Educational Philosophy Essay

My approach to education is student-centered. I always try to ensure that students are given the best opportunities to build upon their existing knowledge and capacities. I believe that education is not only about knowledge-transfer but it is about transforming people and building their capabilities to make sense of their experiences and to be able to use higher order thinking skills so they can be better individuals and better citizens of society. Based on my experience as an educator, the principles that underlie my teaching are influenced by constructivist paradigms, which posit â€Å"that meaning or knowledge is actively constructed in the human mind. † (Richardson, 2003, p. 1625) Hence, education is not stagnant but a continuous process, and the role of the educator is to enable students to be able to establish a connection between theory and experience, to make sense of their realities and lived experiences based on what they learn from other settings, whether it is school, work, or even in their relationships with other people. I believe that a good teacher is one who makes effort to know his or her students, including their socio-economic backgrounds, and pays attention to the way that the students interact or create their own knowledge. In this sense, a good teacher is one who considers the learning needs of his/her students, who is able to adapt strategies that would build on students’ capacities and learning styles, and who ensures that students have equal access to learning opportunities by making teaching content relevant to the students’ unique backgound and context (UNESCO, 2004, p. 5). In the same manner, a good learner is one who attempts to discover his or her own learning style, strength, and weaknesses and tries his/her best to make his/her learning relevant and useful in his/her daily life. In learning settings, students and teachers have different responsibilities, both of which are defined by individual and social expectations. A teacher is expected to attempt to provide his/her students with learning opportunities based on their specific and oftentimes diverse needs. (UNESCO, 2004, p. 6) Meanwhile, a student is expected to be responsible for directing his or her own learning, and to develop his/her awareness of his/her learning needs in order to maximize the opportunities for learning that he/she encounters. I believe that people are actively involved in their learning. Learning results from individuals’ interaction with the environment and their attempt to make sense of these experiences. (Fry, Ketteridge, & Marshall, 2003, p. 9) Hence, people learn by building on what they already know and they are usually interested in learning when it has relevance for them. Among the most important environmental factors that influence an individual’s ability to learn are the quality of feedback, the availability of tools and mechanisms to support and facilitate learning, and the student’s quality of life or living conditions. Thus, the presence of appropriate feedback based on the students’ accomplishments, the ability of the teacher or the school to provide students with learning tools and opportunities, and the relevance of the education to the students’ cultural and socio-economic background would enable the students to maximize their own learning potentials. There are also personal and interpersonal factors that either promote or impede learning. One is an individual’s inherent capacity that is determined by his or her biological constitution or by genetics. Likewise, an individual’s personality, which affects his or her disposition toward the environment impacts on his or her ability to learn. Decisions on the goals of instruction are made based on the needs and expectations of the learners, the teaching setting, the needs of the organization, and the wider needs and expectations from the community. I try as much as possible to put the needs of the learners above other considerations. However, the goals of instruction also have to incorporate the teaching setting and the needs of other stakeholders such as the organization sponsoring the class and the needs of the community wherein the instruction takes place. The factors that influence my choice of teaching and evaluation strategies are the concrete needs of the students based on the evaluation of their performance and also their interests. I choose teaching strategies based on the interests and capacities of my students and on the goals of the instruction. Evaluation strategies are chosen based on their effectiveness, appropriateness, and ability to concretely measure student performance based on the goals of the instruction. Evaluating my own strengths as an educator, what makes me most proud in my practice is my ability to establish an easy rapport with my students and to easily identify their interests by taking time to know them personally. I would like to believe that I was able to influence most of them to look at life as a continuing journey towards knowing more about themselves and about their environment, and to value education not only in its formal sense but in its relevance in establishing meaning from experiences and realities. My educational philosophy and principles are demonstrated in my track record as an educator in the non-formal education system. As a teacher of adult classes in church, I was able to develop my own style of teaching that is grounded on the experience and realities of my students, and which considers the significance of what they learn from these classes on their daily lives. My stint as an instructor in the U. S. Army and my current employment as the Manager Instructor for FedEx, where I teach safe driving habits to adult drivers, also enable me to constantly hone my teaching skills based on the diversity of teaching settings and the kind of students I encounter. Works Cited: Fry, H. , Ketteridge, S. , & S. Marshall (2003). A handbook for teaching and learning in higher education. VA, USA: Kogan Page. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9):1623-1640. UNESCO (2004). Changing teaching practices: using curriculum differentiation to respond to students’ diversity. Paris, France: UNESCO.

Understanding Man’s Power

In recent years, we have come to understand that relations between men and women are governed by a sexual politics that exists outside individual men's and women's needs and choices. It has taken us much longer to recognize that there is a systematic sexual politics of male-male relationships as well. Under patriarchy, men's relationships with other men cannot help but be shaped and patterned by patriarchal norms, though they are less obvious than the norms governing male-female relationships. A society could not have the kinds of power dynamics that exist between women and men in our society without certain kinds of systematic power dynamics operating among men as well. Men do not just happily bond together to oppress women. In addition to hierarchy over women, men create hierarchies and rankings among themselves according to criteria of â€Å"masculinity. † Men at each rank of masculinity compete with each other, with whatever resources they have, for the differential payoffs that patriarchy allows men. Men in different societies choose different grounds on which to rank each other. Many societies use the simple facts of age and physical strength to stratify men. Our society stratifies men according to physical strength and athletic ability in the early years, but later in life focuses on success with women and ability to make money. In our society, one of the most critical rankings among men deriving from patriarchal sexual politics is the division between gay and straight men. This division has powerful negative consequences for gay men and gives straight men privileges. But in addition, this division has a larger symbolic meaning. Our society uses the male heterosexual-homosexual dichotomy as a central symbol for all the rankings of masculinity, for the division on any grounds between males who are â€Å"real men† and have power, and males who are not. Any kind of powerlessness or refusal to compete becomes imbued with imagery of homosexuality. In the men's movement documentary film Men's Lives, a high school male who studies modern dance says that others often think he is gay because he is a dancer. When asked why, he gives three reasons: because dancers are â€Å"free and loose,† because they are â€Å"not big like football players,† and because â€Å"you're not trying to kill anybody. † The patriarchal connection: if you are not trying to kill other men, you must be gay. Another dramatic example of men's use of homosexual insults as weapons in their power struggle with each other comes from a document which provides one of the richest case studies of the politics of male-male relationships to yet appear: Woodward and Bernstein's The Final Days. Ehrlichman jokes that Kissinger is queer, Kissinger calls an unnamed colleague a psychopathic homosexual, and Haig jokes that Nixon and Rebozo are having a homosexual relationship. From the highest ranks of male power to the lowest, the gay-straight division is a central symbol of all the forms of ranking and power relationships which men put on each other. MEN S POWER WITH WOMEN The relationships between the patriarchal stratification and competition which men experience with each other, and men's patriarchal domination of women, are complex. Let us briefly consider several points of interconnection between them. First, women are used as SYMBOLS OF SUCCESS in men's competition with each other. It is sometimes thought that competition for women is the ultimate source of men's competition with each other. There is considerable reason, however, to see women not as the ultimate source of male-male competition, but rather as only symbols in a male contest where real roots lie much deeper. Second, women often play a MEDIATING role in the patriarchal struggle among men. Women get together with each other, and provide the social lubrication necessary to smooth over men's inability to relate to each other non-competitively. A modern myth, James Dickey's novel Deliverance, portrays what happens when men's relationships with each other are not mediated by women. According to Heilburn, the central message of Deliverance is that when men get beyond the bounds of civilization, which really means beyond the bounds of the civilizing effects of women, men rape and murder each other. A third function women play in male-male sexual politics is that relationships with women provide men a REFUGE from the dangers and stresses of relating to other males. Traditional relationships with women have provided men a safe place in which they can recuperate from the stresses they have absorbed in their daily struggle with other men, and in which they can express their needs without fearing that these needs will be used against them. If women begin to compete with men and have power in their own right, men are threatened by the loss of this refuge. Finally, a fourth function of women n males' patriarchal competition with each other is to reduce the stress of competition by serving as an UNDERCLASS. As Elizabeth Janeway has written in Between Myth and Morning, under patriarchy women represent the lowest status, a status to which men can fall only under the most exceptional circumstances, if at all. Competition among men is serious, but its intensity is mitigated by the fact tha t there is a lowest possible level to which men cannot fall. One reason men fear women's liberation, writes Janeway, is that the liberation of women will take away this unique underclass status of women. Men will now risk falling lower than ever before, into a new underclass composed of the weak of both sexes. Thus, women's liberation means that the stakes of patriarchal failure for men are higher than they have been before, and that it is even more important for men not to lose. Thus, men's patriarchal competition with each other makes use of women as symbols of success, as mediators, as refuges, and as an underclass. In each of these roles, women are dominated by men in ways that derive directly from men's struggle with each other. Men need to deal with the sexual politics of their relationships with each other if they are to deal fully with the sexual politics of their relationships with women. MEN'S POWER IN SOCIETY At one level, men's social identity is defined by the power they have over women and the power they can compete for against other men. But at another level, most men have very little power over their own lives. How can we understand this paradox? The major demand to which men must accede in contemporary society is that they play their required role in the economy. But this role is not intrinsically satisfying. The social researcher Daniel Yankelovich has suggested that about 80% of U. S. male workers experience their jobs as intrinsically meaningless and onerous. They experience their jobs and themselves as worthwhile only through priding themselves on the hard work and personal sacrifice they are making to be breadwinners for their families. Accepting these hardships reaffirms their role as family providers and therefore as true men. Linking the breadwinner role to masculinity in this way has several consequences for men. Men can get psychological payoffs from their jobs which these jobs never provide in themselves. By training men to accept payment for their work in feelings of masculinity, rather than in feelings of satisfaction, men will not demand that their jobs be made more meaningful. As a result, jobs can be designed for the more important goal of generating profits. Further, the connection between work and masculinity makes men accept unemployment as their personal failing as males, rather than analyze and change the profit-based economy whose inevitable dislocations make them unemployed or unemployable. Men's jobs are increasingly structured as if men had no direct roles or responsibilities in the family–indeed, as if they did not have families at all. But paradoxically, at the same time that men's responsibilities in the family are reduced to facilitate more efficient performance of their work role, the increasing dehumanization of work means that jobs give men only the satisfaction of fulfilling the family breadwinner role. The relative privilege that men get from sexism, and more importantly the false consciousness of privilege men get from sexism, play a critical role in reconciling men to their subordination in the larger political economy. This analysis does not imply that men's sexism will go away if they gain control over their own lives, or that men do not have to deal with their sexism until they gain this control. Rather, the point is that we cannot fully understand men's sexism or men's subordination in the larger society unless we understand how deeply they are related. Ultimately, we have to understand that patriarchy has two halves which are intimately related to each other. Patriarchy is a dual system, a system in which men oppress women, and in which men oppress themselves and each other. At one level, challenging one part of patriarchy inherently leads to challenging the other. This is one way to interpret why the idea of women's liberation led so soon to the idea of men's liberation, which ultimately means freeing men from the patriarchal sexual dynamics they now experience with each other. But because the patriarchal sexual dynamics of male-male relationships are less obvious than those of male-female relationships, men now face a real danger: while the patriarchal oppression of women may be lessened as a result of the women's movement, the patriarchal oppression of men may be untouched. The real danger for men posed by the attack that the women's movement is making on patriarchy is not that this attack will go too far, but that it will not go far enough. Ultimately, men cannot go any further in relating to women as equals

