it is expensive to develop new seeds like these, and the seeds save farmers time and enable them to produce more soybeans. What might be the consequences—both positive and negative—of the company owning the genetic information in the seed? * The positive would have to be that there is a sure efficiency in the production of soybean crops and the demands of the public would always be met. On the negative side, however, is that the farmers don’t really have a say in how their crops are going to really grow or what their crops are going to be for. . Saving seeds from last year’s crop is a tradition farmers have followed for thousands of years. Think of a tradition that has been in your family for a long time. What if you could no longer have this tradition because someone legally claims it as theirs? * We would still do it anyway, but I’m guessing that we won’t talk about it outside of our family as much. We would still do it because it’s not fair. The tradition has been there for such a long time and for â€Å"someone† to legally claim it as theirs is a clear lie and I would not stand for that. 3. Do you think it is fair that one farmer had to settle (say he was guilty) because that was cheaper than trying to fight Monsanto’s lawsuit? Why or why not? * I think it’s unfair. I’m not saying he didn’t do it, because he definitely did. But why should he be held guilty for telling farmers to grow healthier crops? Why should he be charged that much money for being conscious of what GMOs have done to our foods for the last few years? It’s preposterous to think that a corporation is wasting all its money and time on a farmer that wants nothing but the best for the consumers, when it should be spending that money on doing the same thing.

Collaborative Learning

Collaborative Learning Free Online Research Papers The value of collaborative learning has been recognized throughout human history and its effectiveness has been documented through hundreds of research studies. Collaborative learning is now widely recognized as one of the most promising practieces in the field of education. Collaborative learning (CL) is an instructional method that makes use of small, heterogeneous groups of students who work together to achieve common learning goals (Johnson Johnson, 1992). Within group learning, students benefit from sharing ideas rather than working alone. Students help one another so that all can reach some measure of success. The purpose of this review of research is to illustrate the various aspects of collaboration and how collaborative learning reinforces second language acquisition with reference to the theories. In this brief review of research, I first discuss two major theoretical perspectives of collaborative learning. I establish few major themes of collaborative research and review representative research studies that address collaborative activity in classroom settings. Finally, I connect research findings to the theories and outline some critical areas where research is needed on collaboration and language learning in classroom settings. Theoretical Orientation / Motivational Perspective Motivational perspective on collaborative learning focuses primarily on the reward or goal structures. In this perspective, collaborative learning creates a situation in which the only way group members can attain their own personal goals if the group is successful. Social interdependence theory, the most influential theory of the perspective, on collaborative learning suggested that the essence of a group is the interdependence among members (created by common goals), which results in the group being a â€Å"dynamic whole†, so that a change in the state of any member and an intrinsic state of tension within group members motivates movement toward the accomplishment of the desired common goals (Kurt Lewin 1935). Similarly, Skinner’s behavioral learning theory assumes that students will work hard on those tasks for which they secure a reward and will fail to work on tasks that yield no reward or yield punishment. Cognitive Perspective Whereas motivational theories of collaborative learning emphasize the cooperative goals change students’ desire to do academic work, cognitive perspective emphasizes that the interactions among students will increase achievement due to the mental processing which takes place. Cognitive-Development theory can fully illustrate the notion. Vygotsky proposes a central concept zone of proximal development in his theory; it has a great significance to language acquisition. He defines the zone as â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers† (1978, p.86). In his view, collaborative activity among learners promotes growth because learners of similar ages are likely to be operating within one another’s proximal zones of development. In other words, unless students work cooperatively, they will not grow intellectually. Vygotsky’s concept corresponds with the Input Hypothesis which attempts to answer the important question of how we acquire language. The hypothesis states that a necessary condition for language acquisition to occur is that the acquirer understands input language that contains structure â€Å"a bit beyond† his or her current level of competence. The hypothesis also presumes that acquisition happens when learners understanding the message instead of form (Krashen 1981). This illustrates the superiority of collaborative learning in language acquisition since its activity establishes an environment where the students communicate with each other to solve problems in a meaningful context. Similarly, Piaget (1926) held that social-arbitrary knowledge – language, values, morality