Media on Gender Essay

Media is a reflection of the attitudes on gender that the society exhibits and at the same time it plays a role in â€Å"determining and teaching gender behavior†. It is the role of the media to gather information and articulate it to society; this is the media’s job (Hubpages Inc. n. p. ). If he/she sees that the society from a certain geographic location accepts gays and lesbians then this is what it will report (Hubpages Inc. n. p. ). He or she may articulate what he or she witnessed through technologies including â€Å"radio, newspaper, television, and internet† and if he or she shares such information utilizing the last three aforementioned wherein in photos and videos may be attached as well then all the more that it clearly illustrates how the society reacts about gender issues (Hubpages Inc. n. p. ). Meanwhile, it also plays a role in â€Å"determining and teaching gender behavior† because the people who get to watch what he or she articulated through several technologies will interpret it (Hubpages Inc. n. p. ). This interpretation now will depend upon how the media presented the information (Hubpages Inc. n. p. ). Was there bias on the presentation of facts? Were the two sides shown to the people? Is there a conflict of interest? All the answers to these questions will contribute largely since the society now will conclude based on that alone (Hubpages Inc. n. p. ). Very clearly, the media is a reflection of the attitudes on gender that the society exhibits and at the same time it plays a great role in â€Å"determining and teaching gender behavior† because it’s their primary job to gather and share information and because they also have weaknesses in presenting the facts they gathered (Hubpages Inc. n. p. ). Work Cited Hubpages Inc. Mass Media Influence on Society. 2008. n. a. 23 November 2008. http://hubpages. com/hub/Mass-Media-Influence-on-Society

Sherman Alexie and Fredrick Douglass 50 Essays

Compare and Contrast Education is something so sacred to some people but there are many people that take it for granted as well. â€Å"The Joy of Reading and Writing: Superman and Me† by Sherman Alexie and â€Å"Learning to Read and Write† by Fredrick Douglass, is similar in many ways. Both of these men were so eager to learn when in the meantime so many people that do have the opportunity are so clueless. People are so clueless that there were others, and still are, that wish they were in a position to easily learn. Both of these men were minorities and grew up many years ago where learning was unusual.In their situation it was also forbidden in some ways. Although it was tough for both of them, they both felt compelled to take learning into their own hands. Alexie refused to be like others and Douglass did as well. Both of these men went through an astonishing experience to discover what they did. Not only did they both learn that education is something pleasurable, b ut they learned that it was difficult. Alexie, at three years old, started to teach himself how to read using a Superman comic book. He was quite a prodigy. Native-Americans were stereotypically supposed to fail in the classroom.Although they are different in so many ways, they are also alike in a many ways, Douglass taught himself and Alexie did the same. Although they taught themselves in different ways, they still did. That's what makes them alike. Slaves weren't allowed to read or write and Indians were considered outsiders if they did. Alexie being a Native American and Douglass being a slave, they were both outsiders. Growing up an Indian on a Reservation, not much was expected of Alexie in the knowledge department. â€Å"We were Indian children who were expected to be stupid† (p. 17). Alexie was different.He had a great mind and wanted to put it to use unlike the other Indians. He loved to learn. Alexie was considered an outsider from the Native Americans because he lo ved to learn. Alexie says, â€Å"I was smart. I was arrogant. I was lucky. † (p. 17). Even if it made Alexie an outsider or not getting along with his peers, he was still inspired. Even if it did mean he would fight with his classmates he did not give up his passion for reading. In his joy, however, there was also pain. Alexie writes, â€Å"I read with equal parts joy and desperation. I loved those books, but I also knew that love had only one purpose.It was trying to save my life† (p. 18) . Sherman Alexie didn't just want to be considered â€Å"a dumb Indian,† like all the other Native Americans. He wanted to be smart and have a better life for himself. He wasn't going to let the color of his skin or where he was born stop him from excelling in life. Fredrick Douglass was first introduced to reading in writing by his masters mistress. Douglass was an African-American slave. Although his master didn't let his mistress teach Douglass, he didn't give up. He was de dicated and took matters into his own hands this mistress gave up on him.He started learning to write and read. Douglass figured out how to read and write in the most unconventional ways. He traded bread for lessons from schooled poor white boys, and figured out how to write by looking at letters on timber in a ship-yard. Once he had attained those skills, Douglass was met with great desperation. He explains: â€Å"As I read and contemplated the subject (of slavery), behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish.As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow-slaves for their stupidity †¦ I often found myself regr etting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt that I should have killed myself, or done something for which I should have been killed† (p. 132).Through his learning, Douglass soon realized that he was not destined to have the lives of the men he read about in books as he would be a slave for life. He wondered if his education had been a curse rather than a gift, and envied the ignorance of his fellow slaves who did not have to feel the same pain that he did. Both of these men realize that the life they thought the had ahead of them wasn't the outcome. That wasn't what they wanted. These men both hoped for the same thing. Sherman Alexie and Frederick Douglass’s essays both raise the question: In certain situations, is ignorance really bliss?Or is it better to be educated and know the truth, rather than live a life in a vacuum devoid of information or any means of achieving access to the world beyond your immediate c ommunity? This is a question one must learn themselves. Education can be both pleasurable and painful. For Alexie and Douglass both, education opened their eyes to the harsh reality of the world. And yet they contributed greatly to it through their own writings. Whether or not one wishes to keep this world closed, is up to each individual.Only you can decide whether or not to take risk of some pain in acquiring knowledge in order to have the opportunity to contribute to the world. While their circumstances, and even their methods of attaining knowledge were different, both of these men were shining examples of what can happen when you follow your passion to learn, and let nothing stand in your way. Both Sherman Alexie and Frederick Douglass’s essays are inspiring and open-minded to read. It's a realization that many people take education for granted and aren't often reminded the great lengths many people have gone through to learn the things.Some people say that â€Å"ignora nce is bliss. † Trying to find the answer to â€Å"ignorance really bliss† is fascinating. However there are some people who would rather know the truth than to be left in the dark. Works Sited Sherman Alexie's â€Å"The Joy of Writing: Superman and Me† 50 Essays: A Portable Anthology. 3rd edition. Samuel Cohen. Boston: Bedford/St. Martin’s, 2011 15-19. Print. Fredrick Douglass's â€Å"Learning To Read and Write† 50 Essays: A Portable Anthology. 3rd edition. Samuel Cohen. Boston: Bedford/St. Martin’s, 2011 129-135. Print.

Analysis of Professional Development Plan Essay Example for Free

Analysis of Professional Development Plan Essay The definition of professional development varies in school districts and educators agree that the term is ever changing and involves the use of technology. Some educators have said that the term has an operational definition. In the article, key design factors in durable instructional technology professional development, author John Wells offers the following definition for educators within the context of the technological age:Professional development†¦goes beyond the term training with its implications of learning skills, and encompasses a definition that includes formal and informal means of helping teachers not only learn new skills, but also develop new insights into pedagogy and their own practices, and explore new or advanced understandings of content and resources. [This] definition of professional development includes support for teachers as they encounter the challenges that come with putting into practice their evolving understanding about the use of technology to support inquiry-based learning (p.2). Professional development may encompass various characteristics such as goals and outcomes aligned to the districts, relevant topics in trainings, opportunities for staff collaboration, development maintained by an on-site coordinator, high quality and professional training and evaluations to determine effectiveness of program. James Polk, author of traits of effective teachers, states, â€Å"the need for a strong professional development program is well established in research† (p.2). Mr. Polk (2006) cites a recent study of factors contributing to three aspects of the teaching process that, â€Å"teachers ranked professional development in the top third of importance on each aspect† (p. 2). In analyzing the professional development plan of my school district, Richland County School District One, I noticed several issues that were identified by Mr. Polk. Mr. Polk outlined several problems associated with the traditional in-service programs that are deemed ineffective. Mr. Polk (2006) states that:assumptions, such as periodic in-service being sufficient to develop new teaching methods and improve practice, teachers being able to learn by listening to a speaker, and professional development being a luxury  rather than an integral part of district improvement, are all negating factors in the implementation of patronization of training programs (p. 2). Mr. Polk further identifies research-based, more effective assumptions such as professional development should be perpetual, and school change involves external and internal organizations and personal development. In professional development programs, the instructions to teacher should be demonstrated or modeled, practiced with feedback and professional development should be integrated into the daily life of teachers. Mr. Polk (2006) states that â€Å"if professional growth rests solely on bimonthly, two-hour in-service sessions after the students are dismissed early, then any training received will unlikely be reflected in student mastery† (p.2). Richland County School District One’s (RSDI) professional development program has several components such as the Plan Do Check Act (PDCA), Avatar, and classroom walkthrough. According to the Richland County School District One’s website, Plan Do Check Act is used in â€Å"designing curriculum and delivering classroom instruction, in providing student support services, staff goal setting and evaluation, developing any new program, product or process design, planning strategically and starting a new improvement project or implementing any change†. The Plan component is identifying the learning problem and gathering the needed data. The Do component is analyzing the causes and implementing the plan on a trial of pilot basis. The Check component of PDCA is gathering the data results of the solution and analyzing the data. The Act component is implementing the instruction for all students and modifying the improvement plan. Avatar is the district’s professional development management system that allows for teaches to sign up for trainings offered by the district. All the trainings are offered after school or in the summer; this contradicts the recommendation offered by Mr. Polk that professional development should be integrated into the daily life of the teacher during the school day. The classroom walkthrough team is a district employee, the principal, assistant principal, and the professional development on-site coordinator. The team conducts the classroom walkthrough by observing the instructional strategies of a teacher for a total of five to ten minutes. The teacher is not offered prior information or feedback on the classroom walkthrough to correct or enhance his instructional strategies. The Richland County School District One website offers the levels of engagement of the students who the team should identify during the walkthrough. The levels; Authentic Engagement, Ritual Engagement, Passive Compliance, Retreatism, and Rebellion and their definitions are cited on the web page but teachers would not know their level due to lack of communication from the classroom walkthrough team. The problem of the poor quality of professional development was identified in the South Carolina schools that I have researched. For example, in Richland County School District Two, the district’s professional development program mirrors Richland County School District One’s program by only focusing on providing monthly in-service trainings on half-days for students or summer in-service activities. Both districts also provide the occasional monthly state or national conference in the teacher’s subject area and online training, i.e. Educational Television. Richland County School District Two differs by offering their Richland School District Two’s Technology Education Collaboration Mentors Program. The program is for school-selected representatives from every school in the district. The program focuses on helping fellow staff members develop personal technology skills and integrate technology into their classroom. Besides this program, I was unable to find any difference from the two districts and the professional development training. Richland County School District One and District Two professional development programs consist of low quality training once a month, irrelevant topics, lack of feedback from teachers and administrators, and concepts but lack of implementation. The districts’ programs lack the scope, high quality, accessibility (besides the Avatar system in RSDI), relevancy, and feedback from students. The majority of the district’s professional development program is the poor quality program described by Mr. Polk; two-hour  in-service sessions after the students are dismissed early from school. Polk, J. (2006). Traits of effective teachers. Arts Education Policy Review, 107, p. 23-30. Wells, J. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15, p. 101-123. www.richlandone.org/ipda/Training_Tools/pdca.htm and www.richland2.org Analysis of Professional Development Plan. (2016, Jul 04). 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Book Report - Middle School Series Essay Example for Free