Financial planning for the Smith family Case Study

Financial planning for the Smith family - Case Study Example The author has presented that the Smith family has got a very tricky situation and their financial goals are a bit unrealistic. This is because the family wants to set aside $350 per month for their children’s college education. This from my point of view is quite high because it will amount to$ 4,200 annually. Amber’s goals on the other side are still not realistic. This is because she says she wants them to save $100,000 on their children’s school fees. This is very unrealistic because at the moment, their salary per year cannot even add up to $100,000 per year. The family has not put down in calculation the amount of money that they require for their kids’ education when they get to college. Luke for example, they have no idea how much they will pay for his college education hence they cannot plan for the future goals and how much exactly they require. Amber is thinking of overtime work so that she gets extra money for luxury items. They have made plans for a vacation, a new home theatre system, some new custom furniture and a different car for Joel. They want to apply for a new credit card with a limit of $50,000. The family has got so many plans for the extra money that they have and have forgotten the most basic things like their children’s future education and they want to pump so much money into their luxury life. They want to buy a new car which according to me is not that necessary at the moment simply because the car that they have can be easily repaired and used as they continue to save (Fedorowicz, 1977).. The Smith family has got a mortgage house and their balance on the mortgage is $131,000. They purchased the house 5 years ago by paying a deposit of $200,000. Borrowing $140,000 and used $60,000 that Joel received from his late grandfather. The following information shows the family’s financial information. This will help or act as a guide to preparing a good balance sheet and a financial statement. Elect ricity, water, sanitary services, and garbage pickup $225 Natural gas $125 Mortgage payment $877 Home insurance $150 Home security $55 Groceries $750 Telephone, long distance calls and home Internet $90 Cell phones/Smartphones $140 Car loan payments $520 Car gas, maintenance, and insurance $430 Clothing $200 School programs and dues $150 Children’s programs $850 Restaurants $450 Approximate minimum credit card payment $174 Other Church donations $50 $100 Notes: Expenses for the children’s programs include (per month): ? Karate $120 ? Gymnastics $160 ? Piano lessons $225 ? Guitar lessons $125 ? Hockey $220 RRSP contribution room carry-forward for 2012: ? Amber $95,300 ? Joel $25,200 As long as Landon remains under the age of six, the family will qualify for Universal Child Care Benefit payments of $100 per month, which will increase total income. Family assets and liabilities Cash $850 Chequing account 1,300 Current savings 2,200 Home (market value) 300,000 Mortgage 130 ,924 Home furnishings 5,500 Joel’s car 1,500 Amber’s car 18,000 Car loan 13,500 Credit card balance 5,800 Amber and Smith FAMILY BALANCE SHEET             ASSETS          THE CURRENT ASSETS    Current Assets:    Cash in bank    Current savings 2,200    0    Stock, Mutual Funds 0    Pension Plan 0    Life Insurance - surrender value 0    RESP's 120,500    Other Current Assets 0    TOTAL CURRENT ASSETS $122,700          LONG TERM ASSETS    Business property, real estate    Personal real estate 19,500

Quotes Essay Example | Topics and Well Written Essays - 500 words - 2

Quotes - Essay Example To give some leeway to the other side of the argument, there is certainly a cost associated with getting an education since college is not cheap. It is not really easy to fund a degree since it may require an individual to take out loans, put in their time as well as effort and eventually get a degree that confirms their going to college and obtaining the required training. However, that process in and of itself is such a beneficial training for life that many employers require college education and also ask for higher degrees for higher positions within the same organization. Of course, such an education becomes rewarding since it allows a person to be greater than what they would have been had they not got their required educational qualifications. Overall, I feel that the process of education may be with its ups and downs but the overall affect of the process can not be considered a negative one. In fact, it becomes so positive that the whole process remains a good experience for those who are willing to undertake it. I fully agree with the statement since hope is perhaps the only thing which keeps us alive. Even Shakespeare suggested that in some cases it might be easier to give in to the thousands of sorrows that mortal flesh is heir to yet perhaps it is nobler to remain steadfast against them with hope that one can oppose and overcome them. It is hope for a better tomorrow which keeps us fighting against impossible odds and a hope for a better world which allows us to continue working towards some impossible goal. Without hope, it is unlikely that a person could simply go on living just to stay alive. I feel that the human spirit needs hope since it allows them to look at the future and see a silver lining even if there isn’t one. Without hope, we can actually fall prey to mental diseases which may manifest them as physical ailments or mental ailments

Privacy philosophy Assignment Example | Topics and Well Written Essays - 750 words

Privacy philosophy - Assignment Example The question is, Should voyeurs and exhibitionists be punished for their uncanny sexual interests? This paper develops and discusses deeply the theme of voyeurism and Exhibitionism. To begin with, let us discuss deeply the social and psychological condition of voyeurism. To understand Voyeurism better, let us look at its meaning from the meaning of the term itself. The term voyeurism is a derivative of the French term voyeur, which literally means, one who watches or one who looks (Rooth, 136). This fact, therefore, shows that voyeurs are only interested in watching or looking, secretly, on other people’s sexual affairs. From a medical point of view, Voyeurism is generally conceived as a social and a psychological disorder. For this reason, therefore, the main treatment method of Voyeurism involves psychoanalysis and psychotherapy. From the Criminology point of view, Voyeurism is deemed as a form of sexual abuse. Exhibitionism can variously be defined as an obsessive desire to expose to the public, one’s private parts, with the intention of either amusing the members of the public, or causing fright and shock to the members of the public. There are a number of public exposures that amount to exhibitionism. The following are three forms of exposure that are regarded as exhibitionism. Just like Voyeurism, exhibitionism is a form of social and psychological disorder. For that reason, therefore, the treatment of exhibitionism involves psychoanalysis. From a legal point of view, exhibitionism is regarded as a crime of indecent exposure. To begin with, Voyeurism causes damage to the subjects of voyeur’s interests. This is because every person has a right to privacy. For this reason, therefore, Voyeurism is an affront to and a violation of the individual right to privacy. On the other hand, however, Voyeurism is a social and Psychological disorder, and this in essence means that the voyeurs cannot be held accountable for their

Networking 2 Essay Example | Topics and Well Written Essays - 750 words

Networking 2 - Essay Example This was a big revolutionary change. Information could be shared at extremely rapid rates. It could be said that this was the beginning of the information age. Nowadays we think nothing of transferring massive amounts of information, be they databases or images, across telephone or optical wires. Much of our economy is dependent on these tools. And who looks after all of these apparatuses and functions? The computer networker. The position is becoming more and more important as the field and our reliance on information technology continues to expand. What sort of education is required by someone seeking a career in this exciting field? There are varying degrees of specialization and education, each requiring different amount of time and different kinds of aptitude. People have to know the hardware that they’re dealing with because this can be incredibly important when resolving problems. Another big issue is security. With the huge amount of viruses and worms out there, people need to know how to protect themselves. If you get a job working on the networks in a bank or at the government, for example, security is going to be a major concern because these kinds of institutions rely on confidentiality. Day to day, what do these people do with networks? The key aspect of computer networking is to share resources and to allow computers to communicate—not just from room to room but across oceans and continents. For any viable business in today’s world these are necessary facts of life. Another important thing to do is maintain the system. Computers need to be taken care of. They need updates, they need to be checked out, they need to be replaced when they get old or are no longer functional. All of these fall under the purview of the computer networker. Salary ranges across the field vary depending on the level of responsibility. Some positions play a very important role in designing networks or