and etc. can be learned only in interactions with others. In his views, learners must engage in some sort of cognitive restructuring or elaboration of material if information is to be retained in memory. Many Piagetians have called for an increased use of collaborative activities in schools since students will learn from one another because in their discussions of the content, cognitive conflicts will arise, inadequate reasoning will be exposed and higher-quality understandings will emerge. Generally, all perspectives on collaboration have common ground; they all predict that collaborative learning will promote higher achievement than would individualistic learning. The following sections discuss a number of representative studies and research findings about collaborative learning. Social Cohesion With the respect to the social interdependence perspective, collaboration promotes group cohesion and a supportive social climate. Some research studies are reviewed in the following to illustrate how collaboration fosters social interdependence among classmates and it gives expression to the motivating effects of working together toward a common goal. Hijzen, Boekaerts and Vedeer (2006) examined relationships between the quality of cooperative learning (CL) and students’ goal preferences and perceptions of contextual factors in the classroom. The researchers expected students’ perception of the quality of CL depends to their goal preferences that they bring into the classroom. The subjects of this study were 1920 students from different secondary and vocational schools in Netherlands. Subjects were invited to complete several self-report questionnaires regarding their goal preferences and perception of contextual factors in the classroom and the quality of CL. The study found that subjects gave most preference to mastery goals, followed by social support goals and belongingness goals. Social support goals had the strongest relationship with the quality of CL. In other words, students who value helping and supporting each other rated the quality of CL higher. The study also found that there is a strong relation between the quality of CL and students’ perceptions of contextual factors, as defined by the type of task, reward systems and CL skills they were taught, in the classroom. Despite the evidence that CL encourages social interdependence, there are conditions under which the kinds of interdependence emerge different effects. In a study by Johnson, Johnson and Stanne (2001), it demonstrated the conditions under which positive interdependence enhances or interferes with individual success and overall group productivity. Two types of positive interdependence were studied: positive goal and positive resource interdependence. Forty-four black American high school students were randomly assigned to the experimental task. It was to master information on map reading and to apply their knowledge in deciding what actions to take to solve the problem. The independent variables were positive goal interdependence and positive resource interdependence. Goal interdependence was operationalized by telling the subjects to work together as a company and resource interdependence was operationalized by dividing the information required into three parts and giving each part to a different member of the group. Thus, in order to complete the task, each group mate had to obtain the information required from other group mates. The findings provided evidence that two sources of positive interdependence promote stronger effects than either source of positive interdependence alone. The presence of positive resource and goal interdependence would promote higher individual achievement than would the presence of positive resource interdependence only. Therefore, when resource interdependence is used, it should be done in combination with positive goal interdependence. Another study by Ghaith (2003) supports the claim that collaborative learning has positive effects on achievement. The study intended to investigate whether CL has more effective than whole-class instruction in promoting the English as Foreign Language reading achievement and the academic self-esteem of the learners. Participants in the study were 56 secondary school EFL learners in Beirut and they were randomly assigned to control and experimental groups. In the study, subjects in the control group were taught by the teachers who carried out reading lessons with using traditional teaching instruction while subjects in the experimental group were taught by teachers who used collaborative learning. The study lasted for 10 weeks and a pretest-posttest control group design was employed and it focused on the variables of academic self-esteem and academic achievement. The study did indicate that the CL is more effective that traditional textbook instruction in improving the EFL reading achievement of the students. Thus, reading achievement in L2 can be improved through small group cooperative interaction among peers in a supportive environment. However, academic self-esteem is unlikely to be improved in the course of short experiments and cooperative interventions. The study by Shachar and Shmuelevitz (1997) differs from the above research. Their study focuses on teachers’ collaboration instead of students’ and how this relates to students’ learning. The study assessed the effects on teachers’ sense of efficacy of a year-long in-service teacher training program on CL. The study hypothesized that teachers who acquire competence with CL methods were reported as having high frequencies of these methods in their classroom and experience high levels