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The whole thing started to get so big that I felt like I was inside it, even while I was still drawing. It was like Leo had said – I wasn’t thinking anymore. I was just doing it, like the marker was just another part of me, and the lines and shapes and pictures were coming right out of my hand. ’ After a while, the police show up, and are surprised that a kid had done all that work, but then again, it was illegal, so into the cop car went Rafe and Leo. I like this part of the novel because I felt as if I was in the actual scene. It was as if I was Leo and I was scared we’d get caught. This scene, although it’s short, it was intense. You didn’t want Rafe to get caught, but you wanted to know what would have happened when he got caught. I just believe that the way this chapter/scene has been written makes it believable and makes you feel like you’re there. The style of this novel is average pace. The novel begins out very slowly, and it doesn’t have much meaning, but once the novel gets a fair way into it, the drama begins, and the pace slowly picks up. At the end of the novel, things get more intense and more happens in a shorter amount of time, and by the end of the novel, so much has happened, that it takes a while to comprehend what has happened, but you realise that James wrote it that way for a reason, and to me, that reason was so that he could have a short book, that had a lot in it, and might eventually be able to make a movie, much like the Diary of a Wimpy Kid movies. The Worst Years of my Life uses a lot of slang humour, but not so much that it’s over powering, it’s just enough that it creates the characteristics of the book. A genre is the category of artistic composition, as in music or literature, characterized by similarities in form, style, or subject matter. There are several genre’s the feature in this novel, some more than others. The genres that feature heavily in Middle School the Worst Years of My Life are: Comedy Humour Drama The genre that is featured in the book, but not as heavily is romance. Have you ever had a crush on someone and had them not like you back? Romance is a feeling of excitement and mystery associated with love. Rafe Khatchadorian discovers his feelings for Jeanne Galletta on one of his first days at school. They were all sitting in the school gym and she was one of the candidates for the student council representatives and part way through or speech, she offers to buy Rafe fries later that day, and that’s when he knew he liked her. Towards the end of the novel, Rafe’s grades start to go downhill and the school as well as his Mum think it’s a good idea to get some extra help. Little did Rafe know that his dream girl Jeanne was going to be his tutor. Even though Rafe is a teenage boy who likes girls, middle school would not be any good without a sense of humor or a comedian mixed into the scene. The biggest class clown in the school is here, and his name? Rafe Khatchadorian. A class clown is the funniest person in the class who often gets in trouble. Rafe’s first year at middle school is spent trouble making and trying to make people laugh, but not everyone thinks that his plan to break every rule in the Code of Conduct. Miller the Killer was the school bully, and his new prey is Rafe. Throughout Rafe’s middle school year, he comes into conflict with Miller many times. The biggest thing that happens to Rafe because of Miller the Killer is when he discovers Rafe’s notebook with all the Operation R. A. F. E. (Rules Aren’t For Everyone) and makes Rafe buy each page back off of him for a dollar a page, but Rafe discovers Miller’s plan with the notebook early on, and it isn’t pretty. Miller the Killer enjoys making Rafe’s first year at middle school hell, but Rafe enjoys the humorous side of school. School is tough on everyone, so what’s the best way to get through? Have fun! And that’s what Rafe intends to do by breaking all the rules in the Code of Conduct and earning himself points. The catch is, he only gets given three lives, and if he breaks all three, the games over. All the seriousness aside, Rafe gives himself, and Leo a good laugh. The funniest scene in the book to me was when Rafe decides to break the schools dress code, and he was given the best chance to do this with Halloween just around the corner. Leo knew that it would only be a matter of time before Rafe was caught by a teacher, so Leo was giving him 10,000 points for every 50 yards of the school he covered in his costume. Rafe ran, as fast as he could in all black, with a pocket full of Cheerios as throwing stars, and nunchucks made from paper towel roles with rope knotted at either end. Yep, you guessed it. Rafe was a ninja. ‘I came tearing out of that bathroom at full speed and just kept running – through the first floor (10,000! ), up the stairs (10,000! ), down the second floor hall past all the lockers (10,000! ), throwing Cheerios and swinging my nunchucks like crazy. ’ Right before he got caught, Miller the Killer was right in his aim. ‘I made sure my mask was pulled down tight over my face. Then I took a big windup as I went by, and beaned him upside the head with one of the chucks (10,000! ). â€Å"What the ? † Miller turned the wrong way, just as I passed him. By the time he’d figured out where I came from and where I was headed, I’d already left him in the dust. He was twice as big as me, but I was twice as fast. Eat it, Miller! ’ And then it happened. Caught right in the act. Yep, a teacher saw him†¦ Well, he ran into the teacher. Games over Rafe. ‘And then – splam! I ran right into Mrs. Stricker. Literally. Let’s just say, she wasn’t in the mood for wrestling. ’ But Rafe had another plan and it was going to earn him double points. ‘I went into the bathroom and came out a minute later without my ninja costume, running just as fast as before. Some kids got out of my way. Some even ran in the other direction. A few of the girls screamed when I cam2 through, but I dont think they meant it. And a few people even yelled stuff like â€Å"Go, Rafe, go! † and â€Å"Dont let ‘em get you! † Because, like I said, I wasn’t wearing my ninja costume anymore. In fact, I wasn’t wearing much of anything at all. ’ No, he wasn’t naked, but he wasn’t wearing much†¦ ‘Just sneakers, a pair of boxers, and a big old smile. Boy, did Rafe get in big trouble for that, but on the other hand, he did earn himself a lot of points! Rafe loves making people laugh, and I believe that the reason he does it isn’t for other people, but he does it to make himself feel good. I believe that the main theme in this novel is coming of age and growing up into a better person in a way. To me, I think this means that by using the resources that are around you (family, friends etc. ) to become the person you are supposed to be. For Rafe, this is trying to get over his prank, funny, humorous stage, and into the more serious schooling stage. This can be hard for some people, especially when they don’t get along with their family, and when their only friend is in their imagination, but by the end of the book, Rafe has realised that even though he isn’t academically smart, he does have a gift with art, which sees him going to art school. Love is also in the novel, as Rafe discovers Jeanne Galletta, but it doesn’t impact on the story as much as growing up does. The main characters in the book are: Rafael (Rafe) Khatchadorian – Rafe is the trouble maker in the story who is in his first year at Hills Village Middle School. Rafe is important because without him, there is no story. I like this character because he makes the book fun. Even though he isn’t an actual person, this character has a funny personality and a childish sense of humour. I believe that James Patterson has described this character well. Georgia Khatchadorian – Georgia is Rafe’s annoying little sister who likes to be in everyone’s business and know what’s going on in Rafe’s life, especially when he is in trouble. She is also the family tattletale and always dobs Rafe in when she catches him doing something wrong. Even though Georgia annoys Rafe a lot, he also protects her, which is like all siblings love-hate relationships. I like her because I think I can relate to her because I am the younger sister in my family, and I like to annoy my older brother, but I also know that he will always be there for me. I think that Georgia is a main character in this story because she is a part of Rafe’s home issues because she never leaves him alone and always wants to know what’s going on in his life. Carl AKA Bear – Bear is Georgia and Rafe’s, abusive, rude, obese stepdad who can be found on the couch. Bear is often yelling at Rafe after school. He also argues with Mrs. Khatchadorian, Rafe and Georgia’s mum, and one argument let Bear to accidently push her down the front steps, and when the police show up, it doesn’t look good for Carl. I don’t like him at all! He’s so rude and obnoxious, and I would hate to have a step parent as bad as him. Leonardo (Leo) the Silent – Leo is Rafe’s best friend, who we later discover is in his imagination. We also later find out that Leo was Rafe’s twin brother who died when he was still a baby. I think that Leo is the glue that holds everything together. He helps Rafe with school, with home, and he gives him the motivation to keep going when things get tough. I really like Leo the Silent because even though he isn’t real, he is the perfect best friend. Jeanne (Jay-Gee) Galletta – Jeanne is Rafe’s crush. He is madly in love with her, but she is also the goody-two-shoes of the school, and she hates Operation R. A. F. E. I like her but I don’t. I feel like she tries too hard to be a good student, and doesn’t give herself enough freedom, which is why I don’t like her. I think that being a teenager, or getting to that stage  means that you can manage school and social life, and to me, it’s like she has no social life. She’s important in the story because as we get older, we start to see people in different ways, and we start to like them, and I believe that Jeanne is important because without her, it’s not a real adolescent’s life. Ms. Donatello AKA the Dragon Lady – Ms. Donatello is Rafe’s English teacher, as well as his detention buddy. Even though she is strict and can get aggravated easily, she also has Rafe’s best interest at heart and wouldn’t help him if she didn’t believe he was better than what he shows. I like her because I have had plenty of teachers that are hard on me, but they do it because they want what’s best, and without that push, we wouldn’t grow and evolve as people. I understand why Rafe doesn’t particular like her, but teachers always want what’s best, and he will eventually see that. Miller AKA Miller the Killer – Miller is the school bully, hence the name ‘Miller the Killer. ’ He is constantly giving Rafe a hard time throughout his first year at middle school, and without the school bully, school wouldn’t be school. There is always that one person that puts people down to make themselves feel good, although not a lot of bullies take kids lunch money, but hurt them mentally, or even physically. I don’t like Miller because I believe that he hurts people because he can and he needs to get disciplined. Without Miller, or a bully in the book, it wouldn’t be like school life, so I can understand why James Patterson included him in it. I’m not much of a reader, but I really enjoyed this book, and I found it easy to understand and comprehend because of the little sketches throughout the book. This book is much like the Diary of a Wimpy Kid series, and I believe it is aimed at the same kind of age group. I think that I was too old to read this novel, but I didn’t find it so easy that I could just read it in a day, but not hard enough that it took me forever to read. It was a good balance, so I would suggest it for kids 13 years old and younger, somewhere between 9 and 13. To be honest, it was a good book, but it could have been made longer so not everything happened at once towards the end. In general, it was a good read, and I would recommend it to younger kids who enjoy having a good laugh and getting into trouble.