Teacher's interview Essay Example | Topics and Well Written Essays - 500 words

Teacher's interview - Essay Example The teacher is the leader of the ship. If he knows his work, the ship will reach the destination, otherwise it can lose track. Guidance, discipline, and punishment are three points on a continuum with the guidance being on one extreme, discipline in the middle, and punishment being on the other extreme. Guidance means telling children what to do, when to do, why and how to do. Discipline means establishing rules and telling children to follow them or bear the effects of noncompliance. Punishment means discouraging wrong behavior by putting the child in an uncomfortable or inconvenient position in some way, like hitting or fining. I slightly disagree with the teacher that guidance, discipline, and punishment have to be on the same continuum but at different points. I think discipline comes first because the rules are the first to be established. Guidance is just helping children to follow the rules whereas punishment is the liabilities they have to face when they don’t comply with rules. So discipline basically lays the basis of guidance as well as punishment depending upon what the child demands. I don’t believe in punishing students until it is inevitable. I tell the students my rules and guide them in following the rules. Mostly I guide because that enables me to build a rapport with my students so that they become obedient. I agree to the teacher that punishment should be the last resort. A teacher should make every possible effort to avoid that. A teacher should first establish the rules and then guide the students so that they can follow them. This develops association between the teacher and the students and has a positive impact on the environment within the classroom. I think punishment is justified when all other ways of correcting the student’s inappropriate behavior have proved ineffective. For me, cheating is just as intolerable

Explain the drafting process behind the Universal Declaration of Human Essay

Explain the drafting process behind the Universal Declaration of Human Rights - Essay Example Since the Universal Declaration of Human Rights will serve as a single rule for all countries worldwide to follow, representatives coming from different countries worldwide should be involved in the drafting process. For this reason, common concerns that came out of the drafting process include the question of whose culture has to be followed. For instance, should the Universal Declaration of Human Rights follow the non-Western or Western political culture? Or, should it follow the political culture of communist countries? What specific areas in the first draft are misaligned with what is being expected to be the general rule on human rights? Therefore, after making some corrections in the first draft, the second draft will have to go through another round of scrutiny and corrections before the final drafting of the Universal Declaration of Human Rights has been officially

ELL Instructor Interview Essay Example | Topics and Well Written Essays - 500 words

ELL Instructor Interview - Essay Example In order for students to implement these strategies, it is crucial that they get exposed to real-life scenarios in which they can be able to compare and contrast their acquired skills set. For instance, increasing their proficiency would mean sitting down them individually or in small groups and explaining the concepts to them through real-life methodology. Collaborating is undoubtedly essential in order to thrive in any profession as the thoughts of ideas, knowledge, and practices are exchanged. Trimis, E (2009) Through my personal experience, I have felt that English should be taught in the simplest manner by implementing methodologies that are acquired in school initiates from giving students real life example. In order for students to implement these strategies, it is crucial that they get exposed to real-life scenarios in which they can be able to compare and contrast their acquired skills set. Collaborating is undoubtedly essential in order to thrive in any profession as the thoughts of ideas, knowledge, and practices are exchanged. Quite often, students struggle to socialize in a pre-dominant learning environment. Parents and teachers should play a symbiotic role and support while ensuring that everyone is in sync with the progress. Furthermore, collaboration is a key for the success of students, parents and teachers. The main proposition is to ensure that a learning environment offers multiple platforms, bridges the gap between teachers, parents and students and secure and confidentiality is of the highest quality. Parents can give feedback or allow children to ask questions. Underachievement can consist of many factors such as not being challenged enough, lack of motivation or interest. Students maybe bright but may not feel challenged enough. Ideally, every teacher wants their students to be independent thinkers for various reasons. First and foremost, independent thinking is needed to harness the society and express innovation. Secondly,

Using Facebook to Cultivate Political Awareness Among Singapore Youth Essay Example for Free

Using Facebook to Cultivate Political Awareness Among Singapore Youth Essay Political awareness refers to the recognition and acquisition of either theoretical or practical political knowledge for our discussion. As the main purpose to cultivate political awareness is to help young voters make informed decisions during various elections, only information related to ‘civics’, that is â€Å"the study of the government with the attention of the roles of citizens† (Hebe, 1967), is considered political knowledge in this paper. We believe that political awareness should be raised for youths of age 13 21; thirteen is the age when most teenagers start acquiring maturity of judgement (Smith amp; Handler, 2007) and 21 is when they acquire the legal right to vote. Young voters should then possess sufficient political awareness to make wiser decisions when casting their votes. Social media is widely recognized as a form of online media that makes communication more interactive. Social media allows users to create and share contents for purposes like social networking through the use of Internet-based applications. Online social-networking refers to the use of websites such as Facebook and Twitter which provides social-networking services (SNS) for users to communicate, share information and maintain online social relations. A recent Singapore study (Russel, 2011) reveals that Facebook, a representative example of SNS, is the third most popular online source for election news and updates after Yahoo and Channel News Asia. There are 2,589,600 users on Facebook, making up half of Singapore’s total population. 1. 2. Current Situation The low political awareness among the youth in Singapore has been a long-existing problem. â€Å"I don’t know and I don’t care†, a typical Singaporean response implies the causes of the problem. One of the reasons that the youth do not gain enough political knowledge is because of the lack of engaging and interactive platforms for information sharing. As a result, few youths are interested, in addition to their poor knowledge in politics. It is important to tackle their disinterest and cultivate political awareness by disseminating related information on engaging and interactive platforms. According to a recent survey by Straits Times, 36. 3% of Singaporeans prefer Internet as their source of local political news. 33% of Singaporean Facebook users are the youths aged 13 – 24 (â€Å"Facebook Statistics Singapore†, 2011), as shown in figure 1. Therein hints the great potential of Facebook at disseminating information to the youth. In the following section, we will further evaluate the level of success of our recommendations using Facebook as a tool of information dissemination. Aged 13-24: 33% Aged 25-44:49% Others:18% Figure 1 User Age Distribution on Facebook in Singapore 1. 2. 1 Case Study: Use of Twitter in South Korea The South Korean political culture had been centered on Confucianism and subjected to bureaucratic-authoritarian rules, resulting in the struggle to cultivate a participant political culture. In fact, studies (Hong, 1998) revealed that majority of South Koreans (52. 7%) are unwilling to engage in politics. Despite the reluctance to be involved in politics, parliamentary elections held on June 2010 had held the highest voter-turnout since 1995 (54. %). A great percentage of this increase is attributed to the increase in young voters, aged 20 – 40, who are largely influenced through SNS. Twitter had played a relatively major role in bringing the Korean’s attentions to voting. A group of politically-aware youths had urged the Korean community to vote, mostly via Twitter. The result: more people saw the reminders and did as urged. The factors to success in garnering votes (especially among youths) are as goes: i. The increasing number of people with smartphones increases the convenience of using Twitter to share information on the go, via these mobile devices ii. Koreans followed the trend of using Twitter to connect with politics started by Barack Obama, President of the United States 1. 2. 2 Comparing Twitter in South Korea and Facebook in Singapore The choice of featuring South Korea in the case study is reasoned by the similarities between South Korea and Singapore, and Twitter and Facebook. A high level of similarities would hence ensure greater chance of success in our recommendations. Political culture reflects the mindsets of the youth regarding political issues, hence is a pivotal determinant in the success of promoting political awareness among the youth. South Korea tends to a subject political culture, while that in Singapore tends to a mid subject-parochial one. The features of both cultures basically demonstrates some inactivity and lack of initiative towards political issues, hence are largely similar. The ubiquity of Twitter and Facebook respectively in South Korea and Singapore is another deterministic factor. Twitter is widely used among South Koreans, resulting in an efficient spread of message to raise voter-turnout. Facebook is, likewise, widely used among the Singaporean youth, which could lead to a similar level of efficiency in spreading political awareness. The features of Twitter and Facebook would also affect how users receive political information, likewise influencing the level of efficiency of spreading political awareness among the Singaporean youth.