of collaboration with colleagues. Their sense of efficacy which can also affect students’ learning and social relation. One hundred twenty-one teachers from nine junior high schools in Israel were selected and trained that they acquired skill in implementing CL methods. This study was conducted over a period of 3 months at the beginning of the second year of the project. During the time, the teachers’ instructional behavior was observed. Two questionnaires about patterns of teacher collaboration in the school and measures of teachers’ efficacy were administered to all the teachers during the second half of the second year. The findings showed that teachers who employed collaborative learning in their classrooms expressed a significantly greater degree of efficacy in promoting the learning of slow students compared to teachers who continued to employ traditional instruction without using CL. The finding also reported that teachers who participate in collaborative staff work are more likely to feel capable of promoting cooperative relations among their students. Therefore, collaboration affected personal teaching efficacy and promoted students’ social relations. Collaborative Discourse Cognitive perspective claims that language is best acquired when it is used in a way that is meaningful to the student. The collaborative learning setting provides opportunities for students to use the language for a specific purpose and express themselves in a functional manner. Especially, a type of language use which is called ‘exploratory talk’ emerges from collaboration when partners engage critically but constructively with each other’s ideas. In the ‘exploratory talk’, learners work together to solve linguistic problems and co-construct language or knowledge about language. The following research studies illustrate how ‘exploratory talk’ enhances language acquisition and development of knowledge. The study by Chinn, O’Donnell and Jinks examined how the discourse of group interaction is structured and whether the discourse structure mediates learning. One hundred and nine students in seven fifth-grade classes in New Jersey participated in the study. They were asked to conducted experiments with electrical circuits in groups of four. After writing their own individual conclusions based on the two circuits they constructed, the students were provided with three conclusions from other group mates to evaluate and discussed the quality of these conclusions. The results of the study indicated that some type of collaborative discourse were significantly associated with reasoning, exploration and explanation. These features can be viewed as the elements of argumentation structures. Thus the fifth graders’ discussions about the quality of the conclusions could be analyzed as argument networks. The results also suggested that more complex argumentation promotes learning, both when the complex arguments are individually constructed and when they are collaboratively constructed. The study by Cohen, Lotan, Abram, Scarloss and Schultz (2002) tested the proposition that providing students with evaluation criteria will improve the character of the discussion as well as the quality of the group product and individual performance. The hypothesis in this study is that the better the quality of the group discussion and product, the better will be the individual performance of group members. In the five classrooms, there were 39 groups of 4-5 students who performed the same experienced group tasks. The subjects had to perform a series of complex instruction regarding the topic of the Afterlife in Ancient Egypt. They are expected to discuss and answer several higher order questions requiring them to deeply explore their resource materials. The subjects were audiotaped for the entire lesson each day and this required 5 days of implementation so that students could rotate through the tasks, give a presentation and discussion. It was found evaluation criteria have a direct effect on the nature of the group discussion in which subjects tended to have more exploratory talk in the group discussion. The study also illustrated that evaluation criteria are a motivational tool helping groups to be more self-critical and increasing their effort to create a superior group product. Through evaluation, the group discussion emerged productive explorative talk which improved the group’s performance. Verplaetse (2000) examined what particular discourse strategies the teacher use to create an interactive classroom during full-class and teacher-fronted discussions. Three middle-school science teachers were selected and their lessons were being observed with three interviews with the teachers afterward. The finding provides a good example of how the teacher’s use of paraphrase and repetition produced a supportive environment where the contributions of all students were accepted and valued. Moreover, it was found that the teacher modeled the process of scientific inquiry aloud for his students and thereby authorized the right to wonder, raise questions and engage in exploratory talk on science topics. In addition to the collaborative discussion that modeled scientific inquiry, another important aspect of this study was the consequence of this dialogic collaboration on the participation of English language learners who volunteered more frequently and participated more actively in the full class discussion. This study illustrates how classroom relations and collaborative were forged through the teacher’s validation of student contributions. Teachers play a critical role in promoting interactions between students and engaging them in the