Engelse taal in Nederland

Engelse taal in Nederland INHOUDSOPGAVE VOORWOORD Voor u ligt het profielwerkstuk waar wij dit schooljaar aan hebben gewerkt. Wij willen en . Bedanken voor hun hulp bij het maken van dit document We hopen duidelijkheid te geven in.. en Wij moeten in havo 5 een profielwerkstuk maken over een vak die je in je profiel heb. Wij hebben allebei het profiel Economie Maatschappij met vele vakken daarin. Waarom hebben wij het vak Engels gekozen? Je hebt vele keuzes in vakken binnen je profiel. Beide zijn wij redelijk goed in de Engelse taal en hebben dan ook geen moeite om te spreken of te verstaan. In tegenstelling tot onze ouders spreken wij de Engelse taal stukken beter en wij vroegen ons af hoe dat nou kan. De Engelse taal heeft wereldwijd een grote invloed op iedereen. In het dagelijks leven komen steeds meer Engelse leenwoorden voor. Dit is zo normaal geworden dat je het bijna niet meer opmerkt maar het komt zeer vaak voor. Waarom hebben wij als begeleidster Mevrouw Slesarenko gekozen? Bij het vak Engels waren een aantal leraren/leraressen beschikbaar. We hebben Mevrouw Slesarenko gekozen omdat ze naar onze mening eerlijke en duidelijk beoordeeld. Ze kan makkelijk uitleggen waar dingen verandert moet worden en waar eventueel nog meer informatie bij kan. We zijn blij met deze keuze omdat Mevrouw Slesarenko ons goed heeft begeleid tijdens het profielwerkstuk. INLEIDING Aanleiding Inleiding: Wij hebben dit onderwerp gekozen omdat wij Engels zien als de taal van de toekomst, wat een belangrijke factor van onze keuze is dat wij allebei zonder al te veel problemen deze taal spreken. Engels komt elke dag voor in het dagelijks leven veel reclame en media gebruikt Engels omdat het veel mensen aanspreekt. De vraag is waarom? Waarom spreekt Engels zoveel mensen aan en waarom kunnen de meeste mensen Engels spreken, maar Duits, Frans of Spaans wordt over het algemeen door niet heel veel mensen beheerst. Het is ons doel om goed uit te leggen wat de Engelse taal eigenlijk is en waarom het zo veel word gebruikt door landen die niet als moedertaal Engels spreken. Hieronder staan de onderwerpen waarin wij proberen uit te leggen waarom het Engels zo een belangrijke taal is in onze samenleving. Hoofdstukindeling Geschiedenis van de Engelse taal. In deze paragraaf gaan we de opkomst van het Engels bespreken. Hoe komt het dat Engels zo een belangrijke taal is geworden door de eeuwen heen? Hoe is de Engelse taal in Nederland ontstaan? We gaan vertellen hoe het komt dat de Engelse taal zo belangrijk is geworden in Nederland en waarom we niet meer zonder kunnen. Wat houd het Europees referentiekader in? Het referentiekader is vrij nieuw in Europa. Het Gemeenschappelijk Europees referentiekader voor talen: Leren, onderwijzen, evaluatie is een richtlijn om de vorderingen van leerlingen te beschrijven in Europa. Omdat het ook binnenkort in Nederland ingevoerd zal worden, willen wij dit graag goed uitleggen. Engels als wereldtaal. We gaan bespreken hoe het komt dat de Engelse taal onmisbaar is in de wereld en waarom het zo een grote invloed heeft op de wereld. Engels tegenover andere wereldtalen in Europa. We willen hier bespreken waarom Engels zo een belangrijke taal is vergeleken met andere wereldtalen zoals Spaans, Frans of Duits. Hoe komt het dat Nederlanders zo goed Engels spreken? We willen vertellen hoe het komt dat Nederlanders de Engelse taal zo goed beheersen in vergelijking met andere landen. GESCHIEDENIS ENGELSE TAAL Ontstaan Engelse taal Geschiedenis Oorspronkelijk is het Engels ontstaan uit vele dialecten, die naar Engeland werden overgebracht door kolonisten, aan het begin van de 5e eeuw. De taal werd sterk benvloed door de Oud-Noorse taal van de Vikingen. Door invloed van de Normandiers na de veroverring van Engeland in 1066, veranderde het Oudenengels in het Middenengels. De veranderingen komen grotendeels door het grote gebruik van leenwoorden uit de Normandische woordenschat en het toepassen van de Normandische spellingsregels. Het Engels dat we nu kennen, ontwikkelde zich daarvandaan en ging door met het opnemen van buitenlandse woorden, met name uit het Latijn en Grieks. Het Engels vindt zijn oorsprong in de Germaanse talen die in Groot-Brittannià « gesproken werden..Het is sterk benvloed door het Oudnoords (dankzij de vele Vikingen die er zich vestigden tussen 800-1000), en ook het Frans (na de verovering door de Normandià «rs in 1066) heeft een grote invloed gehad. De grammaticale structuur van het Engels is dus nog steeds overwegend Germaans met nog enkele zinconstructies na die ontleent zijn aan de Romaanse taal. Echter is wel 60% van de totale woordenschat uit van het Engels, ontleent uit het Frans en Latijn. Men noemt het Engels daarom soms ook wel een brugtaal tussen de wereld van de Germaanse en die van de Romaanse talen. Hier nog even de ontwikkelingen binnen het Engels op een rijtje door de eeuwen heen: Oudengels, 7e en 8e eeuw (ook bekend als Angelsaksisch) Middelengels, 12e-15e eeuw, invloed vanuit het Normandisch (een Frans dialect) Nieuw-Engels, 16e eeuw tot heden Opkomst Engels nogwat conclusie of zo ONTSTAAN ENGELSE TAAL IN NEDERLAND Nederlandse taal vroeger. Vroeger sprak iedereen Nederlands. Alleen de rijkere laag van de bevolking sprak Engels doordat ze vaak handels contacten hadden met het buitenland. Nederland is altijd al een handelsland geweest. Mensen gingen naar andere landen omdat daar handel te drijven. Ze namen dan vaak stukjes taal mee terug naar het eigen land. Waarom is Engels een wereldtaal en Nederlands niet? De grammatica van Engels komt uit het Germaans, veel woorden in het Engels komen uit het Romaans. Engels wordt daarom ook wel een brugtaal genoemd tussen de Romaanse en Germaanse talen. De Engelse taal is vanaf de 20e eeuw de grootste en invloedrijkste taal ter wereld. Dit komt door dat Groot-Brittannià « vroeger de baas was in veel gebiedenover de helewereld.Hierdoor ishet Engels in veel voormalige kolonià «n nog steeds de voornaamste gesproken taal. Groot-Brittannià « heeft in die tijd veel kleine eilandjes en landen ingenomen. Maar Engels is ook de belangrijkste taal door de Verenigende Staten, wat vroeger ook een kolonie was, waar heel veel mensen wonen die allemaal Engels spreken. Engels is dus een van de meest gesproken talen ter wereld. Veel minder mensenspreken Nederlands. Nederland had vroeger ook wel Kolonià «n zoals Suriname en Indonesià «. In Suriname wordt nog wel voor een groot deel Nederlands gesproken maar in de andere voormalige kolonià «n helaas niet meer. Groot-Brittannià « had vroeger ook veel kolonià «n over de hele wereld dan Nederland. Vandaar dat Engels een wereldtaal is en Nederlands niet. opkomst Engels in Nederland Nederland is na de Tweede Wereldoorlog bevrijd door voornamelijk Engels sprekende soldaten denk maar aan de Amerikanen, Britten en Canadezen. Dit had een erg positieve invloed op het aanleren van de Engelse taal in Nederland. Veel ontwikkelingen uit het Engelse taalgebied komen ook naar het Nederlandse taalgebied, ontwikkelingen zoals de computer spelen een grote rol. Hierdoor worden veel Engelse begrippen waarvoor (nog) geen Nederlands woord bestaat in de taal opgenomen. Veel Engelse woorden blijven dan ook onvertaald en blijvend gebruikt in de Nederlandse taal. Factoren Belangrijke factoren die er voor hebben gezorgd dat Engels erg belang werd in Nederland zijn: Computers, daarbij moet je vooral denken aan het internet en vele Amerikaanse computerspellen. Immigranten Engelstalige films en boeken Reizen over de wereld werd gemakkelijker. Engels is een vrij makkelijke taal om aan te leren voor veel mensen. De VS en zijn belangrijke invloed over de hele wereld. De invloed van het Engels in Nederland is dan ook erg groot, in Nederland spreken veel mensen Engels als tweede taal. Engelstalig onderwijs in Nederland In het voortgezet onderwijs is Engels een verplicht vak. Voor veel mensen in Nederland is het ook hun tweede taal. Het aantal Engelstaligen in Amsterdam ligt tussen de 50.000 en 100.000 personen en dit aantal groeit sterk. Er leven in de Benelux veel expats die (op hun werk) Engels spreken en vaak hun kinderen ook naar Engelstalig onderwijs sturen. Het Engelstalig onderwijs in Nederland maakt een stormachtige groei door. Op een aantal basisscholen, niet op alle, wordt Engelse les gegeven, voornamelijk aan de hoogste klassen (groep 7 en 8). Het is een vast onderdeel van veel vormen van voortgezet onderwijs. Op sommige scholen wordt Versterkt Engels gegeven. Op een kleine 100 scholen in Nederland wordt tweetalig onderwijs in het Engels en het Nederlands gegeven. Er zijn internationale scholen waar volledig in het Engels les wordt gegeven. Op universiteiten zijn er veel masteropleidingen die Engelstalig zijn. Ook komen er steeds meer Engelstalige bachelor opleidingen. Bij veel opleidingen wordt gebruik gemaakt van Engelstalig lesmateriaal en Engelse namen. Engelstalige televisie in Nederland Door de revolutie in de communicatie is het aantal televisiezenders toegenomen tot meer dan 100 in Nederland. Een groot gedeelte daarvan is ook in het Engels. Bekende Engelstalige televisiezenders in Nederland zijn de British Broadcasting Corporation (BBC) en CNN. Daarnaast wordt er ook veel Engelstalig materiaal uitgezonden met Nederlandse ondertiteling. Anglofobie In Nederland ontstaat er bij sommigen een sterk gevoel van anglofobie (ook wel anti-anglicisme genoemd).[bron?] Dit komt vooral doordat mensen de indruk krijgen dat Engelstaligen zichzelf goed vinden, dat ze een dominante plek innemen of dat ze denken dat ze overal terecht kunnen met hun taal en zelf geen vreemde talen hoeven te leren. Naar de mening van anglofoben wordt er vaak onzorgvuldig omgegaan met het Nederlands. De media bijvoorbeeld gebruiken in hun ogen veel Engelse woorden of vaktermen die lang niet altijd nodig zijn. Dat leidt vaak tot irritaties. Zeker remigranten of immigranten die in Nederland aankomen, ergeren zich vaak aan het taalbeleid van Schiphol, waar borden als trefpunt vervangen zijn door meeting point of reclames in het Engels. Wat vaak ook irritaties oplevert, is dat Engelse beschrijvingen vaak bovenaan vermeld worden terwijl Nederlands de officià «le voertaal is. EUROPEES REFERENTIEKADER betekenis Wat betekent het Gemeenschappelijk Europees referentiekader nou precies? Het Gemeenschappelijk Europees referentiekader voor talen: Leren, onderwijzen en evaluatie is een richtlijn om de vorderingen van leerlingen te beschrijven in Europa. Het is door de Raad van Europa samengesteld als deel van het project Language Learning for European Citizenship tussen 1989 en 1996. Hieronder zullen wij dit nog verder uitleggen. Het Gemeenschappelijk Europees Referentiekader zorgt voor een basis die internationaal gebruikt kan worden voor de uitwerking van lesprogrammas, examens, leerboeken en dergelijke in heel Europa. Het beschrijft wat studenten moeten leren om een taal te kunnen gebruiken voor communicatie en welke kennis en vaardigheden zij moeten hebben om duidelijk te kunnen handelen in een vreemde taal. Verder bevat het referentiekader ook vaardigheidniveaus waarmee de voortgang van studenten levenslang kan worden gemeten. Het Gemeenschappelijk Europees Referentiekader is bedoeld om misverstanden te voorkomen uit de verschillen tussen de onderwijsstelsels in Europa. Door een gemeenschappelijke basis te bieden voor de beschrijving van doelstellingen, inhoud en lesmethoden, vergroot het referentiekader de internationale samenwerking op het gebied van de taal die we vandaag spreken. Het Referentiekader beschrijft ook deelkwalificaties. Deze kunnen worden gebruikt wanneer een beperktere taalkennis is vereist (bijvoorbeeld meer luister- dan spreekvaardigheid) of wanneer er weinig tijd beschikbaar is voor het leren van een derde of vierde taal en wellicht betere resultaten haalbaar zijn door bijvoorbeeld meer te mikken op herkenning dan op onthouden. Algemene maatregelen voor het goed verlopen van het Europees Referentiekader. Voor zover mogelijk zekerstellen dat alle groepen binnen de bevolking toegang hebben tot de middelen om kennis te verkrijgen van de talen uit andere landen en vaardigheden in het gebruik van die talen aan te leren waarmee zij in hun communicatiebehoefte kunnen voorzien. Het niveau van docenten, leerkrachten en studenten op alle niveaus bevorderen, aanmoedigen en ondersteunen om in hun eigen situatie goed en duidelijk de vreemde taal te spreken en te kunnen verstaan. Onderzoeks- en ontwikkelingsprogrammas maken die ertoe leiden dat op alle onderwijsniveaus methoden en materialen worden ingevoerd die geschikt zijn om alle niveaus van onderwijs in staat te stellen voldoende vaardigheden aan te leren zodat ze de vreemde taal goed kunnen beoefenen. Hier zijn een aantal belangrijke factoren die de maatregelen ondersteunen. Je moet: kunnen omgaan met alledaagse zaken in een ander land, en buitenlanders die in hun land verblijven kunnen helpen dat ook te doen; informatie en ideeà «n kunnen uitwisselen met jonge mensen en volwassenen die een andere taal spreken en hun gedachten en gevoelens aan hen kunnen overbrengen; een breder en dieper inzicht kunnen krijgen in de leefwijze en gedachtewereld van andere volken en het begrijpen van de bijhorende cultuur. Het beste is een vreemde taal aan te leren is door: het onderwijzen en leren van taal te baseren op de behoeften, motivaties, kenmerken en bronnen van studenten; zinvolle en realistische doelen zo goed mogelijk tot realiteit te brengen. gepaste methoden en materialen te ontwikkelen; Bij de opleiding Engels maak je beter kennis met het grote aanbod van dialecten in talen, culturen, en literaturen, zoals die nu is en zoals die in de loop van de geschiedenis is gegroeid. Ook leer je om je in correct Engels uit te drukken, zowel schriftelijk als mondeling, en een groot aantal dialecten te verstaan. Hieronder staan de 6 niveaus van het Referentiekader. A Basisgebruiker A1 Doorbraak A2 Tussenstap B Onafhankelijke gebruiker B1 Drempel B2 Uitzicht C Vaardige gebruiker C1 Effectieve operationele vaardigheid C2 Beheersing Voor elk niveau zijn er deze 3 onderwerpen. Begrijpen Luisteren Lezen Spreken Gesproken interactie Gesproken reproductie Schrijven Referentiekader in Nederland Dit Gemeenschappelijk Europees Referentiekader wordt ook gebruikt in de nieuwe Wet Inburgering die in Nederland sinds 1 januari 2007 geldt. Inburgeringsplichtigen moeten sindsdien zorgen dat ze Nederlands leren spreken, lezen, schrijven en verstaan op A2-niveau. Waarom bestaat dit? K Invoeren in NL De rede hiervan is.. WERELDTAAL Engels als wereldtaal Engels vs. Nederlands Conclusie De belangrijkste rede is dus dat Engels wel een wereldtaal is, omdat .. en Nederland is/heeft dat niet. Wereldtaal