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING Education is vital to the pace of the social, political and economic development of any nation, so effective teaching is very essential. Effective teaching is important because teaching is based on helping children progress from one level to another in a more sociable interactive environment and to get the approach right to get students to be independent learners (Muijus and Reynolds, 2005). Effectiveness does not mean being perfect or giving a wonderful performance, but bringing out the best in students. My experience comes from a Nigerian background, where traditional teaching method is more widespread than the modern method of teaching. It is in this line that I decided to investigate empirically which of the two methods is more effective in Nigerian primary schools. Primary education in Nigeria refers to the education children receive from the ages 6 years to 11 years plus. A lot of the teaching in primary schools is done with the traditional method especially in the government schools where the teacher is in charge of the classroom. The formal education system is 6-3-3-4, 6 stands for primary school. The primary education in Nigeria is controlled by the state and local government. Traditional method relies mainly on textbooks while the modern method relies on hands-on materials approach. In traditional method, presentation of materials starts with the parts, then moves on to the whole while in the modern approach, presentation of materials starts with the whole, then moves to the parts. Traditional method emphasizes on basis skills while modern method emphasizes on big ideas. With traditional method of teaching, assessment is seen as a separate activity and occurs through testing while with modern method of teaching, assessment is seen as an activity integrated with teaching and learning, and occurs through portfolios and observation (Brooks and Brooks, 1999). Teaching methods are best articulated by answering the questions What is the purpose of education? and What are the best ways of achieving these purposes? for much of pre-history, education methods were largely informal, and consisted of children imitating or modeling the behaviour of that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher, a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically, a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the government states. DIVERSITY IN TEACHING IN THE CLASSROOM For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students background, knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students learn in different ways, of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: questioning, explaining, modeling, collaborating, and demonstrating. QUESTIONING A teaching method includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. Testing is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School (i.e. Ohio Graduation Test (OGT) Proficiency Test, College Entrance Tests (Act and SAT). before that we have to teach how to make questioner. If the question is perfect then this method will be effective. EXPLAINING Another teaching method is explanation. This form is similar to lecturing. Lecturing is teaching, giving a speech, giving a discourse on a specific subject that is opened to the public. It is usually given in the classroom. This can also be associated with demonstrating and modeling. A teacher may use experimentation to demonstrate in a science class. A demonstration is the circumstance of proving conclusively, as by reasoning or showing evidence. Modeling is used as a visual aid to learning. Students can visualize an object or problem, then use reasoning and hypothesizing to determine an answer. DEMONSTRATING Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. Here, teacher will also be a participant. He will do the work with his/her students for their help. COLLABORATING Students working in groups are another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills or presenting with roles. TRADITIONAL VERSUS MODERN METHOD OF TEACHING Traditional method of teaching is when a teacher directs students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision making skills (Sunal et al 1994) while modern or constructivist approach to teaching involves a more interacting, student-based of teaching. Here, the students learn through group participation. STATEMENT OF PROBLEM Nigerian primary education is deteriorating at a very fast rate and this has been a great concern to the ministry of education, parents, teachers and others concerned. It was in this light that the researcher deemed it fit to investigate the varying influences of the traditional and modern methods of teaching on students academic performance. PURPOSE OF STUDY Because education is a vital aspect of society, the purpose of this study was to investigate the effects of teaching methods (Traditional Versus Modern) on students academic performance. The purpose of this study was also to investigate and determine which of the two major teaching methods was more effective. RELEVANCE OF STUDY The findings of this study would be found relevant to teachers, parents, students and the society at large. The findings of this study would be of great importance to Ministry of Education in drafting the curriculum for primary schools. The parents and the students also stand to benefit greatly if the effective teaching method was used to teach the students. Effective teaching method would improve the performance and learning of the students. And, lastly, the society at large would benefit because the children (students) are the leaders of tomorrow. SCOPE OF STUDY The study is particularly; i. Concerned with the determinants of teaching method effectiveness. ii. Concerned with examining influences of teaching method (Traditional and Modern) and determining which of the teaching methods is more effective than the other. RESEARCH QUESTIONS (1) To what extent if there is a shift in pedagogical practice from traditional methods to modern methods in Nigerian primary school in the classroom? (2) Which approach is more effective in terms of student outcomes and more successful between the traditional methods and modern methods of teaching? RESEARCH HYPOTHESIS (1) Modern Method of teaching is more effective than the traditional method of teaching THEORETICAL FRAMEWORK LEARNING THEORIES OF COGNITION Learning theories were used in this study as the theoretical framework to explaining how children learn. Classical conditioning The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a particular response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the conditioned stimulus). The response to the conditioned stimulus is termed a conditioned response. Operant conditioning Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlov conditioning in that operant conditioning deals with the modification of voluntary behavior. Discrimination learning is a major form of operant conditioning. One form of it is called Errorless learning. Observational learning The learning process most characteristic of humans is imitation; ones personal repetition of an observed behaviour, such as a dance. Humans can copy three types of information simultaneously: the demonstrators goals, actions and environmental outcomes. Through copying these types of information, (most) infants will tune into their surrounding culture. Play Play generally describes behavior which has no particular end in itself, but improves performance in similar situations in the future. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness. Habituation In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition of a stimulus. It is another form of integration. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. Humans have been able to handle certain cognitive tasks due to habituation. One example of this can be seen in small song birds if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Sensitization Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism. Imprinting Imprinting is the term used in psychology and ethnology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be imprinted onto the subject. Enculturation Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviours that are appropriate or necessary in that culture. The influences which as part of this process limit, direct or shape the individual, whether deliberately of not, include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture. Rote learning Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations. Informal learning Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going). It is learning from life, during a meal at table with parents, Play, exploring. Formal learning Formal learning is learning that takes place within a teacher-student relationship, such as in a school system. Non-formal learning Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops. Non-formal learning and combined approaches The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognize these different forms of learning. In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organizing, teaching, etc. In order to learn a skill, such as solving a Rubiks cube quickly, several factors come into play at once: Directions help one learn the patterns of solving a Rubiks cube Practicing the moves repeatedly and for extended time helps with muscle memory and therefore speed Thinking critically about moves helps find shortcuts, which in turn help to speed up future attempts. The Rubiks cubes six colors help anchor solving it within the head. Occasionally revisiting the cube helps prevent negative learning or loss of skill. LITERATURE REVIEW Interview data from marks, Schrader, and Levine (1999) revealed that paraedsucators perceived that their job responsibilities included: 1) Keeping students with disabilities from bothering general education classroom teachers. 2) Creating all modifications and adaptations for the child, and 3) Maintaining responsibility for all aspects of the childs education. These findings indicate that paraeducators perceived their duties to be actions that are not considered ethical (Heller, 1997): National joint committee on Learning Disabilities (NJCLD), 1999). Marks et al, reported corroboration of these perceived job duties by another group of paraeducators, but no observation were conducted and no comparison made to job description. French and Chopra (1999) conducted interviews with parents who reported that they believe inclusion without paraeducators is impossible. The parents cited reasons of health and safety, social and academic engagement in support of their assertion. Actually, these parents believe that paraeducators are more important than teachers to their childs inclusion. But parents also emphasized that paraeducators should stand back a little, too and to become invisible in a very calculated way (French and Chopra, 1999 p. 264). In Scotland, more than 4,400 classrooms were appointed between 2000 and 2001 in an effort to improve adult-to-student ratios. The program was federally funded and evaluated in three phases. All data sources verified that the amount of time students were engaged in active versus passive tasks increased as a result of the presence of the assistants, and that the presence of the assistants permitted teachers to improve the quality of their teaching time and to engage in more small group and individual work with students. Scottish teachers also reported that their expectation of students has increased because of the added support available to them. Students liked working with classroom assistants and appreciated the extra support. Student clearly distinguished between classroom assistants, whom they saw as helpers and teachers. This evaluation study did not disaggregate findings for special education students (Wilson et al 2002). Storey et al 1993, conducted a study using a multiple-probe across settings design to examine the effectiveness of a peer-mediated intervention conducted by classroom assistants on the social behaviour of socially withdrawn and socially skilled preschoolers in public school classrooms. Two socially skilled students were matched with one socially withdrawn student, and the group of three became the unit of study. The results demonstrated that all of the withdrawn preschoolers increased their social interactions with peers during the instructional triads studied. Social validation findings also indicated improvement in the students behaviour. Hall, McClannahan, and Krantz (1995) observed that paraeducators were reluctant to Step away from students in classroom interactions. Although they did not inquire as to the paraeducators beliefs about their roles, the researchers assumed that the paraeducators believed their primary role to be that of providing support and assistance juts as Marks, Schrader, and Levine later reported Hall et al, however, provided training for paraeducators on how to reduce the number of verbal and gestural prompts given to students and to use physical prompts were absolutely necessary. Observations subsequent to training revealed a significant reduction in the number of verbal and gestural prompts, indicating that the concepts the paraeducators had learned during training were being applied on the job. They then observed the amount of engagement and initiative on the part of students and found that both increased significantly. Young et al (1996) examined in elementary education classroom, each of whom as assigned a full-time paraeducators. Researchers assessed the on-task, in-seat, self-stimulatory and vocalization behaviours of the students as a function of paraeducators proximity, recording activities, and behaviours at 20-second intervals. They considered three conditions: Close proximity? Less than 2 feet away; More than 2 feet away; and Out of room. Teachers initiated contact with the target students occurred most often when the paraeducators was more than 2 feet away from students or when out of the room, but the teacher initiated contact with student less than 1% of the time when the paraeducators was closer than 2 feet away. This finding suggests that paraeducators proximity effectively reduced student opportunities to engage with the classroom teacher and could be used to support the argument that the presence of a paraeducators allows the argument that the presence of a paraeducators allows the classroom teacher to be relieved of responsibility for the child. At the same time, observations showed that the issue of gestures or cueing occurred less than 1% of the time a problem because all students had difficulty with verbal direction and needed cues and prompts. Nevertheless, students were on task, appropriate amount of time most often when working with a peer. Similar to the earlier conclusions of Storey, Smith and Strain (1993) regarding preschoolers, those authors concluded that the most appropriate role of the paraeducators working with elementary-aged children with autism is to facilitate peer interaction, and they did not recommend discontinuing the sue of paraeducators. Giangreco (1997) observed classrooms where students with significant needs were included and reported that dedicated paraeducators serving children one-to-one hovered over their charges, which limited opportunities for the students to benefit from the teachers instruction and interfered with social interactions among students. These findings were published in a widely read article that served as the wake-up-call for those who had rushed to provide every child with an individual dedicated paraeducators. At variance with these findings, Hill (2003) observed paraeducators working in classrooms where students with disabilities were included. Their observations focused on: 1) The activities in which the instructional assistant was involved; 2) Participants in the interactions; and 3) Whether the interaction occurred in or out of the classroom. Hill concluded that assistants facilitated inclusive practices by interacting more frequently with both exceptional and typical students together, rather than with the exceptional student alone, and that they spent significant time assisting in activities that did not include exceptional students. Hill also concluded that paraeducators promoted independence by limiting the amount of direct instruction they provided to exceptional students, so that students would attend to the classroom teacher for their instruction. Other reported benefits of employing paraeducators included improved student behaviour (Kotkin, 1998). In a series of well designed, quasi-experimental studies, Kotkin reported consistent improvements in the behaviour of boys with attention deficit hyperactivity disorder (1998). In one study, Kotkin (1998) tested the effects of social skills training versus the effects of combined social skills training and continued support a trained classroom aide. This study showed that the majority of students receiving the combined set of practices (Social skills training plus classroom aide) improved over the course of the year, whereas less than half of the students in the control group or the social-skills-only group improved (in terms of disruptive behaviour in class). Kotkin also examined the effects of social skills training and school-based token reinforcement components on response to provocation and frustration in aggressive boys. Repeated measures included direct observation of the boys participants role-plays of target skills, and teacher ratings. The data showed that boys receiving social skills training alone were able to perform in role-play but showed little improvement in natural settings. Token reinforcement improved the behaviour in boys prior to social skills training, but adding a trained classroom aide resulted in greater improvement. Moreover, the improved behaviour was maintained at follow-up (Kotkin, 1998). Werts et al (2001) considered the academic engagement of students with disabilities in general education classrooms. This quasi-experimental study examined those effects of paraeducators proximity to students. The findings showed that close proximity yielded higher levels of academic engagement, while greater paraeducators distance promoted social interaction. Others have noted positive student attitudes toward learning and school. For example, Mclntyre (1999) found that 9th and 10th grade students had improved attitudes and self-concept regarding math because of readily available assistance from a teaching assistant. The inference that may be drawn from these studies is that improved student achievements is related to the presence of paraeducators because improved student behaviour, positive attitudes toward subjects, and better self-concept are all known to be highly correlated with student achievement. Although none of the research on the impact of paraeducators on attitudinal factors, or on social or academic engagement factors compared the data to student-achievement data, one might extrapolate that increased student engagement and independence, as well as a higher adult-to-student ratio would be associated with increased academic achievement, given the ell-established findings about the positive effects of student engagement (Marzano , 2003) and small class size (Glass and Smith 1979): Shavelson and Towne, 2002). Yet, such extrapolation remains unconfirmed by empirical information. Harrington and Mitchelson (1986. 1987) interviewed teachers who worked with paraeducators. The teachers reported improved morale, reduce stress, and improved school-home-community relations. French and Chopra (1999), from interviews with parents similarly reported improved school home relations. The parents reported that paraeducators served as connectors between the schools and themselves and that the most frequent contact with the school came through the paraeducators. Parents spoke of many ways in which paraeducators connect their children and created connections between their children and teachers. Other reports describe paraeducators as a vital link to parents and the community, noting that they often live in low-income neighborhoods near their schools and are more familiar with their schools diverse enrollments (Chopra, 2002 and Jennings, 2000). Various anecdotal reports tell of paraeducators who assisted families in numerous ways. For example, in one case a family ran out of food stamps and had nor eaten and the paraeducators helped the family access a local food bank (Sack, 1999). At the conclusion of a study of school district policies regarding the employment of paraeducators, Policy Studies Associates (1997) reported to the U.S. Department of Education with recommendations that districts should tend to programmatic aspects of their school before deciding to invest in hiring or training paraprofessionals. Although this report did not recommend against employing paraeducators, the authors intent clearly was to focus on instruction that engages students in hard work and challenging curriculum. This perspective puts the role of paraeducators in a defined subordinate role to the program and asserts that measuring the effectiveness of paraeducators is of merit only if the program in which they work is sound. To date, only one of the reported attempts at measuring the effect of paraeducators on student achievement has considered the curricular and instructional program. Sam String-filed led a team of researchers in a complex study of paraeducators effectiveness funded by the American Federation of Teachers Schools were selected or participation only if they demonstrated high student achievement by students living in poverty and employed paraeducators in instructional roles. Therefore, the correlation between student achievement and paraeducators employment was the antecedent of the study. The research team found that effective programs generally included whole-school reforms and professional development involving the entire staff. The paraeducators held clear task assignments, both academic and managerial, and provided intensive instruction to children under the close direction of classroom teachers (AFT, 1999). In Scotland, a nationwide evaluation of a major initiative to put classroom assistants in every elementary classrooms in the country showed that, at the end of two academic years exceeded or met targeted levels. Researchers at the Scottish Council for Research in Education noted that job descriptions varied by district, and that supervision and training also varied considerably. They concluded that classroom assistants had an indirect impact on student achievement although they were unable to define the precise contribution the classroom assistants made to improving student achievement because multiple curricular initiatives had been implemented simultaneously (Wilson et al, 2002). Like the Scottish study and in contrast to the AFT study, the Tennessee STAR study attempted to answer the question of paraeducators effectiveness relative to student achievement but ignored the curricular and instructional program factors (Boyd-Zaharias and Pate-Bain, 1998). Moreover, Boyd-Zaharias and Pate-Bain (1998) reported that teachers provided no direction, that untrained paraeducators did whatever they wanted to do or only routine paperwork, and, significantly, that many teachers resented the paraeducators presence because the paraeducators employed during the study were political hires in an economy where jobs were precious. Those authors also noted that the teacher-with-aide and teacher-alone group were confounded by students moving between those classes during the experiment. In spite of flaws in the Tennessee study, groups with aides consistently performed slightly better than groups with teachers alone, but the differences were too small to show statistical significance (Institute for Educational Inquiry, 2000).further analysis of the Tennessee data showed a small improvement in reading scores for students who attended a class with a teacher aide for 2 or 3 years (Gerber et al 2001, pp. 123). Gerber et al admitted that other benefits that might be associated with employing paraeducators were not considered in the study. RESEARCH METHODS Research Setting The study was carried out in two primary schools in Lagos, Nigeria. Participants The sample was drawn randomly among the primary school students in Nigeria. Due to the limitation of time, only 20 participants were used for this study. 10 participants were selected from the public schools and 10 participants were also selected from the private schools. The rationale for this was to have 10 students that had been used to the modern teaching method and 10 students that were used to the traditional teaching method. The 10 students selected from the public schools were assumed to have been taught with traditional method of teaching while the 10 students chosen from private schools were assumed to have been taught with modern method of teaching. Research Instruments The researcher used 2 classrooms for this study. The first class used for the study was a classroom in a private primary school, where the classroom setting wore the look of modern classroom. And, the other classroom used was a classroom in a public primary school, where the classroom setting wore the look of the traditional classroom, where learning is individualistic