learning process. The study by Gillies (2006) sought to determine if teachers who implement collaborative learning in their classrooms engage in more facilitative, learning interactions than teachers who implement group work only. The study also sought to determine of students in the collaborative groups model their teachers’ behaviors and engage in more positive helping interactions with each other than their peers in the group work groups. Twenty-six high schools’ teachers in Australia volunteered to establish cooperative, small-group activities in their Grades 8 to 10 classrooms for 6 weeks. The teachers were audiotaped twice during these lessons and samples of the students’ language, as they worked in their groups, were also collected at the same time. The results showed that teachers who implement collaborative learning in their classrooms asked more questions and engaged in more mediated-learning behaviors than teachers who implement group work only. The students in the collaborative groups engaged in more verbal behaviors that are regarded as helpful and supportive of group endeavors than their peers in the group-work groups. Thus, when teachers implement collaborative learning, their verbal behavior is affected by the organizational structure of the classroom. Wegerif, Mercer and Dawes (1999) supports the claim that social experience of language use shapes individual cognition. The study assumed that the use of exploratory talk will help children to reason together more effectively when they jointly tackle the problems of a test of reasoning and to develop better ways of using language as a tool for reasoning individually when they work alone on a reasoning test. Sixty British primary school children aged 9-10 and their teachers took part in an experimental teaching programme, which designed to develop primary children’s use of language for reasoning and collaborative activity. Children’s subsequent use of language when carrying out collaborative activity in the classroom was observed and anaylsed and effects on their performance on an individual reasoning test were also investigated. Comparative data were gathered from children in matched control classes. It was found that using exploratory talk helps children to work more effectively together on problem-solving tasks. Children who have been taught to use more exploratory talk make greater gains in their individual scores on a test of reasoning than do children who have not had such teaching. Language Development In this section, a number of research studies are reviewed from the cognitive perspectives which claims that cognition and knowledge are constructed though dialogically interaction. For this reason I have limited the studies in which one can link collaborative dialogue to a particular aspect of second language learning. Reading Kim and Hall (2002) reported on Korean children’s participation in an interactive book reading program and their development of pragmatic competence in English. During the book reading, the researcher promoted with questions, elaborated on the children’s utterances and repeated the children’s contributions by paraphrasing and shaping what they said into a coherent discourse. After completing all collaborative reading sessions, the children engaged in interactional role-play situations based on school-related events. These interactions were analyzed for quantity of words used, context-based vocabulary, utterances and conversational management skill. It was found that the participation of these children in collaborative book reading led to significant changes in their pragmatic ability dealing with a number of words and utterances and conversational management features. Kim and Hall suggested that in the context of interesting texts and collaborative talk, meaningful opportunities for the development of children’s second language competence arise. The procedure used in this study reflects discourse features similar to Verplaets’ study, with similar developmental consequences, i.e., expanded participation in interactions and the children’s growing ability to manage conversation. Collaborative dialogue has also been shown to help students apply comprehension strategies and co-construct knowledge while reading in the study by Klingner, Vaughn and Schumm (1998). They investigated the effectiveness of a cooperative learning approach designed to foster strategic reading in grade four heterogeneouse classrooms. Eighty-five students in 11 day experimental condition were taught by the researchers to apply reading comprehension strategies (â€Å"preview†, â€Å"get the gist† and â€Å"wrap up†) while reading social studies text in small student-led groups. Fifty-six students in control condition did not learn comprehension strategies but receive researcher-led instruction in the same content. A standardized reading test and a social studies unit test were administered as dependent measures to all participants. All of the groups in the intervention condition were audiotaped during the CL strategy implementation sessions for purposes of analyzi ng student discourse Qualitative analysis of the students’ discourse showed that through interacting in their collaborative strategic reading groups, the fourth graders assisted one another in vocabulary comprehension, found the main idea and asked and answered questions about their text. The tests results also indicated that the students in the experimental condition made greater gains in reading comprehension and equal gains in content knowledge. This study implies that students in the intervention condition spent significant time discussing academic content and consistently