Engels is al zon twee eeuwen lang de grootste wereldtaal. Er zijn dan ook een groot aantal verschillende varianten aan literatuur in het Engels verschenen. Niet alleen in Engeland zelf, maar ook in de andere onderdelen van het Verenigd Koninkrijk, in Ierland, en in voormalige kolonià «n zoals de Verenigde Staten, Canada, Australià «, Nieuw Zeeland, India, Zuid-Afrika, en het Caribisch gebied. Ook wordt er in al deze gebieden weer een andere variant van het Engels gesproken. Een wereldtaal is een verspreide taal met een aanzienlijk aantal sprekers die internationaal veel wordt gebruikt. Er zijn verschillende definities van een wereldtaal. Ook zijn er verschillende meningen over welke talen er nu eigenlijk bij horen. Algemeen gesproken gaat het om Arabisch, Engels, Frans en Spaans. Het Mandarijn (Chinees) is de meest gesproken taal, maar is eigenlijk alleen bekend in China. Talen als Italiaans, Russisch en Duits zijn twijfelgevallen. Het Nederlands wordt soms de kleinste wereldtaal genoemd, wellicht niet zozeer vanwege het aantal sprekers maar omdat het Nederlands in historisch opzicht bepaalde rollen van een wereldtaal heeft vervuld. Internationaal Engels (ook wel Wereldwijd Engels of Standaard Engels) is het idee dat Engels de wereldtaal voor communicatie is of zal worden, in plaats van de vele verschillende talen die de wereld kent. Eà ©n wereldtaal zou communicatie vereenvoudigen omdat er geen tolken meer nodig zouden zijn. Engels als wereldtaal kan ook de wetenschap ten goede komen, als iedereen Engels spreekt kan er gemakkelijker onderzoek gedaan worden. De inheemse bevolking van oerwouden zou wetenschappers bijvoorbeeld duidelijker uitleg kunnen geven over de natuur. De reden waarom Engels als een wereldtaal wordt beschouwd is simpel. Het is een taal die makkelijk te leren is en die werelwijd door honderden miljoenen mensen als eerste of tweede taal wordt gesproken. Engels is een taal waar men vaak mee te maken krijgt en die overal voorkomt, zoals in games en op televisie (voornamelijk in Nederland). De keuze voor Engels lijkt dus voor de hand liggend, maar er moet wel de bereidheid bestaan om vreemde tale n te leren en deze is vaak niet aanwezig. Alles bij elkaar blijft het Engels toch een taal die op internationaal vlak heel belangrijk is en die in de komende jaren nog belangrijker kan worden. In plaats van Engels zouden ook Spaans en Mandarijn de enkele wereldtaal kunnen worden, alhoewel deze minder kans maken dan Engels omdat ze moeilijker zijn (Mandarijn) of minder verspreid (Spaans). Betekenis Modern Engels, soms beschreven als de eerste wereldwijde lingua franca, is de belangrijkste internationale taal voor communicatie, wetenschap, luchtvaart, entertainment, toerisme , radio, diplomatie en in de zakenwereld. De uitbreiding van de taal vanaf de Britse eilanden over de hele wereld begon tegelijk met de groei van het Britse Rijk, en aan het eind van de negentiende eeuw was de taal werkelijk wereldwijd verspreid. De taal is dominant in de Verenigde Staten en door zijn groeiende economische en culturele invloed en status als wereldmacht sinds de Tweede Wereldoorlog is de positie van de taal wereldwijd versterkt. Een goede kennis van het Engels is een vereiste in een aantal werkgebieden en beroepen zoals geneeskunde en informatica; ten gevolge daarvan spreken ten minste à ©Ãƒ ©n miljard mensen de beginselen van het Engels. Het is ook een van de zes officià «le talen van de Verenigde Naties. Taalkundigen als David Crystal herkennen dat een van de gevolgen van de groei van het Engels (net als andere wereldwijd gesproken talen) is dat de taalkundige diversiteit op veel plekken ter wereld verloren gaat, met name in Australazià « en Noord-Amerika Internationaal Engels Uit Wikipedia, de vrije encyclopedie Ga naar: navigatie, zoeken Internationaal Engels (ook wel Wereldwijd Engels of Standaard Engels) is het idee dat Engels de wereldtaal voor communicatie is of zal worden, in plaats van de vele verschillende talen die de wereld kent. Eà ©n wereldtaal zou communicatie vereenvoudigen omdat er geen tolken meer nodig zouden zijn. Engels als wereldtaal kan ook de wetenschap ten goede komen, als iedereen Engels spreekt kan er gemakkelijker onderzoek gedaan worden. De inheemse bevolking van oerwouden zou wetenschappers bijvoorbeeld duidelijker uitleg kunnen geven over de natuur. De reden waarom Engels als een wereldtaal wordt beschouwd is simpel. Het is een taal die makkelijk te leren is en die wereldwijd door honderden miljoenen mensen als eerste of tweede taal wordt gesproken. Engels is een taal waar men vaak mee te maken krijgt en die overal voorkomt, zoals in games en op televisie (voornamelijk in Nederland). De keuze voor Engels lijkt dus voor de hand liggend, maar er moet wel de bereidheid bestaan om vreemde tal en te leren en deze is vaak niet aanwezig. Alles bij elkaar blijft het Engels toch een taal die op internationaal vlak heel belangrijk is en die in de komende jaren nog belangrijker kan worden. In plaats van Engels zouden ook Spaans en Mandarijn de enkele wereldtaal kunnen worden, alhoewel deze minder kans maken dan Engels omdat ze moeilijker zijn (Mandarijn) of minder verspreid (Spaans). Engels is tegenwoordig de meest gebruikte taal in internationale betrekkingen. Het is ook van alle talen de meest aangeleerde als tweede taal. Maar is dit zo vanzelfsprekend? Engels de wereldtaal Momenteel kunnen we er niet naast kijken. Engels is dà © wereldtaal. Elk kind van 10 jaar kan naast zijn moedertaal een mondjevol Engels meepraten en passief aardig wat Engels begrijpen. Hoe is deze situatie ontstaan? Het gevolg niet voor de oorzaak nemen Natuurlijk kunnen we zeggen dat het engels ons langs alle kanten overvalt, via liedjes, film, computerspelletjes, computerterminologie, luchthaventaal, enz. Dit is echter niet de reden waarom Engels de wereldtaal geworden is, maar het gevolg. Wat is dan de reden. Eigenlijk kunnen we beter spreken van oorzaak dan van reden. Oorzaak zegt hoe iets er gekomen is, terwijl reden zegt waarom men iets gedaan heeft. Keuze of toeval De eerste vraag die bij ons zal opkomen, is of het Engels de wereldtaal geworden is door keuze of door toeval. We gaan even de mogelijkheden afgaan. Redenen om Engels als wereldtaal te kiezen Gemakkelijk te leren? Uitgebreide woordenschat? Fonetiek? Gemakkelijk te leren? Een zeer rudimentaire kennis van het Engels is gemakkelijk te leren. De spraakkunst is immers zeer eenvoudig. De problemen beginnen pas als je er echt mee bezig bent. De Engelse spraakkunst is inderdaad eenvoudig, maar er is meer uitzondering dan regel. Het Engels is namelijk een heel idiomatische taal. Dat wil zeggen: een taal die niet veel logica hanteert, doch eerder gewoonterecht. Voor iemand die in die taal is geboren, kan dat niet veel problemen opleveren. Wij merken ook niet veel van de onlogische trekjes in het Nederlands. Alleen zijn die in het Nederlands niet zo talrijk als in het Engels. Kortom Engels is gemakkelijk te leren als eerste taal, maar erg moeilijk als tweede of derde taal, tenzij je het natuurlijk niet zo nauw neemt met de exactheid van wat je zegt. Uitgebreide woordenschat? Het Engels heeft een van de grootste verzamelingen woorden van alle talen. Op zich zou dat een voordeel kunnen zijn, omdat dit ruimte geeft voor nuance. Jammer genoeg is de uitgebreide Engelse woordenschat weinig etymologisch onderbouwd. Alvast veel minder dan in het Nederlands, Frans, Duits, Spaans, enz. Dit geeft dus hetzelfde probleem als hierboven: wie het Engels als moedertaal heeft of er de hele dag mee omgaat, zal na verloop van tijd een hele brok van die woordenschat onder de knie krijgen. Wie deze taal echter als tweede of derde taal moet leren en ze niet dagelijks gebruikt, kan zich maar beperkt uitdrukken en wat veel erger is niet alles begrijpen wat de ander zegt of wat hij leest. Fonetiek? Met fonetiek bedoel ik in deze context de relatie tussen wat je schrijft en wat je uitspreekt. De fonetiek is een van de zwakste punten van het Engels. Buiten het Tibetaans, (dit is niet als grap bedoeld) zullen er niet veel talen zijn die zo inconsequent worden geschreven als het Engels. Zelfs voor de native speakers een probleem Als we een Duitse, Nederlandse, Spaanse of Franse tekst op band opnemen, zal iedereen die die taal spreekt hetzelfde horen wanneer de band afgespeeld wordt. Er zijn in dit verband experimenten gedaan met het Engels, die onthutsende resultaten opleveren! Een tekst werd in het Engels op een band opgenomen en dan in stukken geknipt. Fragmenten werden dan afgespeeld voor native speakers en tot de grote ontsteltenis van de onderzoekers hoorden alle luisteraars iets verschillend. Minder dan de helft van de poefpersonen kon exact opschrijven wat de spreker had gezegd. En dit waren dus allemaal mensen die het Engels als moedertaal hadden. Wat zou het resultaat dan geweest zijn, bij mensen die het Engels slechts als tweede taal hadden? De 90/10 verhouding Studies hebben uitgemaakt dat 90% van de Engelse woorden consequent worden gespeld en 10% inconsequent. Het probleem is dat van de frequent gebruikte woorden net omgekeerd 10% consequent wordt gespeld en 90% inconsequent. Dit heeft natuurlijk zijn oorzaak. In vele talen is het zo dat de meest gebruikte woorden een eigen leven gaan leiden en zich vaak onregelmatig gaan gedragen, terwijl de zuinig gebruikte woorden heel gedisciplineerd blijven. Toevalsfactoren bij de opmars van het Engels Factoren die een grote rol hebben gespeeld bij de verheffing van het Engels tot de wereldtaal zijn onder meer: De uitgestrektheid van het voormalig Brits imperium De economische suprematie van de Verenigde Staten van Amerika in de twintigste eeuw Hoe Engeland aan zijn taal komt, weten we wel, maar hoe zit dat met Amerika? De Verenigde Staten zijn uiteindelijk gegroeid uit kolonisten van een aantal landen: De Nederlanden (waaronder ik dus ook het huidige Belgià « reken) Spanje Engeland Ierland Duitsland Scandinavià «, enz. De inheemse volkeren De Afrikaans-Amerikanen Toen het Amerikaanse Congres de officià «le taal voor het nieuwe land ging kiezen, werd er gestemd. De meerderheid stemde voor het Engels. Wat veel mensen niet weten, is dat het maar 1 stem verschil uitmaakte, of het was Duits geweest. Er wordt in sommige publicaties zelfs beweerd, dat dit verschil van 1 stem te maken had met een zieke die zijn stem niet had kunnen uitbrengen. Nu nog is het zo dat als alle Amerikanen hun stamboom maken tot aan hun Europese voorouders, de van afkomst Duitsers de grootste groep uitmaken. Conclusie Samenvattend kunnen we zeggen dat het Engels de wereldtaal is geworden, niet door een beslissing van de wereldbevolking, doch door een samenloop van omstandigheden. De twee belangrijkste factoren hierin zijn de vroegere overheersing van de Britten in alle werelddelen en het feit dat het land dat een groot deel van de twintigste eeuw de sterkste economie van de wereld zou worden, met een voorsprong van 1 stem toevallig het Engels als officià «le taal had gekozen. Even verder denken Als alles anders was gelopen en bijvoorbeeld de Verenigde Naties een onderzoekscommissie zouden inrichten om de wereldtaal te bepalen, zouden andere talen wellicht een belangrijkere rol gespeeld hebben. Gehanteerde criteria zouden wellicht geweest zijn De duidelijkheid van de taal De moeilijkheidsgraad om aan te leren, enz. Welke taal zou het dan geworden zijn? http://kunst-en-cultuur.infonu.nl/taal/15498-engels-de-wereldtaal.html ENGELS TEGENOVER ANDERE WERELDTALEN Andere wereldtalen Ff wat informatie erover.. in welke landen spreken ze vooral spaans bijv. Waarom is Engels dan zo belangrijk en machtig? NEDERLANDS EN ENGELS Taalbeheersing Waarom spreken Nederlanders zo goed Engels.. En in vergelijking met andere landen? Zijn ze beter gemiddeld of slecht? Drukt het Engels het Nederlands weg? Waarom zouden we nog moeite doen om correct Nederlands te gebruiken? Het Engels rukt op en eist overal zijn plaats op. Tickets zijn in presale, pc-games zijn cool en spammen is not done. Bovendien kan je, door Engels te spreken, vaak beter bijblijven in je vakgebied. Spreken we straks nog alleen nog Nederlands in de kroeg? Taalschrift legt deskundigen acht withete stellingen voor. Het Engels sluipt soms heel zichtbaar het Nederlands binnen. Stelling 1: We moeten stoppen met zeuren over de achteruitgang van het Nederlands. Het is niet de eerste keer dat het Nederlands bedreigd wordt, zegt prof. dr. Piet van de Craen. Hij is psychosociolingust aan de Vrije Universiteit Brussel (VUB). In 1788 klaagde Jacobus Verlooy over het feit dat mensen geen goed Nederlands praatten en dat daardoor de hele taal bedreigd werd. Tussen de twee wereldoorlogen ziet men in ons taalgebied het Duits als een bedreiging. En nu maakt men zich zorgen dat het Nederlands dreigt te worden weggedrukt door het Engels Onzin! Het Nederlands is een levende taal. Ze socialiseert kinderen, ze gebruiken die als moedertaal. Het Nederlands fungeert als onderwijstaal. En er wordt in onze taal literatuur geproduceerd. Verder is Nederlands in twee Europese landen een bestuurstaal en een officià «le taal. Bovendien is het Nederlandse de grootste van de kleine talen in Europa en staat ze veertigste op de wereldranglijst van 6 000 talen. Met die bedreiging valt het dus best mee. Stelling 2: Inwonersvan het Nederlandse taalgebied moeten zo vroeg mogelijk eerst Engels leren. Scholen moeten ten minste tweetalig of meertalig onderwijs aanbieden. Piet van de Craen: Ik vind het ontzettend belangrijk om eerst de taal van je buren te leren. Als Nederlandstalige in Brussel is de officià «le taal van de buren het Frans. Het getuigt van culturele ethiek om de taal van je buur te kennen. Wij streven er wel naar meertalig te worden en zelfs zo vroeg mogelijk vreemde talen te leren. Toch kopen wij in Brussel nog geen brood in het Engels. Piet van de Craen: Vlamingen en Nederlanders gaan heel sloppy om met hun moedertaal. In het Sint-Lodewijkscollege van Brugge is Engels de instructietaal voor de vakken chemie, biologie en fysica in de derde graad van het algemeen secundair/voortgezet onderwijs. We hebben daar twee bedoelingen mee, zegt projectcoà ¶rdinator Ingrid Depuyt. Leerlingen de kans geven om vaardiger te worden in het Engels en ze voorbereiden op hoger onderwijs. Vooral voor wetenschap, fysica en informatica groeit het belang van Engels. De tijdschriftartikelen en het vakjargon zijn vaak in die taal opgesteld. Universiteiten en ook hogescholen gebruiken geregeld een Engelstalige cursus. Studenten moeten er dus het Engels machtig zijn. Andere studenten willen tijdens een Erasmusjaar naar het buitenland. Engels is er meestal de instructietaal. Stelling 3: Meer nog dan het oprukkende Engels is het regiol