Graduation Speech: Mom and Dad, Your Babies Have Grown Up! :: Graduation Speech, Commencement Address

The year 2012 is as unique as our class that’s graduating within it. As the Class of 2012, we should be prepared to answer questions about the things that make us unique. Our children will revisit this historic year through their text books, their TV reruns and our own high school keepsakes which we have held on to over the years. With all this attention will come questions from our children, questions like: "Hey dad, what’s an email?" Or, "What's Facebook?" As our yearbooks are taken from our shelves and our photo albums are cracked open once again, our kids will certainly be curious to ask: — Hey dad, was your hair blond all through high school? As our kids rummage through our old boxes of high school stuff there will be questions like: — Weren’t you supposed to return this library book? It looks like you haven’t even cracked the cover." Or, — Where did these 10 parking tickets come from? I thought there was a parking lot at County High." The year 2012 has been anticipated since 1997, when our mothers and fathers looked at us as newborns and said, "Hey, our baby is going to graduate in the year 2012." Well, Mom and Dad, your babies have grown up! This is a special date and an exciting time of our lives, and as we move into this next stage let us never forget the experiences that we have had. I encourage everyone to appreciate not only the uniqueness of our generation but the uniqueness of others. As we go our separate ways, embrace diversity, meet new people, and listen to different perspectives.

New Consumer Products :: GCSE Business Marketing Coursework

New Consumer Products Every day companies compete by inventing by inventing a new product. Some of these things are very useful and we don’t know how we would live without them. Many of these products don’t have much impact on society and fade out throughout the years. Most of us can think of many examples such as: Crystal Pepsi, slap bracelets, pogs, and backpack purses. As we look back at the products invented in the last 25 years, we wonder what type of new products we will invented in the next 25 years. Of all the new consumer products invented every year, many succeed and many fail, but it’s great looking in from the outside on the new ideas for our future. Who comes up with these ideas! I remember in the late eighties someone invented a torture tool for women, the more I think about it I’m sure a man invented it. It was made for hair removal; I guess you could use it anywhere on the body with hair. It was a mechanical device that yanked hairs from the roots and this supposedly prevented the hair from growing back as fast. Well, I’m here to tell you this thing was a painful mistake in the inventors’ world. Just five seconds of using this mechanism (and a lot of pain) I decided I would let my legs get as hairy as I could stand. I didn’t need the pain of this root-pulling tool. Needless to say, I wasn’t the only consumer with this opinion; this product took a nosedive into history. This didn’t stop companies; every few months there was a new â€Å"tool† for fast, effective hair removal. Of course, none of these have worked so far. To this day the companies are still trying to promot e these products. The companies that gave up the hair removal products started the evolution of pore cleansing strips. Little strips of gluey paper you wet and press on your face. This supposedly removes dirt and oil from the pores in your face. One company put these in stores, and now every company that sells make-up or facial cleansing products has their own version. Thos invention won’t last long because many consumers have realized tape is a faster, cheaper and more effective. While this isn’t painful like the torturous hair removal creation it’s just another product the world can live without.