implemented the reading strategies. Speaking In a conversational analytical study of talk-in-interaction, Mori (2002) examined 12 hours of classroom interaction across two instructional contexts in a university upper-level Japanese as a foreign language classroom. In this study, two contexts were analyzed to understand how talk was constructed in collaboration with peers during a planning sessions and a future discussion with native speaker visitors to the class afterward. It was found that the design of the task (step-by-step requirements for the interview) was the obstacles for the creation of contingent discourse and coherent discussion with the native speaker guests. During the visits, the students’ discourse was highly structured and lacked the contingency-based features of conversation. Ironically, Mori finds that student discourse during the pretask planning involved a mutual exchange of ideas. Moria’s study implies that collaboration is constituted in particular kinds of contingently organized talk. The study by Shachar and Sharan (1994) focused on students’ verbal interaction in multiethnic groups after the students had participated for several months in history and geography classes. The study was conducted with the Group Investigation method or in those taught with the traditional Whole-Class method. Students’ social interaction with members from their own or another ethnic subgroup and their academic achievement were evaluated. The study involved 351 Jewish students from Western and Middle Eastern backgrounds, with 197 in five classes taught for 6 months with the Group Investigation method and 154 in four classes taught for 6 months with Whole- Class method. It was found that all students from the Group Investigation method expressed themselves more frequently and used more words per turn of speech than their peers from classrooms taught with the traditional Whole-Class method. This finding also suggest that students from different ethnic groups in the same class can learn to cooperate and give each other the opportunity to participate in the work of the group without the ignorance of the members of lower status groupmates. It seems that all students in CL classrooms learned to interact constructively, displayed more positive, fewer critical verbal and social interactions with their peers. Face-to-face interaction in speaking activities also can assist learners along the continuum of language acquisition. Lynch (2001) studied whether the transcribing and the discussion of reflection and change result in long-term language acquisition and whether they would be feasible in a classroom setting. In the study, four pairs of college students were asked to transcribe a 90-120 second recorded extract of a role play they had performed in front of the class. After transcribing the role play scripts, the learners could make changes to their original scripts through collaborative negotiation. The teacher then reformulated the revised scripts through correcting grammar and lexis and making necessary changes to clarify meaning. As a final step, the learners compared their own revised scripts with the reformulated version and discussed the differences between the two transcripts with each other and with the teacher. The result indicated that transcribing and editing the transcripts gives learners the chance to renegotiation meanings and draws the learner’s attention to language form and use in a relatively natural way. The study supports the claim that the feedback in the form of self-correction, teacher intervention and peer correction all supported student’s language learning. Writing Other studies in the literature show how collaborative dialogue in reading activities can also result in L2 learning. Swain and Lapkin (2003) examined a pair of grade seven French immersion students’ collaborative work in term of completing a jigsaw story task orally and in writing, comparing their written stories to a reformulated version and responding to a stimulated recall task. The data were coded for all the language-related episodes, defined as any part of the dialogue where learners talk about the language they are producing, question their language use or correct themselves. The analysis of discussions surrounding reformulated texts indicated that approximately two-thirds of reformulations were accepted. During the later independent revisions, both learners were able to revise accurately 78% of the post test items. This indicates the power of collaborative dialogue during the composing, noticing and recall procedures. Vygotsky’s concept of zone of proximal development (ZPD) serves as the theoretical basis for the study of peer collaboration in ESL writing classroom. The purpose of the study by De Guerrero and Villamil (2000) was to observe the mechanisms by which strategies of revision take shape and develop when two learners are working in their respective ZPDs. The participants in this study were two male intermediate ESL college learners, native speakers of Spanish, who were enrolled in an ESL writing course. In the course, the students participated in two revision sessions during which pairs of students revised a composition written by one of them. The pair of subjects was simply instructed to revise the draft and to record all their comments on a tape recorder. The focus of analysis was the dyad’s audiotaped conversation, between a ‘reader’ and a ‘writer’, which was transcribed to the written mode and divided into 16 episodes. The results were found that both the reader and writer became active partners in the revision task with guided support moving reciprocally between each other. The