Religion and Evangelicalism in Jane Eyre Essay -- Jane Eyre Essays

Religion and Evangelicalism in Jane Eyre    When orphans of the nineteenth century were able to receive an education, it usually came from a charity instution. These charity institutions were founded on a basis of religion. This is the case in Jane Eyre for Mr. Brocklehurst is a clergyman who owns and overlooks the Institution that Jane became a part of. Jane's conversation with the newly met Helen Burns exposes this to the reader. Jane asks the question, "Who was Naomi Brocklehurst?" The reader finds out that she was the lady who built the new part of the Institution. It is her son, Mr. Brocklehurst who "overlooks and directs everything." At Lowood he "is the treasurer and manager of the establishment." It is also at this time that Jane finds out Mr. Brocklehurst is a clergyman (82; ch.5). The goal of charity schools was to teach religion and morals to orphans. Knowing this, and feeling as though Jane needs more moral and religious instruction, Mrs. Reed tells Mr. Brocklehurst that "this little girl has not quite the character and disposition I could wish: should you admit her into Lowood school, I should be glad if the superintendent and teachers were requested to keep a strict eye on her, and, above all, to guard against her worst fault, a tendency to deceit" (65; ch. 4). However, religious and moral teaching were secondary to grammar. Before the Elementary Act of 1870, religious instruction was limited to the beginning or the end of the school sessions (Curtis 386). This is true at Lowood. After the girls get up and wash, they go into a "dimly-lit schoolroom" and the prayers are read. Then, "Business now began: the day's Collect was repeated, certain texts of Scripture were said, and to these succeeded a protracted... ...d takes great care to be plain and dress neatly. Before she leaves her room, she checks to make sure that everything is neat and orderly. She is "still by nature solicitous to be neat" (130; ch. 11). After Mr. Rochester asks her to marry him, when he says that he will send for the family jewels, her relpy is, "No, no, sir! Think of other subjects, and speak of other things, and in another strain. Don't address me as if I were a beauty; I am your plain, Quakerish govnerness" (287; ch. 24). She cannot have jewels because it would upset her plainness and she would no longer look like that "plain, Quakerish" type of girl. Lowood had quite an impact on her life as it was sure to have had on the other children that went there. Works Cited: Bronte, Charlotte. Jane Eyre. London, Penguin Books Ltd.: 1996. (Edited with an Introduction and Notes by Michael Mason).

Against Reinstating the Military Draft Essay -- essays research papers

Against Reinstating the Military Draft On July 1, 1973, Congress chose to end the draft in favor of an All Volunteer Army. According to "The Professional Bulletin of Army History, No. 27," the last man was drafted in December 1972 and reported for training in June 1973. Now, not only might the renewed military draft come back but also the age of compulsory service in the meat grinder might be extended from its former limit of 26 years up to 42 years of age. As Ken Adachi, the editor of ?Educate Yourself,? reports, a new draft will include BOTH men and women. While at various points in history the United States military has operated effectively and efficiently with the draft, reinstating the draft would contradict the ideals of freedom and patriotism that the United States stands for and is supposedly fighting for. People who support the military draft will say that it is the obligation of every citizen of the United States, and every other person residing in the United States, who is between the ages of 18 and 42, to perform a period of national service. Aren?t there many other ways--less deadly ways--to contribute to the country?s well being? Should we, as citizens, be allowed to evade this ultimate obligation by turning it over to the poorer members of society, those who can't find good-paying jobs or training except in the military? In "A War for Us, Fought by Them," William Broyles, a Vietnam war veteran and the father of a young man who is a soldier in the Marines, argues that the military draft should be brought back, and this time it should be done right: everybody should be drafted, not just ?the profoundly patriotic or the economically needy" (Broyles 695). On the other hand, one of the checks that help main... ...e unnecessary moneymakers, products of lies and deception behind the scenes, orchestrated by powerful and rich men who usually never suffer but, rather, gain from their machinations to create war. I support a National Service Obligation system that would draft all persons, at age 18, to serve for 18 months in some form of public service. This would allow American citizens to contribute to the country in different ways. But it should be one?s own decision how to contribute to the country. As said before, I believe that reinstating the military draft will not increase patriotism or a sense of duty, but will rather decrease the effectiveness of the military and will create huge protest feeling among country?s citizens. Therefore we should explore every possible way to contribute the country?s future instead of just putting our future and ourselves in the Meat Grinder.