Film Versus Theatre Presentations of William Shakespeares Much Ado Abo

Film Versus Theatre Presentations of William Shakespeare's Much Ado About Nothing Shakespeare's comedy Much Ado About Nothing is a witty play that is interpreted in many different ways for many different audiences. Branaugh's movie rendition, compared to the Shenandoah Shakespeare Company's play, have many separately emphasized points. If we look at elements such as use of space, costuming, and love relationships we find that Kenneth Branaugh emphasizes the separation of the military from the domestic which eventually heads down to the separation of men and women, while in the stage production, the director emphasizes the relationship and friendship between Claudio, Benedict, and Don Pedro. In Branaugh's movie version of Much Ado About Nothing there is much emphasis placed visually upon the military and the domestic atmosphere. From the beginning of Branaugh's interpretation the clear distinction between the two groups is visually portrayed. The movie begins with Emma Thompson, Beatrice, reading aloud to her friends and family in a relaxed laid back setting. The first domestic scenes lay out the tranquility of Leonato's home compared to the rough and public military scenes. The first military scene shows Don Pedro and his comrades riding up to Leonato's house. The scene is visually pleasing with the soldiers striding up to the house on horses with their arms raised in the air in slow motion. A strong sense of military valor is established through the soldier's actions, and the movie has already established a sense of military and domestic space, which the play did not capture. The Shenandoah Shakespeare Company's version of the play began very differently. There was no domestic or military atmosphere at all and the ... ...oin the domestic group, but Don Pedro and Don John are not as faded out. Don Pedro is present in the end, however, he is not a main part of the action. All of the characters were present most of the time either sitting on stage or standing which made the two groups seem not as separate as in Branaugh's movie. Branaugh and the company director both made many choices, which influenced their performances. I enjoyed the movie more the play because it was not only full of funny lines and puns, but the actors and the setting were amazing. They movie seemed to flow more for me and I enjoyed being able to see the characters in a serene setting without having to visualize it all. Shakespeare's play Much Ado About Nothing can be interpreted, acted, read, and visualized in different ways, but I thought that Kenneth Branaugh brought together an amazing cast and performance.

Argumentative Essay on Gay Marriage Essay

Marriage is the ceremonial binding of two people, male and female, into one couple. Historically, marriage has been the institution when a man and a woman join together with the promise of love, devotion, to always stay together, to be there for each other, to take care of one another and to start a family together. Biblically, marriage has been all the aspects above, but including honoring, loving and growing closer to God and raising their family in ways that the Lord would have them, by abiding to the Word of God. Now days the traditional view of marriage is being changed by gay and lesbian couples demanding the same right to love, honor and cherish each other. This argumentative essay on gay marriage will explore both sides on the debate of gay and lesbian marriages. Historically, marriage was seen as a religious and civil union that brought together a man and woman for the purpose of joining family and to live the rest of their lives together. Biblical marriage was seen with the same purposes but including God in their marriage and to honor and obey the laws of marriage in His Word. Love may have been a big part of choosing a mate, or asking the person to marry you, but not the only factor. For Christians, we would not choose a mate; neither friends, nor family nor parents, but the Lord would choose â€Å"the one† for us. If you choose a mate, you would choose one that you could live with the rest of your life, who could put up with you and your shenanigans and vice-versa, who may have a lot in common or may not and so forth. Over time society has came to believe that love is the only reason to marry. No longer is marriage a union that is based on the future together forever and for starting a family, but just for enjoyment and emotional satisfaction. If it were to go wrong, or you just stopped loving that person, you could always back out and find another person to love. With these shifts in why to marry, what we have come to expect from marriage has also changed. Modern American society has changed its view of marriage. Society sees marriage as an institution whose purpose is to provide emotional satisfaction to the person concerned, and whose terms are negotia ble and revocable. Marriage, traditionally limited to unions between men and woman, in its modern state is slowly beginning to include the idea of same sex  couples. When love becomes the primary driving force to marry not the need to set up your own family then marriage can be open to any forms of partnerships. God institutes marriage in the Bible in Genesis chapter 2 verse 18, â€Å"And the Lord God said, It is not good that the man should be alone.† The Word of God states that a man and woman be married in verse 24 of chapter 2, â€Å"Therefore shall a man leave his father and mother, and shall cleave unto his wife: and they shall be one flesh.† Not a man and another man or a woman and another woman, but one man and one woman would leave their families to start a new one together, by marriage. God didn’t create Adam and Steve, but Adam and Eve! The book of Leviticus gives God’s rules to us for everyone, everywhere for all time, here on earth. Leviticus 18:22 â€Å"Thou shalt not lie with mankind, as with womankind: it is abomination.† Leviticus 20:13 â€Å"If a man also lie with mankind, as he lieth with a woman, both of them have committed an abomination: â€Å" God commanded that homosexuality is wrong, gay and lesbian marriage alike. It is an abomination is His sight. Romans 1:26b â€Å"for even their women did change the natural use into that which is against nature:† Romans 1:27 â€Å"And likewise also the men, leaving the natural use of the woman, burned in their lust one toward another; men with men†. It is not natural for man to like another man and want to be with him. It is the same with woman! As stated in the above paragraph, God created woman to be a help meet for men. Adam was lonely in the garden, so God created a woman from him! He didn’t create another man to be with Adam, but a woman. If homosexuality is an abomination unto the Lord, then certainly gay marriage is wrong in G od’s eyes too! Marriage, between a man and a woman, husband and wife, is to be enjoyable, pleasurable, romantic, long-lasting and holy in God’s sight! God made men and women to live with, walk with, speak with, love, to be together and enjoy life together, not the other way. I believe in the way I was reared and taught, I believe in God’s holy, infallible, inspired and preserved Word, I believe in Biblical marriage – do you?