reader played a crucial role as mediator displaying several supportive behaviors which facilitated advancement through the task. Some of these behaviors included explicitly instructing the writer on issues of grammar and recruiting the writer’s interest throughout the interaction. The writer incorporated the majority of the changes discussed with his partner and further revised on his own. The reader also made progress in aspect of L2 writing and revising. As the researchers noted, the opportunity to talk and discuss language and writing issues with each other â€Å"allowed both reader and writer to consolidate and reorganize knowledge of the L2 in structural and rhetorical aspects and to make this knowledge explicit for each other’s benefit† (p.65) Storch (2001) noted that the nature of peer assistance is an important factor to consider in terms of the impact collaborative work can have on learning. His study examined the pattern of pair interaction and whether there were links between the way the dyads interacted and the quality of their written product. The study was conducted in an advanced ESL writing classroom in an Australian university. Most of the students were Asian with writing proficiency ranging from low to upper intermediate. The task used in this study was a writing task given to students in class in preparation for a report. Students worked on the task in self-selected pairs and pair talks were audiotaped and being observed by researchers. Three dyads of conversations were then chosen for analysis. It was found that 3 dyads approached the task differently and the interaction patterns can be defined in a range from non-collaborative to collaborative. In the collaborative pattern, both students contributed to the task and reached co-constructed solutions. The dominant/dominant pair was one in which though both students contributed to the task, assistance is often rejected as there is an attempt of control and domination on the part of both students. In the case of dominant/passive pair, there was one dominant student who appropriated the task and his partner had little contribution. In the expert/novice patter pair, one participant seemed to be more in control of the task but unlike the dominant/passive pair, the expert participant acknowledges the novice and encouraged participation. An analysis of relationship between the text produced by each dyad and language development showed that in collaborative and expert/novice dyads, there were more instances evidence of knowledge development than in other dyads. These findings confirm the importance of the nature of pair interaction for the learning opportunities available to the students. Status Crisis Researchers have shown that collaborative learning can induce many beneficial outcomes. However, some research studies have also shown that the differential status of individuals affected their social interactions and their capacity to solve problems together. These inequalities are related to academic status and cultural differences and personalities between students. The following research studies illustrate the harmful impact on lower status students in the group. Duff (2002) illustrated how classroom interaction in an ethnically and linguistically diverse grade 10 Canadian social studies class attributed identities to students. The research site was a Canadian high school where 50% of the students were ESL learners, most of them are Asian. The researcher observed and recorded the Social Studies class lessons once a week with six-month duration; some of the participants, including the class teacher, were interviewed about their in-class behaviors. There were 17 non-native English speakers out of the 28 students in the course. The class teacher presented social issues and encouraged student to share their perspectives and opinions. Interview comments, combined with observations of in-class social interactions provided evidences that the interactional behaviors of teachers and students during discursive collaborations on social issue created conditions that marginalized some students while reinforcing social recognition to others. For example, non-local students were being silent or provided limited response about their cultural rituals because they were afraid of being criticized in class and being laughed at their English. She emphasizes that â€Å"large numbers of minority students in schools world wide are at considerable risk of alienation, isolation, and failure because of the discourse and interactions that surround them on a daily basis† (Duff 2002, p.216). Matthews and Kesner (2000) investigated the impact that a child’s status among peers has on interactions with other children during collaboration. In the study, six grade-one children of a primary school in southeastern U.S. area were being observed throughout the whole school year. Data was collected from classroom observations with audio and video recording of children participating in literacy events (collaboration) with their classmates. Data also included artifacts of the children’s work, information about the children’s social status among their peers and assessments of the children’s reading ability. The researchers were in the classroom an average of once every 3 days. The information presented in this study focused on a child, Sammy, one of the six focal children. Sammy was characterized as a shy boy by his parents. He had low proficiency of reading ability so reading is the worst academic subject for him. Sammy also received assistance from the school language specialist of minor speech problem. The results of peer nomination and the teacher’s assessment of