Who Is To Blame For Our Actions :: essays research papers

Assumption of Risk: Who is to Blame For Our Actions The doctrine of "assumption of risk" clearly defines the responsibility of all voluntary actions taken on by individuals, independent of the inherent risk or danger involved with such actions. Are we only to assume responsibility for the positive outcomes of our actions, without also accepting the negative outcomes as well? Most individuals only claim responsibility in cases in which they are fully responsible for their actions. Living within a country which houses a large amount of private enterprise, we often find ourselves relying on outside help. In many occasions we, the individual seeking assistance, hold the power to choose which avenue of help will be taken. In these cases in which we have the choice, should we not also be held responsible for the outcomes of our decisions, especially in cases in which we have been pre-warned about any inherent risks or dangers? For example, When we take it upon ourselves to drive on a private road, smoke cigarettes, work for a mining company, or fly on a discount airline at our own volition, do we tacitly consent to take responsibility for any outcome these actions may hold? The "assumption of risk" doctrine seems to ignore the fundamental obligation of entities to ensure their natural goals. The distinguishing factor in deciding responsibility in faultless cases which call on the "assumption of risk" doctrine is the control held by individuals after the situation has begun. In accordance, companies such as discount airlines and cigarette companies must take on the responsibility of completing their duties, while individuals who chose to work in a mine or drive on a private road must accept the responsibility of their actions to do so. All airlines hold the responsibility of transporting their customers from a point of origin to a previously designated destination. The person who agrees to buy a discount airline ticket, which warns to "fly at your own risk," is entitled to receive the minimum service of transportation provided by the airline. The individual traveler should assume no other benefits other than transportation. The airline company claims this act of transportation to be its goal of services rendered. Independent of difficulties which may arise in completing this goal, the airline may not alter the basic duty which it is contractually obligated to perform. The airline tacitly consented to perform this basic duty the moment they began transporting individuals for an accepted payment. Once an individual has boarded the airplane they render all control over their safety to the accepting airline which holds the minimum responsibility of returning the individual back to a state of safety once their

Femininity

Images in the media today illustrate an unrealistic and even dangerous standard of ideal female beauty hat can have a powerful influence on the way women perceive themselves. The popular culture influences our ides of femininity to the extent that we hold high expectations of a women's appearance. Society is driven to judge or neglect a woman if they don't kick a certain way because they compare them to the unrealistic models seen on magazines, television, music videos, and so on. The media impacts the ideas of femininity to the extent that women are portrayed as sex objects who exist primarily to service men, or as weak individuals.To initiate, mass media is a powerful tool that is used to impact TTS audience in various ways. For instance, when I'm surfing the internet shopping for clothing in websites such as (Forever 21, Hollister, or H & M,) the models I perceive are usually extremely thin. When I look at the model info the height of the model tends to be about 5'8†³ or tall er and the waist is typically between 23 and 25. The models shown are always wearing a size extra-small or small, and they always appear very young and beautiful.They have perfect facial features and many times have colored eyes. They never display a model wearing anything bigger than a size small almost as if earring a size medium or anything bigger is unacceptable. The ideal expected body is also perceived in beauty pageants such as the Latin show â€Å"Muenster Bella Latin. † Beauty pageants like these push women to exercise a great deal and follow strict diets in order to meet the ideal weight. In one of the episodes that I watched a girl was eliminated simply because she was about two or three pounds over the expected weight.Common women are compared to these ideal models and society believes that in order for a woman to be sexy or attractive they must resemble these models. As a result, any women are disappointed with their bodies and are forced to exercise excessively, suffer anorexia or other eating disorders because they are obsessed with the idea of thinness. Not only are women disappointed with their bodies, but also fear aging and they are driven to various methods such as surgery or anti-aging creams in order to maintain a young appearance.In addition, advertising adds to the ideal image that is expected of woman. Advertising is a powerful force that surrounds us and influences us subconsciously on a daily basis. Advertisements use Photos and create artificial images of women, and women in real life attempt to measure themselves against those images. It gives women the idea that there's only one way to look good and receive the attention they want or deserve. For example, bikini or lingerie advertisements always have extremely thin woman hinting that a thicker girl would not look good wearing that.Not only does advertising promote the ideal image of a woman, but it also influences the idea that women are just sex objects, and that they are the weaker sex. In many occasions advertisements utilize sex appeal by illustrating naked omen or men who are in control over a woman. In â€Å"Two Ways a Woman Can Get Hurt,† Jean Kilojoules asserts that â€Å"Male violence is subtly encouraged by ads that encourage men to be forceful and dominant, and to value sexual intimacy more than emotional intimacy' (422).What Kilojoules states is that men believe sex is more significant and they forget the sentimental value. It is easier for men to identify women as an object because they justify their violent behavior, and if they perceive a woman as an object they overlook the fact that they have feelings and emotions. Moreover, music is another factor that influences ideas of femininity particularly in a negative way. The lyrics used by rappers constantly degrade women by referring to them as â€Å"pitches† and â€Å"host†.Women using their bodies and sexuality to get what they want are what make these words accepta ble. In the passage â€Å"From Fly-Girls to Pitches and Host†, Joan Morgan writes â€Å"but many of the ways in which men exploit our images and sexuality in hip-hop is done with our permission and cooperation† (459). What Morgan states, is that females will be willing to expose their dies in a music video or allow rappers to degrade them simply to make money or get attention. There are countless songs that degrade women such as the song â€Å"Pitches anti chit but hoes and tricks. The name of the song is a phrase that is repeated multiple times throughout the song as if once were not enough. Tag, the artist of this song sings, â€Å"Got this bitchy named Tar, she let me buck her in the car, / Like Kim Sardinian she wane be star. † These lyrics suggest that women are good for sex, and deserve no respect. The worse part of the particular songs is that women listen to them or dance to hem at clubs because they enjoy the beat of the songs, but they are not conscio us of the demeaning lyrics.If women themselves listen to these songs it gives society the idea that they can refer to women in such a way. Due to the fact, because women are degraded in this manner, men believe that women are only good for sex and they fail to love them. Yet some readers may challenge my view by saying that popular culture has a minor influence on society's ideas of femininity. It's not so much the media but typical gender stereotypes that impact our ideas of femininity. Gender stereotyping begins t a young age, and little girls believe only girls should wear pink or only girls should play with Barbie's.Many hold stereotypes that women should look a certain way in order to be identified as a woman. People hold stereotypes that women must be classy, and not trashy. Indeed, stereotyping plays a significant role, but as we grow older it's not so much about the gender stereotypes but rather about what surrounds us on a daily basis that influences our ideas. Once you get older individuals can decide to ignore or put their gender stereotypes aside, but popular culture is something that Anton be ignored by any means.Popular culture is everywhere go, and without a doubt it's the primary factor that impacts our ideas. Furthermore, there are various steps that the popular culture can take in order to improve the perceptions of women. For instance, beauty pageants should have models that are more like the average woman who are not extremely thin. Beau' pageants should choose contestants based on their talents rather than their appearance. Advertisements should be appropriate, and not objectify women because they are human beings. They should eliminate advertisements where women are practically naked.In addition, they should not Photos the image of women in advertisements, but rather display the true image of the model. Women need to speak out about how degrading it is to be insulted in music by rappers, and the songs should be banned from the radio. Wome n should not agree to be degraded simply because they want to be in the music video of some popular rapper. Females must stand up for themselves in order to be treated with respect. In conclusion, even if We tried to ignore it the popular culture constantly influences our ideas of femininity.If the media was not so powerful society would have more realistic perceptions of femininity. Women should be valued for who they truly are because there's so much more to femininity then just a physical appearance or sex objectification. Females are sensitive individuals who have feelings and emotions, and deserve to be respected. A woman should not be judged if she does not look a certain way because nobody is perfect, and we all have flaws. Females are not Barbie dolls with a perfect little waist or the ideal face, they are real life individuals.

Frictions between Parents and Children Essay

Family is an essential part of every person’s life and of our society. Family is a little world with its own values and priorities. Close families share dreams, ideas, hopes and even possessions, and it’s a good side of being a family. However, as usual, every good thing can have its drawbacks. Same with families: they can often have different types of problems. One of the most frequent and common problems is the misunderstanding between parents and children, due to the difference of generations. This problem is especially acute with teenagers, who want to have more freedom, to express their self-identity in a way they want to. â€Å"Honour your mother and father and you will live long and be well, if not, you will die† — says the Bible. Some families are happy, some are dead. It seems to me the reason is misunderstanding of each other in the family. One more thing, teenagers can take on most of the rights and responsibilities of adulthood. Before this occurs, however, they go through the period of adolescence and most of them experience conflicts at that time. They change rapidly both physically and emotionally and they search self-identity as they grow up and become more independent. Sometimes teenagers develop interests and values different from those of their parents. That sets a conflict between two generations, which leads to a gap in mutual understanding. Traditional disagreements are: the time to come home at night, doing work about the house and the friends to spend time with. I’d like to point out, that teens face a number of problems: drinking alcohol or using drugs. Moreover, some children run away from their homes. Most of them return after a few days or weeks, but some turn to crime and become juvenile delinquents. I’m convinced that sometimes parents do not care about their children. It is exactly at that age when young people need a piece of advice or help. Parents should help their children and find the right approach to them so as to make everything clear. Being able to view the problems more rationally, they should try to do their best to resolve them. We need to learn to talk our problems over in our family. If we are able to do it, everything will be all right.

Airport Security Essay

The department of homeland security has spent $40 billion rebuilding the aviation security system since September 11, 2001. Since then airport security has changed drastically, changed the whole world’s attitude towards airport security. The terrorist attack also showed the entire world how easily the old system was to manipulate and how much improvement airports need before they can truly be considered secure. The attacks forced the airline industry to renew and strengthen their focus on security. Many airports in the U.S. have introduced ethnic profiling since September 11, 2001 and the evidence shows this method has helped improve airport security. â€Å"The suspects who have since 9/11/01 been picked up are at least mostly Arabs† (Gale â€Å"Airport Security.† Opposing Viewpoints Online Collection). Security checks are not intended to embarrass or harm anybody; they are a necessary precaution to protect all passengers including Muslims. Not only does the TSA keep an eye on airline security around the globe, but also they have many different layers of security in our nation’s airports. The newest and most controversially is the full body scanner. These x-ray machines strip a person down to their birthday suit. Airport screeners are now federal employees. People are now having to wait longer to be able to pass thru security line to check in. many travelers get pulled aside for full body searches. There are 40 active full body scanners at 19 different airports, by the end of the year officials would like 500 in place. Today forty five thousand employees are working as passenger’s screeners in more than four hundred airports around the country. â€Å"Our top priority is the safety of the traveling public, and TSA constantly strives to explore and implement new technologies that enhance security and strengthen privacy protections for the traveling public†. (â€Å"TSA Takes Next Steps to Further Enhance Passenger Privacy.†) Though airport security was enforced, there was another incident. On Christmas December 25,2009, a twenty-three year old Nigerian named Umar Farouk Abdulmutallab attempted to detonate explosives aboard a Northwest Airlines flight traveling from Amsterdam to Detroit, Michigan. Abdulmutallab had hidden plastic explosives in his underwear, which had gone undetected during the passenger screening process. Abdulmutallab had also been identified as having connection to the terrorist organization Al-Qaeda less than two months before the attempted bombing, and his own father had contacted the American embassy in Nigeria to warn them of his son’s extremist beliefs. The only reason the bombing  Failed was because abdulmutallab did not properly activate the device, and other passengers aboard the plane subdued him. Two weeks after that incident Obama administration mandated extra scrutiny- including full body pat downs- for people flying into the United States from 14 mostly Muslim countries. Under the new rules, all citizens of Afghanistan, Algeria, Lebanon, Libya, Iraq, Nigeria, Pakistan, Saudi Arabia, Somalia and Yemen must receive a pat down and an extra check of their carry-on bags before boarding a plane bound for the united states, officials said. Citizens of Cuba, Iran, Sudan and Syria- nations considered â€Å"state sponsors of terrorism† (â€Å"Airport Security† January 6,2010). Airlines are still responsible for checking passenger information against government-issued watch lists intended to flag potentially dangerous travelers. Two of the lists are often referred to as the â€Å"No-Fly† (â€Å"Airport Security† January 6,2010) list, are the â€Å"Terrorist Watch List†, (â€Å"Airport Security† January 6,2010) and travelers appearing on these lists are subject to more detailed search or in the case of the â€Å"No Fly† list, are denied the ability to travel. We should appreciate that the airport security is making our trip safe and secure. Any inconvenience people feel is unimportant compared with saving lives by preventing terrorist attacks.