Oedipus complex in “Sons and lovers” by D.H. Lawrence Essay

ABSTRACT _This paper discusses about â€Å"Oedipus complex in the life of the main character as reflected in D.H. Lawrence sons and lovers: a psychological approach. The objectives of the study are to explain Oedipus complex in the life of the main character of Lawrence Sons and Lovers observed psychologically._ _This research is categorized into a library research because all sources are taken from libraries. The subject of the research is novel entitled Sons and Lovers by D.H Lawrence. The object of the research about revenges in the novel._ _Some of the important research findings are stated as follows: the first is the character and characterization of the main character. The second is the theory abnormal behavior that caused Oedipus complex in family. The third is the effects caused abnormal behavior or Oedipus complex. Then, there some moral values can be taken from the novel._ _KEYWORDS: OEDIPUS COMPLEX, CHARACTER, PSYCHOLOGICAL APPROACH._ CHAPTER I In this chapter, as the introduction, the researcher presents the background of the study, identification of the problem, limitation of the problem, formulation of the problems, objective of the study, significance of the study, and presentation of the thesis. BACKGROUND OF THE STUDY In a family, there are relationship between the members of family such as relationship between parents and their son and daughter. Normally the relation among the members of family is based on love without respect anything although there are gender differences among the members of family causing some factor not rare in a family exist abnormal relationship or deviant relation among mother-son or father-daughter. For example in Indonesia legend there are story tells about deviant relationship among son and mother, where the son (Sangkuriang) wants to married his own mother cause by his interest the parents of the opposite sex. Besides that he also kills his own father as the result of his deviation relationship with his own mother. According to Freud the interested child toward parent of the opposite gender is called Oedipus complex. Oedipus complex is a concept within psychoanalytic theory referring to a stage of psychosexual development where child of either gender regards the parent of the same gender as an adversary, and competitor, for the exclusive love of the parents of the opposite gender. Sons and Lovers is an interesting novel besides this novel also best seller. This novel had written in 1913 and first published, in 1913 by Wordsworth Classics Edition Limited. The story of the novel tells about the deviation relationship between Gertrude Morel and Paul Morel (mother and son), besides that the novel tells about conflict that happened in a family, death of spouse, love affair between Paul morel with two different girls who had become his girlfriends although they cannot replace Paul’s mother position in Paul’s heart. IDENTIFICATION OF THE PROBLEM Based on the novel, there are some problems that can be identified in novel _sons and lovers_ written by D.H. Lawrence, there are: Paul morel characterization as the main character in the novel psychologically The moral value that can be taken from the novel _sons and lovers_ LIMITATION OF THE PROBLEM There are may problems in _sons and lovers by_ D.H. Lawrence, but the researcher is only focus on the feeling of love expressed by main character in the novel _sons and lovers._ FORMULATION OF THE PROBLEM The researcher formulates the problem systematically in the sentences below: What are the characterizations of the main character in the novel _sons and lovers_ written by D.H. Lawrence What are the moral value found in the novel OBJECTIVE OF THE PROBLEM Referring to the formulation of the problem, the objectives of the study are: To describe the characterizations of the main character in the novel _sons and lovers_ written by D.H. Lawrence To describe the moral values found in the novel SIGNIFICANCE OF THE STUDY It is hoped that the result of the study will provide the following significant contributions: To researcher of this research; it will give experiences on the way of analyzing a novel To provide the student of English department of Ahmad Dahlan University To help the students who want to know more about literary works written by D.H Lawrence PRESENTATION OF THE THESIS The study is divided into five chapters. The first chapter consist of background of the study, identification of the problem, limitation of the problem, formulation of the problems, objective of the study, significance of the study, and presentation of the thesis. The second chapter is theoretical framework. The third chapter is about the method of the research. The fourth chapter is discussion. The fifth chapter is conclusion and suggestion. CHAPTER II THEORITICAL FRAMEWORK This chapter is divided into six items. They include biography of the author, Character and characterization, theory of the psychological approach, theory of abnormal behavior, theory of Oedipus Complex, and moral value. BIOGRAPHY OF THE AUTHOR David Herbert Lawrence (11 September 1885 – 2 March 1930) was an English novelist, poet, playwright, essayist, literary critic and painter who published as D. H. Lawrence. His collected works represent an extended reflection upon the dehumanising effects of modernity and industrialisation. In them, Lawrence confronts issues relating to emotional health and vitality, spontaneity, and instinct. Lawrence’s opinions earned him many enemies and he endured official persecution, censorship, and misrepresentation of his creative work  throughout the second half of his life, much of which he spent in a voluntary exile which he called his â€Å"savage pilgrimage.† At the time of his death, his public reputation was that of a pornographer who had wasted his considerable talents. E. M. Forster, in an obituary notice, challenged this widely held view, describing him as, â€Å"The greatest imaginative novelist of our generation.† Later, the influential Cambridge critic F. R. Leavis championed both his artistic integrity and his moral seriousness, placing much of Lawrence’s fiction within the canonical â€Å"great tradition† of the English novel. Lawrence is now valued by many as a visionary thinker and significant representative of modernism in English literature. CHARACTER AND CHARACTERIZATION THEORY OF CHARACTER Character is the most important part in a story to recognize individual and figure that involved in the story, for it gives both mental and physical feature of individuals of figure (Sujiman, 1992:16). In literary work character can divided into two groups, major and minor character. The major character can further be analyzed into three groups (1) the protagonist, the very central or hero, (2) the antagonist or the enemy (the challenger) of the protagonist, and (3) the companion(s) or the supporter of the protagonist (Subhan, 2002:8). The Protagonist Protagonist is the character which is the very central and crucial character or the leading actor (actress). He or she usually the hero or the heroine that play an important role in the story, all the settings of the relationship will be connected with him or her, his or her frequent appearance in the story, the protagonist appears from beginning of the story until the story, the title of the novel simply represent the name of the protagonist. The Antagonist Antagonist in the novel usually refers to the enemy of the protagonist or the challenger of the protagonist. The companion of the protagonist may function as the lover of the protagonist. In other words, the companion of the protagonist also plays an important role in the story (Subhan, 2002:11-12) THEORY OF CHARACTERIZATION Characterization is one of the elements which develop the work from inside the novel. This element is needed in competition a literary work. Though the characterization, the reader can understand about the individual character whose life is being told by the author. Nurgiyantoro (2002:165) defines characteristic and attitudes of the character life what is interpreted by the reader’s characterization denotes the personality quality. Moreover, based on characterization Subhan (2003) in his book a Guide to Literary Criticism divided characterization in the novel into two groups, namely flat character and round character. Flat character is the character that has unchanging characterization from the beginning to the end of the story. Round character is just the one, which undergoes changes in the characterization in the course of the story (in the beginning the character is good but in the middle or in the end he/she bad, or the beginning he/she bad but in the middle or in the end he/she become good. THEORY OF PSYCHOLOGICAL APPROACH According to Rohberger and Woods both literature and psychology discusses people and human lives. Although, sometimes they have different point of view, literature discusses man and his life, which the writer expresses through language in the works of literature. Psychology is a study of man’s life, together with his mind and behavior (1971:16-17). Further, Rohberger and Woods said that this approach brings us to analyze the novel from the  psychological point of view of human being (1971:13). Guerin says that psychological approach is an excellent tool that is most commonly used as an interpretive tool by modern critics to sow by examples how the reader may apply this mode of interpretation to enhance his understanding and appreciation of literature (1979:13). THEORY OF ABNORMAL BEHAVIOR David sue, Derald Sue and Stanley Sue defines abnormal behavior in their book _Understanding Abnormal Behavior,_ as â€Å"behavior that departs from some norm and is detrimental to the affected individual or to others† (1986:15). Colemen said that the causes of abnormal behavior are divided into two: faulty development and severe stress (1972:135). He also said that the people often find the problems in their life caused by their past life or the experiences they had in the past. For instance, somebody may get difficulty in building a happy marriage because of the hurt he experienced in childhood when his parents did not have happy marriage. In addition according to Sue (1986:37), there are two models of abnormal behavior. They are biogenic and psychogenic models. Biogenic model is a physically cripple. They have a trouble in physical appearance. While there are two major distinguished features of psychogenic models. First, the adult’s disorder is caused by the traumas or anxiety that is experienced by the people during their childhood. Second, the anxieties that happen in childhood operate unconsciously which means that they are repressed through mental defense mechanism. This condition makes people show symptoms which they unable to understand. Supranatiknya in _Mengenal Prilaku Abnormal_ (1995:27-31) add the causative factors in abnormal behavior, namely the psychological and the socio cultural factors. Psychological factors There are five factors that caused of abnormal behavior, first, traumatic experience in the childhood, psychological traumatic leaves scars in a child’s until she or he grows up. When nobody cares about this, the child always remembers it and it will disturb his or her life. Second, psychological trauma is the experience that destroys the sense of security, sense of ability, pride and it will be hard to recover from trauma. Third, parental deprivation, lacks of love from the parents, the parents do not provide the children with love and enough attention in their lives. They do not give them emotional stimulus. Forth, pathogenic relationship between and their parents. It creates a lot of problems and hindrances in their lives, for example, rejections, overprotection, unrealistic demands, over permissive, actions, and pampering action, wrong disciplines, lack of communications and irrational communication and wrong patterns from the parents. The last is pathogenic structure from parents. Family structure can determine the variety of communication among the members. A certain family structure makes an unhealthy communication patterns, and it will influence the emergence of hindrances of the members. Socio cultural Abnormal behavior deviation can cause of socio cultural. For the example, first, war condition. Second, people have to take a kind of duty that enforces him to it, for instance he has to kill somebody in war condition, or to be involved a violent situation. Third, people become the victims in the discrimination based on certain groups or political affiliation. Forth, economics recession and unemployment. THEORY OF OEDIPUS COMPLEX Frudian term about Oedipus complex is drawn from the myth of Oedipus, designating attraction on the part of the child toward the parent of the opposite sex and rivalry and hostility toward the parents of its own. It occurs during the phallic stage of the psycho-sexual development of personality; approximately year’s three to five. Resolution of the Oedipus  complex is believed to occur by identification with the parent of the same sex and by the renunciation of sexual interest in the parent of the opposite sex. Freud considered this complex the cornerstone of the superego and the nucleus of all human relationship. Freud in (Nye, 1986:412) points out that â€Å"the most important event during the first five years of life occurs during the phallic stage: the Oedipus complex, because during this stage, the genital organs begins to take considerable importance†. According to Sue (1986:50) during this stage, the incestuous felling for the opposite-sex parent becomes very strong. Frued via Nye (1986:421) argues that his complex is a natural aspect of childhood. It can happen in both sexes. Boys develop a sexual attraction to the mother and want to possesses her and displace the father. It is also happen to the girls. Furthermore, Wolm (1968:72) said that the fear of castration forces the boy to abandon his or her incestuous desire for his mother. The passive attitude conceals an increased fear of and hatred for the father. This resentment toward the father often develops into defiant attitudes against all men authority. The affection for the mother often turns into a dependence relationship, into a passive need to be loved. Over attachment to the mother is feminine component, partial identification with the mother-lay lead, in turn, to a submissive toward women in the future. Oedipus complex that faced by Paul Morel is in a kind of his love toward his own mother. Mrs. Morel is a wonderful figure for Paul. She love all of her children, she spoil them all, especially Paul. Paul relationship with his mother is colored with love and attachment between them. The relationship is not only a relationship between mother and son. They have intimated relationship. Paul attachment to his mother started from his early life and continues on his later life. His live to his mother becomes bigger and stronger. They usually have together in journey like loves. Paul’s love towards his mother has developed since he always finds  peacefulness every time he closes to her. Facing the hard conditions of his family in his daily life, Paul wants to find something different that can make him comfortable. Paul can find what he wants from his mother. Paul never dares hurt his mother; his love is big for her. He considers that there is no deepest love that will give to anybody except his other. â€Å"The deepest of his love belonged to his mother. When he felt he had hurt, or wounded his love for her could