Sammy’s social status indicated that he is an unpopular student in his class. The classroom observation showed that Sammy was a follower during collaboration activities. He rarely made a suggestion during the literacy events. However, Sammy never appeared upset when his peers assigned him the role of follower or they did not respond to his suggestions. At the end of the school year, he could read only 20 of the 60 words on a first-grade word list and his text reading had only progressed slightly. This implies that participants may not get the most benefit from collaborati ve learning due to the social hierarchy. Chiu’s study (1998) supported that status differences among students yield positive and negative effects for individuals and the group as a whole. In her study, eight students in 9th grade algebra classes in a high school were selected to solve an algebra problem in groups of four. The students filled out pre-activity questionnaires regarding mathematical status and social status and a leadership post-activity questionnaire. At the group level, the results showed that mathematical ability predicted correct solutions whereas quantity of interaction and status did not. Polite evaluation (redressed criticisms) facilitated group work while impolite evaluation (naked criticisms) hindered it. At the individual level, social status positively predicted leadership, negotiation turns and polite redressed criticism in a group whereas mathematical ability positively predicted naked criticisms. These results supported the claim that students with higher social status were socially skillful and polite whereas students with higher mathematical showed their status by being less polite. Baines, Blatchford and Kutnick (2003) suggested that collaborative learning is beneficial to particular age of learners. Their study examined the relationships between the age of students and the grouping practices employed by teachers within classrooms in primary and secondary schools. The data in this study come from three separately paralleled studies that used the same methodology. One project, the Primary Classroom Groupings Projects, examined grouping practices in junior levels. The focus of the second study was on the effects of class size one students learning experiences and group practices in senior primary levels. The third study examined grouping practices in secondary school with junior and senior levels. All three projects involved the use of a grouping questionnaire to collect quantitative data on the nature of the groupings as used in classes. The results showed that there were changes in grouping practices with student age. Students in junior primary classrooms were most likely to be working alone. During the years of senior primary level, students were more likely to experience whole class interactions with the teacher assistance. At the secondary school’s level, group practices were frequently happened since secondary school age students were more likely to engage in peer interaction than primary age children. Training Many educators have observed that participants frequently fail to behavior collaboratively in groups. Some groups reveal negative and insensitive behavior as well as refusal to assist one another. Therefore, some educators strongly recommend team-building or skill-building activities prior to collaborative learning stage. The research in this section show that preparation and time spent on group can definitely make for more productive groups. The study by Naughton (2006) focused on the effect of a cooperative strategy training program on the patterns of interaction that arose as small groups of students participated in an oral discussion task. Five intact classes of high school graduates were randomly assigned to the experimental or control condition. In the control group, this division was random whereas in the experimental groups, students joined the 8 hours of the CL strategy training program. All students took part in the same pretest and posttest discussion task which lasted for 8 minutes. Data taken from the videotapes were analyzed in order to measure changes in overall participation and strategic participation. The pretest showed that prior to strategy training, students generally failed to engage in the types of negotiation moves that have been identified as important for language acquisition. However, the posttest indicated that the strategy training program was largely successful in encouraging students to engage in the act of requesting or giving help; this type of interaction is clearly related to CL. The result also implies that small group work in the L2/FL classroom can be beneficial when learners engage in collaborative dialogue. The study by Gillies and Ashman (1996) compared the effects on behavioral interactions and achievement of cooperative learning in which group members were trained to collaborate to facilitate each other’s learning and cooperative learning in which members were not trained but were merely told to help each other. The study involved 192 Grade six primary school children assigned to one of two experimental conditions. In the Trained condition, students were taught how to collaborate in small groups while in the Untrained condition, children were provided only with the opportunity to work together but were not instructed in the process. The group activities for the two groups were developed around the social studies unit which required students to solve problems. Each group’s student behavior and verbal interactions during the study were videotaped and coded. The results showed that the children in the Trained condition were consistently