Current State of Education in Nigeria

CURRENT STATE OF EDUCATION IN NIGERIA INTRODUCTION/BACKGROUND: Education can be referred to as an act or process of developing and cultivating, whether physically, mentally or mortally, ones mental activities or senses; the expansion, strengthening and discipline of ones mind, faculty etc; the forming and regulation of principles and character in order to prepare and fit for any calling or business by systematic instruction.The result of these is determine by the knowledge/’skill acquired, the discipline of character acquired, the act/process of training by a prescribed or customary course of study discipline. Education is also seen as a means towards understanding, awareness creation, enlightenment, controlling, altering and re-designing human destiny and environment with a view to achieving and sustaining a better quality of life for the individual and towards the full integration of the individual into his environment in particular and then his nation in general; making rea sonable contributions towards national developments.The nation’s view on education is government’s way of realizing that part of the national goals that can be achieved by using education as a tool. No views on education can however be formulated without first identifying the overall philosophy and goals of the nation viz: I. To live in unity and harmony as one indivisible, indissoluble, democratic and Sovereign nation founded on the principles of understanding. Freedom, equality and justice. II. To promote inter-African solidarity and world peace through mutual understandings and interactions.The main goals of education in Nigeria which have even been endorsed As the necessary foundation for the National policy on education are towards the building of: i. A fair, equitable and democratic society ii. A just and egalitarian society iii. A united, strong and self- reliant nation iv. A great and dynamic economy and v. A land full of bright opportunities for all citizens. In Nigeria’s own philosophy of education, we collectively believe that: i. Education is an instrument for national development and to this end, the formulation f ideas, their integration for national development and the interaction of persons and ideas are all aspects of education. ii. Education fosters the worth and development of the individual, for each individuals sake and for the general development of the society/nation iii. Every Nigerian child shall have a right to equal educational opportunities irrespective of any real or imagined disabilities and each according to his/her own ability. iv. There is the need for functional education for the promotion of a progressive and United Nigeria.To this end therefore, school programmes need to be relevant, practical, comprehensive and research oriented while interests and ability should determine the individual’s direction in education, which is an aspect of sustainability. STAGES OF EDUCATION IN NIGERIA: EARLY CHILDHOO D/ PRE PRIMARY EDUCATION IN NIGERIA: Early childhood/Pre-primary education refers to the education given in an educational refers to the education given in an educational institution to children prior to their entering the primary school. It includes: the creche, the nursery and the kindergarten stages.In Nigeria, the purpose of pre-primary education shall be to: i. Effect a smooth transition from the home to the school. ii. Prepare the child for the primary level of education. iii. Provide adequate care and supervision for the children while their parents are at work iv. Inculcate social norms into the children even from the earliest stages v. Inculcate into the child, the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys etc. vi. Develop a sense of co-operation and team spirit ii. Learn good habits, especially good health habits and viii. Teach the rudiments of numbers, letter, colours, shapes, forms etc through p lay. The responsibilities of government and other stakeholders for pre-primary education in Nigeria shall be to promote the training of qualified pre-primary school teachers in adequate number; contribute to the development of suitable curriculum, supervise and control the quality of such institutions as well as establish pre-primary sections in all existing public schools.In specific terms therefore, government shall: i. Establish pre-primary sections in all existing public schools and encourage both community and private/corporate efforts in the provision of pre-primary education. ii. Make provision in teacher education programmes for specialization in early childhood education. iii. Ensure that the medium of instruction is principally the mother-tongue or the language of the immediate community. And to this end, develop the orthography of many more Nigerians languages and produce textbooks in Nigerian languages. v. Ensure that the main methods/medium of teaching play and that the curriculum of teacher education is oriented to achieve thuis. v. Regulate and control the operation of pre-primary education in Nigeria by setting and monitoring minimum standards for early childcare centres in the country. vi. Ensure full participation of government corporate organizations, entrepreneurs communities and teachers associations in the running and maintenance of early childhood education and educational facilities throughout the country BASIC EDUCATION:In Nigeria, basi education shall be of 9- years duration comprising 6-years of primary education and 3-years of junior secondary education. It shall be free and compulsory. It shall also include adult and non-formal education programmes at primary and junior secondary education levels for the adults and out-of-school youths. The specific objectives of basic education in Nigeria shall be the same as the goals of the levels of education to which it applies (ie primary education, junior secondary education and adult /non à ¢â‚¬â€œ formal education). 1) PRIMARY EDUCATION IN NIGERIAPrimary education in nigeria as referred to on this document is the education given in institutions for children between the ages of 6 – 11 years and above. Pupils spend six years in the primary school level in Nigeria and graduate with a school-leaving certificate. And since the rest of the education system is built upon it, primary level is the key to the success or failure of the whole system. This being the case, the goals and objectives of primary education in Nigeria are to: i. Inculcate permanent literacy and numeracy as well as the ability to communicate effectively. i. Lay a sound foundation for scientific and reflective thinking iii. Give citizenship education as a basis for effective participation in and contribution to the life of the people in the society. iv. Mould the character and develop sounds attitude as well as morals in the child. v. Develop in the child, the ability to adopt the child’s cha nging environment. vi. Give the child opportunities foe developing manipulative skills that will enable the child function effectively in the society within the limits of his capacity and capability. vii.Provide the child with basic tools for further educational advancement, including preparation for trades and crafts of the locality. these goals from the basis of primary education in all the states of the federation and, in pursuance of the above goals, primary education in Nigeria shall be tuition free and compulsory. The curriculum for primary education therefore include: language (language of the environment, English, French and Health Education, Religious Knowledge, Agriculture/Home Economics, Social Studies/citizenship Education, Culture and Creative arts (ie Drawing, Handicraft, music and cultural activities), Computer Education etc.Teaching at the primary level shall be by practical, explanatory and experimental methods and the following educational services are expected to be provided: school library, basic health scheme, counseling, educational resource centre, specialist teachers of particular subjects like: mathematics, science, physical Education, language Arts (in relation to English, French, Sign language and Nigerian languages), librarians, music, Fine Arts and Home Economics. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government Secondary Schools.The UBE came as a replacement for Nigeria’s universal primary education scheme of the 6-3-3-4 system of primary Education. The 9 – 3 – 3 – 4 system of primary education. The 9 – 3 – 4 system of education was designed in conformity with the MDG’s and education for all. The UBE involves 6years of primary school and 3 years of junior secondary school. Culminating into 9 years of uninterrupted schooling. Transition from one class to another is automatic but assessed through continuous assessment.This scheme is however monitored by the Universal Basic Education Commission (UBEC) and has been made free as well as a right of every child in Nigeria. To law stipulates a 9 –years formal schooling, adult literacy and non-formal education, skill acquisition programmes as well as the education of special groups such as: nomads and migrants, girl-child and women, Al-majiri, street children and the physically challenged. SUSTAINABILITY OF PRIMARY EDUCATION IN NIGERIA: To these effects, i. Special efforts shall be made by all appropriate agencies to encourage parents to send their children, especially, their daughters to school ii.Everything possible shall be done to discourage the incidence of dropping out at the primary level of education. But where this occurs, provisions shall be made in the context of adult and non-formal education to enable such early leavers to continue with their education. iii. Government therefore welcomes the contributions of vol untary agencies, communities and private individuals in the establishment and management of primary schools alongside those provided by the states and local governments as long as they meet the minimum standards laid down by the federal government. v. In recognition of the prominent role of Information and Communication Technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is therefore urgent needs to integrate Information and Communication Technology (ICT) into education in Nigeria even at the primary level. v. Government shall therefore strive to provide basic infrastructure enabling environment and training facilities for the realization of all these goals at the primary school level. SECONDARY EDUCATION IN NIGERIA:Secondary education in Nigeria is the education children receive after primary education but before the tertiary stage. The Federal Republic of Nigeria is made up of thirty six states and the federal capital territo ry. There are about two federal government colleges in each state and these schools are funded and managed directly by the Federal Government through the ministry of Education. Teachers and staff of these schools are Federal Government employees and they possess at least, a bachelors degree in Education and/or in any particular subject area such as mathematics, physics etc. hese schools are supposed to be model schools carrying and maintaining the ideals of secondary education for Nigerian students. Admission is based on merit and determined by the national Common Entrance Examination taken by all final year elementary school pupils tuition and fees are very low, appropriately one hundred dollars ($100. ), because funding comes from the Federal Government State owned cesondary schools are funded by each state government and are not comparable to the Federal Government colleges.Although education Is supposed to be free in the majority of the state owned institutions, students are req uired to purchase books and uniforms costing them an average of two hundred dollars ($200). Teachers in state owned institutions usually have a National Certificate if Education or a Bachelor’s degree. Often, these schools are understaffed due to low state budgets, lack of incentives and irregularities in the payment of staff salaries Private secondary schools in Nigeria tend to be more expensive with average annual fees averaging from one to two thousand dollars ($100 – $200).These schools however have smaller classes, modern equipment cand better environments. Teachers n these schools all posses at least, a Bachelors degree in specific course areas and are sent for workshops or short – term programmes on a regular basis. The broad include the preparation of the student for: i. Useful living within the society ii. Higher education IN SPECIFIC TERMS HOWEVER, SECONDARY EDUCATION SHALL: i. Provide all primary school leavers with the opportunity fo education of a h igher level, irrespective of sex, social states religious and /or ethnic background. i. Offer diversified curriculum to cater for the differences in talents, opportunities and future roles. iii. Provide trained manpower in the applied science, technology and commerce at sub-professional grades. iv. Develop and promote Nigerian languages, art and culture in the content of world’s cultural heritage. v. Inspire students with a desire for self improvement and achievement of excellence. vi. Foster National unity with an emphasis on the common things that unite us in our diversity. vii.Raise a generation og people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under our THE PLANNING AND GUIDING EDUCATIONAL RESEARCH AND DEVELOPMENT. Educational research and development in this context refers to all efforts aimed at facilitating the implementation of educational polices in the country, the attai nment of policy goals the promotion of effectiveness as well as the broadening of the entire educational system.STRATEGIES AND SUSTAINABILITY OF PLANNING AND GUIDING EDUCATIONAL RESEARCH AND DEVELOPMENT IN NIGERIA. The strategies for the planning and guiding of educational research will include the following: i. Develop, assess, improve and expand educational programmes in line with what is obtained in the developed economies. ii. Enhancement of the teaching and then, improve the competence of teachers with state of the art equipments. iii. Making education more cost-effective. iv. Promoting in-service education v. Development and promoting effective use of innovative materials in schools and vi.Making learning experience more pragmatic and more meaningful for students so that the entire economy will be served with a more focused and committed labour force. In terms of sustainability, we suggest the following: i. State and local governments shall establish Teacher’s Resource centres where teachers will meet for discussions, investigations, study workshops, short courses and conferences. ii. Federal and state governments shall establish Educational Resource cntres whose activities would be multi-disciplinary. iii. Federal, state and local governments hall set aside a pre-determined percentage of their allocations to support research and development in line with UN resolutions. iv. Federal, state and local governments shall establish more public/mobile libraries as well as actively promote readership. v. Private establishments and proprietors shall also support research and development efforts in education especially in the establishment of state of the art libraries with established standards. They shall also provide for the training of librarians and library assistants for this service. i.MONITORING PROGRESS IN RESEARCH AND DEVELOPMENT AMONG THE INDUSTRIAL AND EDUCATIONAL COMMUNITIES/ESTABLISHMENTS. This concerns itself with all efforts by the concerned authorities in the education ministries in ensuring that R/D efforts are strictly adhered to by educational establishments and even industrial organizations. STRATEGIES AND SUSTAINABILITY: All educational authorities in the country from the local to the federal levels should be held responsible for: I. Enunciating a National Policy on Education II. Setting-up and maintaining uniform standardsIII. Co-ordinating sound educational practices in Nigeria IV. Establishing a federal Inspectorate services would responsibities amongst others would include: to encourage the dissemination of information on innovations and progressive educational and research principles practices in the school system through publications, workshops, meetings, seminars, conferences and other means of interactions between and among the industrial and educational communities. V. Planning and organizing educational research on a national scale. VI.Acquiring