not bear it† (p.255) For love to his mother, Paul will satisfy if he can do everything that his mother wants from him. It is a way of Paul to express his love and devotion to his mother. Paul love towards his mother can be included as a form of abnormal behavior which is called Oedipus complex in boys. According to Freud (1986), abnormal behavior a boy develops a sexual attraction to the mother wants to possess her and displaces the father. Furthermore, he says that originally, both boy and girl love their father since he can fulfill their needs. This felling does not persist in Paul morel, he tends to prefer his mother and avoid his father, and he has limited interaction with his father because Mr. Morel is cruel in his family. Besides that he also often builds the feel or horror for his children. Paul had bad experiences with his father. He often sees his father hurting his mother. Paul hates because of the misery that his father brings in his family. Therefore, Paul prefers his mother to share his private stories of his day and his mother shares her feeling to him. The warmth that he receives from his mother makes Paul more loving his mother. There is no other woman can enter his private live, his love to is mother is not disturbed. It is one form of Oedipus complex that faced by Paul morel. He even declares to his other that there is no right woman for him except his mother. He acclaims himself to a man of his mother and she is a girl, and they belong each other. He sees himself stuck close to his mother,  similar to a man stuck close to his lovers. The effects of abnormal devotion of Oedipus complex Paul morel faced is he feels that his mother’s love is a burden that makes him unable to love another woman. When Paul grows to be an adult, he wants to finds a woman for his life, but his mother interferes in his life relation with the women. He is conscious about his inability to express his love to woman he loves. He afraid that the woman he loves is not the â€Å"right† one for him. He cannot love any women under his mother’s shadow. The other effects of Oedipus complex that faced by Paul morel is Paul become depend on his mother. His dependence grows stronger as seen when his mother dies. Paul spontaneously feels as if he loses his world. He is desperate and frustrated because he loses someone he depends on every much. He is not sure to continue his life without his mother accompanying him. Losing his mother means everything to Paul. There is no longer a place to lie down, to share his story, and to love. He loses the tender touch. He always got during his mother’s life. He considers that his mother the only one who could handle his life. Besides all of the effects of Oedipus complex toward Paul morel stated above, he also growing up as a traumatic man. Paul does not want to get married; he does not have a desire to get married. Even though his mother supports him to get married he still does not want to get married. It causes by his love to his mother. He does not want to leave his mother alone. He wants to accompany her during her whole life. MORAL VALUES After having analyzed the novel carefully there is several points that writer take as moral values. Firstly, Mr. Morel bad attitude toward his family is was bringing bad effect toward his children it make his children hate him so much. Actually as a father Mr. Morel must be a good example for his children not the bad one because it is not good for his children development. Secondly, Mrs. Morel over love, protection and affection toward Paul also bring great effect to Paul personality development he become depend, introvert, and sensitive. The above points show that Paul parents have bad influences in his Oedipus complex. Paul’s father cannot do his role as a father for his children, especially to Paul. Paul’s mother does no her role as a mother in great capacity that then too much for Paul. Paul develops abnormally because of the imbalance of parent’s role. Paul cannot grow up as well as the other children of a normally family who have good parents. So the moral values that can be taken from the novel are parents in play their role toward their child must be in balance portion both of father or mother. It tended to make the development of the children in a normal condition did not have abnormal deviation. CHAPTER III RESEARCH METHOD This chapter is about type of research, subject and object of the study, data collecting method and data analyzing method. TYPE OF RESEARCH This research belongs to the library research because the sources of this research are from libraries. The sources of this research are classified into two parts, namely; main source and supporting sources. The main sources of this research is the novel _sons and lovers by_ D.H. Lawrence. While the supporting sources of this research are many references supporting the main source, such as; books on literature and psychology, journals, and articles from the internet sites. SUBJECT AND OBJECT OF THE STUDY The subject of the study is the novel _sons and lovers by_ D.H. Lawrence that published in in 1913, it consist of 423 pages. The object of this study is love of the main character as a son reflected in _sons and lovers by_ D.H. Lawrence. DATA COLLECTING METHOD Data collecting method used in this research is the library study method. The researcher goes to the library and read some books that have relation to the theme of the research. After finding the sources and read them the researcher makes any necessary notes that are used to support the research. After making a notes, the researcher categorizes the data and make it ready to be analyzed further. DATA ANALYZING METHOD Data Analyzing method of this research is qualitative research. This method is started by statement, quotation, or described by explanation. It is used to give clear description about the study qualitative by choosing, considering, defining, and arranging the fixed data. CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter discusses the research findings and discussion of the novel â€Å"_sons and lovers†._ In this chapter, the researcher presents about three points; the synopsys of novel, the characterization of the main characters, and moral values taken from the novel. The synopsis of Novel Mrs. Morel is a wonderful figure for Paul. She love all of her children, she spoil them all, especially Paul. Paul relationship with his mother is  colored with love and attachment between them. The relationship is not only a relationship between mother and son. They have intimated relationship. Paul attachment to his mother started from his early life and continues on his later life. His live to his mother becomes bigger and stronger. They usually have together in journey like loves. Paul’s love towards his mother has developed since he always finds peacefulness every time he closes to her. Facing the hard conditions of his family in his daily life, Paul wants to find something different that can make him comfortable. Paul can find what he wants from his mother. Paul never dares hurt his mother; his love is big for her. He considers that there is no deepest love that will give to anybody except his other. â€Å"The deepest of his love belonged to his mother. When he felt he had hurt, or wounded his love for her could not bear it† (p.255) For love to his mother, Paul will satisfy if he can do everything that his mother wants from him. It is a way of Paul to express his love and devotion to his mother. Paul love towards his mother can be included as a form of abnormal behavior which is called Oedipus complex in boys. According to Freud (1986), abnormal behavior a boy develops a sexual attraction to the mother wants to possess her and displaces the father. Furthermore, he says that originally, both boy and girl love their father since he can fulfill their needs. This felling does not persist in Paul morel, he tends to prefer his mother and avoid his father, and he has limited interaction with his father because Mr. Morel is cruel in his family. Besides that he also often builds the feel or horror for his children. Paul had bad experiences with his father. He often sees his father hurting his mother. Paul hates because of the misery that his father brings in his family. Therefore, Paul prefers his mother to share his private stories of his day and his mother shares her feeling to him. The warmth that he receives from his mother makes Paul more loving his mother. There is no other woman can enter his private live, his love to is mother is not disturbed. It is one form of Oedipus complex that faced by Paul morel. He even declares to his other that there is no right woman for him except his mother. He acclaims  himself to a man of his mother and she is a girl, and they belong each other. He sees himself stuck close to his mother, similar to a man stuck close to his lovers. The effects of abnormal devotion of Oedipus complex Paul morel faced is he feels that his mother’s love is a burden that makes him unable to love another woman. When Paul grows to be an adult, he wants to finds a woman for his life, but his mother interferes in his life relation with the women. He is conscious about his inability to express his love to woman he loves. He afraid that the woman he loves is not the â€Å"right† one for him. He cannot love any women under his mother’s shadow. The other effects of Oedipus complex that faced by Paul morel is Paul become depend on his mother. His dependence grows stronger as seen when his mother dies. Paul spontaneously feels as if he loses his world. He is desperate and frustrated because he loses someone he depends on every much. He is not sure to continue his life without his mother accompanying him. Losing his mother means everything to Paul. There is no longer a place to lie down, to share his story, and to love. He loses the tender touch. He always got during his mother’s life. He considers that his mother the only one who could handle his life. Besides all of the effects of Oedipus complex toward Paul morel stated above, he also growing up as a traumatic man. Paul does not want to get married; he does not have a desire to get married. Even though his mother supports him to get married he still does not want to get married. It causes by his love to his mother. He does not want to leave his mother alone. He wants to accompany her during her whole life. CHARACTERIZATION OF THE MAIN CHARACTERS Character is the most important part in a story to recognize individual and figure that involved in the story, for it gives both mental and physical feature of individuals of figure (Sujiman, 1992:16). Protagonist is the character which is the very central and crucial character  or the leading actor (actress). He or she usually the hero or the heroine that play an important role in the story, all the settings of the relationship will be connected with him or her, his or her frequent appearance in the story, the protagonist appears from beginning of the story until the story, the title of the novel simply represent the name of the protagonist. Paul is the protagonist of the novel, and we follow his life from infancy to his early twenties. He is good looking, romantic, work hard, and unceasingly devoted to his mother. They are inseparable; he confides everything in her, works and paints to please her, and nurses her as she dies. Paul has ultimately unsuccessful romances with Miriam Leiver and Clara Dawes, always alternating between great love and hatred for each of them. His relationship fails with Miriam because she is too sacrificial and virginal to claim him as hers, whereas it fails with Clara because, it seems, she has never given up on her estranged husband. However, the major reason behind Paul’s break-ups is the long shadow of his mother; no woman can ever equal her in his eyes, and he can never free himself from her possession. After analyzing this novel, the researcher finds some characterization of the main character. They are: GOOD LOOKING Paul is a young man whose physical appearance is handsome. See quotation below: â€Å"Paul made no answer, but passed listlessly in front of his picture and turned towards it. A look joy came into his eyes, as if he had recognized himself for the first time† (Ch II.P.40) ROMANTIC Paul is a romantic person. When he met Clara at the theatre at the first time, he fell in love to her and describe as a beautiful girl. It can be seen in this statement: â€Å"imagine a girl, hardly seventeen years of age, with a little flowerlike face, lips that were like the petals of a rose. She was the loveliest thing I had ever seen† (CH III, P.50) WORK HARD Paul was always work hard to achieve what he wanted. He gave everything he had, his ability, his time to do. It can be seen in this statement: â€Å"I take my half of our final list back to my desk, and I’m about to do a job† CH I, P.15) MORAL VALUES OF THE NOVEL After having analyzed the novel carefully there is several points that writer take as moral values. Firstly, Mr. Morel bad attitude toward his family is was bringing bad effect toward his children it make his children hate him so much. Actually as a father Mr. Morel must be a good example for his children not the bad one because it is not good for his children development. Secondly, Mrs. Morel over love, protection and affection toward Paul also bring great effect to Paul personality development he become depend, introvert, and sensitive. BIBLIOGRAPHY Guerin. 1979. _An introduction Guide to Literature_. New York: Longman. Hornby, A.S. 1985. _Oxford Advanced Learner’s Dictionary of Current English_. Great Britain. Oxford University Press. Lawrence, David Herbert. 1993. _Sons and Lovers_. London: reprint in wordsworth classic published. Nye, Robert D. 1986. Three _Psycologies: Perspective from Freud, skinner and Rogers._ California: Brooks/cole Publishing Company. Nurgiyantoro, Burhan. 2002. _Teori Pengkajian Fiksi_. Yogyakarta: Gajah Mada Press. Rohberger, Mary, and Samuel h. woods, Jr. 1971_. Reading and Writing about Literary_. New York: Random House. Subhan, Bustami. 2002. _Literary Criticism Book One_. Yogyakarta: LPPDMF. _____________ 2003_. A Guide to Literary Criticism._ Yogyakarta: LPPDMF. Sue, David, Derald, Stanley. 1986. _Understanding Abnormal Behavior_. New York: Random House Inc. Sujiman, Panuti. 1992. _Memahami Cerita Rekaan_.bandung: Dunia Pustaka Jaya. Supraktiknya. 1995. Mengenal Perilaku Abnormal. Yogyakarta: Kanisius. CONCLUSION. Based on the analysis from _Sons And Lovers_ by D.H Lawrence, it can be concluded that, first, cause of the onset of Oedipus complex is preceded by a relationship of harmony in the household Mr. Morel and his wife. Disharmony is mainly due to domestic economic problems and habits of husbands who like to consume liquor. Under these conditions the wife turned their concern to his son, the William and Paul. The Oedipus complex which was one of the crucial themes prevalent throughout the novel was particularly evident through the form of dialogue. As Paul talks more to his mother and the readers witness his stream of consciousness one begins to notice the usual lustful and romantic feelings he has for his mother. This  fact is compounded by his resentment and hatred of his father. Therefore, D.H Lawrence strategizes his plot and character development in such a way as to advance the thematic elements he wishes to presume within the novel. He cleverly engages the reader through the use of these literary techniques to recognize the motifs and themes being portrayed and an element of imagery is created in the same token.