more cooperative; higher level of motivation, responsive to the need of their peers and provided significantly more explanations to assist each other than their peers in the Untrained condition. In addition, the children in the Trained groups used inclusive language (‘we’ and ‘us’ rather than ‘I’). This provides strong evidence that training children to collaborate facilitates group functioning and has a positive effect on student achievement. Veenman, Denessen, Akker, and Rijt (2005) investigated whether student-teachers who participated in the teacher-training program provided more elaborations during small group work and performed better on a cooperative task than the student-teachers who did not participate in the training program and the effects of the training program on affective-motivational resources of students in collaboration. Participants in the study were teachers from seven primary schools and 24 dyads of sixth-grade students. There were 12 dyads in the treatment group where their schools used CL instruction and practices based on a 2-years staff training of CL with a supplementary teacher-training program focusing on effective helping behaviors. The control group with 12 dyads used CL based on a 1-year staff CL training without a supplementary teacher-training program. All of the students’ dyads were asked to cooperatively solve a math task, which required formal reasoning and discussion. At pre test, Version A of the math task was used; at posttest, Version B was used. All of the sessions were video and audio recorded and later transcribed. After completion of the math task at pretest, all of the students were also administered a questionnaire addressing their help-seeking intentions and the nature of their achievement goals. A statistically significant treatment effect was found that the treatment dyads provided more high-level elaborations than the control dyads. The use of high-level elaborations was also positively related to student achievement. The results of the study underline the need to structure learning in small groups; discourse features as help seeking, help giving, provision of reasons and exploratory talk must be practiced and reinforced. Implications for Classroom Practices and Further Research Several implications for language pedagogy can be drawn from the findings of these studies. First, as language teachers, we have to ensure that students are provided with multiple and varied opportunities to engage in meaningful interactions in the target language. To make the interactions meaningful, we need to encourage learners to relate the topical content to those personal experiences and social relationship that are real thus of significance to them. Motivating learners to make connections between their own and others’ background knowledge and to share these connections with each other promotes their extended engagement in their interactions. Second, in the opportunities for interaction that we make available, we must ensure that not only the cognitive but the affective dimensions are considered. As shown in these studies, making interpersonal connections with each other in their classroom interactions fostered a sense of community among the members; this helps to cr eate a motivating learning environment. Third, language learners of all ages and levels are able to construct rich interactions. Thus we need to create opportunities for them to demonstrate their interpersonal skills without the explicit help or directed attention of the teacher. Finally, several questions for possible study are suggested by these studies. First, given the significance of interpersonal relationships to language learning found in these studies, how do we create and sustain rapport among individuals who come from varied backgrounds or who are reticent to participate? Moreover, in the century of high technology how social processes are enabled by new communications tools and resources such as the Internet, e-mail and videoconferences. In addition, how these relationships and processes interact with language learning. The last concern is the need for more longitudinal data. Although most of the studies link language development to the particular practices, they do not actually document specific changes in learners’ use of language in their data. The only way to truly understand the occurrence of language development in oneself is to require more long-term investigations. References Baines, Ed., Blatchford, P., Kutnick, P (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39, 9-34. Chinn, C.A., O’Donnell, A.M. Jinks, T.S. The structure of discourse in collaborative learning. Department of Educational Psychology. The State University of New Jersey. Chiu, Ming Ming (1998). 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Mr. Wonder-ful: Portrait of a dialogic teacher. Second and foreign language learning through classroom interaction, 223-241 Vygotsky, L.S. (1978). Mind in Society (ed. M. Cole, V. John Steiner, S. Scribner, and E. Souberman). Cambridge, MA: Harvard University Press. Wegerif, R, Mercer N, Dawes L (1999). From social interaction to individual reasoning: an empirical investigation of a possible sociocultural model of cognitive development. Learning and Instruction. Walton Hall. Research Papers on Collaborative LearningThe Relationship Between Delinquency and Drug UseStandardized TestingResearch Process Part OneEffects of Television Violence on ChildrenOpen Architechture a white paperBionic Assembly System: A New Concept of SelfInfluences of Socio-Economic Status of Married MalesThree Concepts of PsychodynamicHip-Hop is ArtAnalysis of Ebay Expanding into Asia