storing and disseminating national educational data and ag encies research finding to communities, and industrial organizations. VII. Co –ordinating non-formal education including adult education, vocational improvement centres, correspondence cources etc etc. VIII. Co-ordinationg international co-operation in educational researches. For all the above strategies to be sustained, I. Special and adequate inducement shall be provided for all teachers and researchers even in the rural areas so as to make them stay on their jobs.II. Government must establish efficient services at federal, state and local government levels for the monitoring and maintaining standards at all levels of education and research III. Government must also establish an efficient research control and monitoring body to ensure that the findings of quality researches are dessimated to all desening communities agencies institutes and industrial organizations ii. ENSURING THAT PUBLIC AND EDUCATIONAL (R/D) EFFORTS WITH THE OVERALL DEVELOPMENTAL PLANNING OF THE NATION.It has already been stated that Nigeria’s philosophy of education believes that education is an instrument for national development. And to this end, the formulation of researches towards the development of ideas, their integration for national development and the interaction of persons/ideas are all aspects of effective education. STRATEGIES AND SUSTAINABILITY: The recommended strategies here would be to align our educational system so as to: i. Foster the worth and development of the individual for each individual’s sake and for the general development of our society. i. Ensure that every Nigerian child has a right to equal educational opportunities irrespective of any real or imagined disabilities, hindrances and shortcomings, each according to his/her ability. iii. Foster functional education for the promotion of a progressive and united Nigeria. And, to this end, school programmes need to be made relevant, practical and comprehensive while interest and ability shoul d determine the individual’s direction in his/her educational pursuit.For the above aim/objective to be sustainable in view with proper alignment with the overall development al planning of the nation as well as to be in harmony with Nigeria’s national goals, educational research and development has to be geared towards self realization of the students, better human relationship, individual and national efficiency, effective citizenship, national consciousness, national unity as well as towards social, cultural, economic, political, scientific and technological progress. All these will involve the following: i.Thorough inculcation of national consciousness and national unity into the students. ii. Through the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society. iii. Through the training and re- training of the mind in the understanding of the world around and iv. Through the acquisition of appropriate and re quisite skills as well as the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society. iii.LINKING RESEARCHERS WITH ENTREPRENEURS FOR THE COMMERCIALIZATION OF R/D RESULTS. Academic institutions the world over, are set up to provide an environment for teaching, research, community participation and the moulding of characters. Unfortunately, they have failed, in the case of Nigeria to meet the needs of the individuals in the promotion of economic self-reliance and self sufficiency. The starting point of research here would be on such educational services that would offer a range of educational experiences which would depend on the needs of the individual and the requirements of potential work places.Also, it must emphasize on the development of the job skills and work behaviours directed towards specific occupational requirements. Having done the above, a rapport would have been e stablished between researchers , their finding/ results and industrialists/entrepreneurs with a view towards the commercialization of R&D results. It is however expected that the concept of entrepreneurial skill development recently introduced by the NUC will be imbibed by all institutions of learning in Nigeria. Some of the mandates of the entrepreneurship section of the NUC is to: i.Promote linkage between academic institutions researches on the one hand and industrial/financial institutions on the other hand. ii. Promote the exhibitions of commercialized researches in Nigerian institutions of learning and. iii. Promote Knowledge Transfer Partnership (KTP) between Nigerian Universities and the individual, manufacturing and service sectors etc. For sustainability, the following are proposed: i. A serious partnership between our institutions of learning industrialists, entrepreneurs etc so that the findings of the volumes of researches conducted in our institutions will definitely g et to the end users. i. Findings/results of researches in our institutions should be collected and published periodically so that individuals, organizations and the government at all its tiers, levels and agencies would study and where necessary adopt such findings in their policy making processes iii. Our institutions of learning should be upgraded to become more research oriented. And to the effect, government and the organized private sector should advance more funds in upgrading our libraries, laboratories and research institutions across the country. iv.NURTURING PROJECTS BY THE USE OF FACILITIES OF TECHNOLOGY INCUBATION AND EDUCATIONAL PARKS. A project by definition is an optimum set of investment oriented activates by means of which a defined combination of human and material resources are expected to bring about a determined amount of economic and developmental benefits. It is also, an agreed fact in both private and government/public circles that a project involves the use of one or more scare resources within a specific period of time snd for the purpose of yielding some economic and social benefits/returns at a much later time.Projects are usually classified into: i. Current and/or capital projects ii. Private sector and /or public sector projects Men invest for the purpose of profit maximization, share holders wealth maximization, stock value maximization, market share maximization, capital gains and other intrinsic ownership/personal reason. Government on the other hand invests so as to improve peoples standard of living, provision of security, protection, social welfare, employment provision, health, education etc. No matter the type or form of a project, it involves the covering of several tages, each involving a different set of decisional processes too. While the starting point of any project is known as its â€Å"operation stage†. However, the entire series of activities that must be covered for the idea to the operation stage is refer red to as the â€Å"project Cycle†. Projects, either of the private or of the public sector type are most inevitable for the growth and development of any nation. It is also said that ideas rule the world, and this is the reason why our educational institutions are veritable breeding grounds for fresh ideas via technology incubation and educational parks.Technology education however incorporates post secondary education in technology offered in polytechnics, Monotechnics and Colleges of Education Technical. And the strategy here shall include: i. The provision of full-time and part time courses of instruction and training in engineering, other technologies, applied sciences business and management, leading to the production of trained manpower. ii. The provision of technical knowledge and skills necessary for agricultural, industrial, commercial and economic development in Nigeria. iii.Giving training and imparting the necessary skills for the production of technicians, techn ologists and other skilled personnel who shall be enterprising and self – reliant. iv. Training people who can apply scientific knowledge to solve environment problems for the convenience of man and v. Giving exposure on professional studies in the technologies. In the pursuance of the above goals and for the purpose of sustainability, Government shall adopt the following measures: In the pursuance of the above goals and for the purposes of sustainability, government shall adopt the following measures: i.Develop and encourage the ideas of polytechnic education through student’s industrial work experiences. ii. Improve upon immediate and long term prospects of polytechnic graduates and other professionals with respect to their status and remuneration. iii. At the very early phase of the education system, efforts shall be made to include an attitude of respect for and appreciation of the role of technology in society iv. Students shall be made to appreciate the dignity o f labour by using their hands in making repairing and assembling things. v.Polytechnics shall be encourage to conduct applied research relevant to the needs and aspirations of the nation. vi. polytechnics shall continue to maintain a two-tier programme of the National Diploma (ND) and the Higher National Diploma (HND) with one year period of Industrial experience. Serving as one of the pre-requisites for entry into the HND programmes. vii. Polytechnics that meet the requirement above shall be allowed to run post professional HND programmes. viii. The modes and operations of polytechnics shall be the same as in the monotechnics 6.PROMOTING STRATEGIC PROJECTS THROUGH DIRECT INTERVENTION WOTH PUBLIC AND PRIVATE BODIES: INTERACTION We had previously and comprehensively explained what public and private projects are. However, Strategic projects are those that expected to have far reaching effects on the life of the ordinary man, Corporate organizations and even the government. These proj ects are also those that are expected to impart positively on the development processes of the nation. Some of them would include: health educational, Transport, Aviation, Military and para-military, Information, Telecommunication and even space related projects.The importance of these projects permeated both the private and public sectprs of any nation and the need to promote and facilitate such projects require the simultaneous interation of our educational/research –based institutions with both the organized private sector and appropriate government agencies. Strategies for the achievement of the above would include the following: i. The government to understand that the success of any system of education research institute is hinged upon proper planning, efficient administration and adequate financing. ii.That administration is a function of organization and structure, proprietorship and control as well as inspection/ supervision. iii. School systems and research institut es as well as their management and administration shall grow out of the life and social ethos of the communities which they serve. iv. Shared responsibility for the funding and management of all educational research facilities by the three tires of government. v. Close participation and corporate organization at even he local levels in the administration and management of all educational research facilities. vi. Effective line of ommunication between local communities and government on the one hand and then educational/ research institutes and corporate organizations on the other hand vii. The integration of educational and research development policies with national objectives and programmes especially, as it concerns the evolution of strategic national projects. Sustainability here will require the following: i. Ensuring adequate and effective planning management and monitoring of educational/research services ii. Provide efficient administrative and management control for the mai ntenance and improvement of the entire systems. ii. Ensuring quality control through regular and continuous of supervision of instructional and other research related services. iv. Providing adequate and balanced financial support for all educational/research related services. v. Ensuring that the findings of all these research instituted are disseminated to the necessary public and private institutes that would need them. vi. The organized private sector to be more responsible to the needs of our academic/research institutes in partnership with government. 7. ADVISING THE GOVERNMENT ON EDUCATIONAL MATTERS AND IMPLEMENTING THESE POLICIES AND PROJECTSEducation all over the world is an expensive social services that require adequate financial provision from all tiers of government and even the private sector for the successful implementation of all the educational programmes and for the expected end results to be achieved. Government ultimate goal is to make education free at all leve ls and for the dividends of education to permeate across the strata of the entire society. The financing of education should be a joint responsibility of the faderal, state and local governments on the one hand, and the organized private sector, communities and even religious organizations on the other.In this vain and while government welcomes and encourages the participation of local communities, individuals and other organization. She must be adviced along the following lines: I. That the curricula of all the academic programmes taught in all our educational institutions need to be updated in order to reposition Nigeria’s manpower requirements to be able to keep-up with the constant dynamics of technological advances globally. II. There hould be an inclusion of a course on â€Å"entrepreneurship development† in allour institutions of higher learning so as to encourage corporate sector participation, encourage corporate sector participation, encourage corporate secto r participation, encourage self-employment and boost the ability of graduates to create jobs. III. Institutions should adhere to the quaota assigned to them for admission so as to portray national policy prescription with regards to the science/Arts ratio of 60% for science and 40% for Arts. IV.Youths and fresh graduates should be empowered primarily through the development of new government and corporate development of new governmental and corporate strategies/policies to teach, mentor, monitor and create new platforms for adequate self-expression and socio-economic mental alertness. V. Higher institution should strengthen their practical training programmes and skills acquisition through industrial attachment, field/practical training, university – industry interaction forum and adequate supervision of students on industrial attachment.VI. There should be a strong linkage between entrepreneurship and technology so that entrepreneurs can benefits form research and developmen t (R/D) outputs of our educational and research institutes VII. Research must be intensified on the various aspects of entrepreneurship such as educational, training, new ventures, finance, marketing, organizational strategies, technology, entrepreneurship characteristics and behavior, citizenship education etc. VIII.The public and private sectors should establish an effective feedback mechanism with graduates and their prospective employers so as to monitor graduate performance at work/industrial attachments in terms of knowledge, skills and adaptability that are needed in addition to the provision of adequate funding for institutions so as to enable them revitalize their academic and physical facilities/laboratories and equipments on a continuous basis in order to maintain high academic/research standards.IX. Finally and for all the above to be both possible and feasible, government should adhere strictly to the 25% of annual budgetary allocation to the educational sector of the e conomy. This however is in line with the UN budgetary prescription for educational. The will ensure adequate availability of funds for education at all levels and will also ensure that our educational institutions would bounce back to the days of glory when they were the veritable centres for urturing private and public projects with the use of the facilities of improved facilities of technology incubation and educational parks. This is exactly how it is in the developed countries of the world. Government must stop destroying itself will inconsequential issues of tenure elongation and financial indiscipline/corruption and set the pace for our technological breakthrough via spiritual ad serious improvements in our educational sector in all ramifications.