Impact Of Globalization On Sustainable Development Politics Essay

Impact Of Globalization On Sustainable Development Politics Essay Globalization as a much analyzed process seems to have become increasingly more attention to political and economic specialists every currently giving them different meanings. According to some analysts  [1]  , globalization is merely an illusion that merely sniffing the existence of nation states and the importance of minimizing them. For others, especially the means by which strategy and policy to follow is to obtain and annihilation of new markets, globalization reflect any reduction of existing barriers in the way of their expansion. Presenting and analyzing the expression of a transnational phenomenon is perpetuated see how globalization occurs. Corporations have come to power even a state, some significant performance far exceeding their GDP. Resources of developing states are swallowed by these corporations, nations are impoverished every day whether its own resources, human, material, energy or otherwise. Arise in strategic geographical areas, where there is significant potential advantageous in terms of available resources and activities, not least to use as a cheap labor and it can be as close as the performance they hold in the country of origin. For example, environmental protection regulations are more stringent in the country of origin than in countries where they have implanted the new subsidiaries, and their policies in this area are designed to change the situation. Globalization is perceived as the less developed not represent no advantage but rather a loss for them. There are differences in the societies of such countries, where the polarity is looming gap that exists between people very rich and very poor people, middle class is nonexistent. An objective examination of the globalization process, confirms that the economic benefits tend more towards developed countries and the major economic powers, transnational corporations which find their origin. As world financial mechanism operates through its institutions IMF, World Bank, World Trade Organization favors dominated by major economic powers in the overwhelming proportion of the developed countries involved in granting loans, the implementation of foreign direct investment, institutions, transnational companies and state lending obtain higher profits. Globalization is an irreversible reality and any country that thoroughly prepares its future is urged to interfere with it. JE Stiglitz says as globalization as it unfolds today is beneficial for many of the poor world. It is beneficial to the environment. It is beneficial to the stability of world economy. The transition from communism to a market economy was so bad that, excluding China, Vietnam and several Eastern European countries, poverty has grown and incomes have declined drastically.  [2]   Perspective on global society Globalization appears to be the structuring of the global society, several characteristics of: a) as a form of modernity is likely post-national global company, b) processes aimed at developments over after failure of international processes, the Internationals of all colors to institutional arrangements for intergovernmental cooperation; c) has the consistency of a constructivist process, institutional architecture, based on the rules of the game no conflict (nonviolent), and calculated risk post yielding criteria, human and ecological systems and post-industrial creative post corporatist d) is capitalist process (in the classical sense and historical), innovative in terms of resources (knowledge added value mainly), with non-market wealth gain (solve the problem 20 versus 80 percent, including by means ethicist) is Diversity matching process unit. These characteristics are the result of realizing an effective principle of competition, the essential aspect of all is contestable, there is not definitive, hierarchies are dynamic, entrances and exits are truly liberated. Based on the principle of open competition and always repeated, globalization comes with a new order in which it is trying to not be possible in the history of old neuroses. From this standpoint, globalization is a second modernity the world  [3]  , triggered by the industrial revolutions and national cleavages that have brought the relationship inter (national) and intra (office), or international enmity and conflict as class struggle including social conflicts of post-industrial era.  [4]   As Professor Dinu Marin said globalization is perceived as inadequate in two ways: a) as a new concept that boost continuity of control of variables of general and b) as a solution to congestion expected understanding of the limitations of access to power in the international system. In the first version of globalization is accredited as a formula that preserves the world configuration, while the second version is designed to perpetuate top-down functions of the international system. If there were statistically consistent cover an area of preference, the two ways of loading the concept of globalization should be simple speculation. Academia alignments are also connected to these visions  [5]  . Before the national economy was determined by the interplay of processes that were taking place especially in the member nations, the global economy today is specific to the period in which national economies are decomposed and then rearticulate within a system of transactions and processes that operate directly internationally. It emphasizes qualitative leap compared with the previous stages: nation states, governments also lose their ability to influence developments in national economies, instead of succumbing to regional entities, which are points of support in multinational network. Globalization of economic activity proposed benefits arising from differences between the countries of the world, differences that forms the source of profits. To exploit these advantages, the geographic mobility of firms has increased, representing an aspect of production relocation contemporary realities. Economic globalization will be formally completed when the goods, services, capital and labor will flow freely, and governments and local authorities in any country will treat firms equally, irrespective of nationality or origin. The process will end when the differences between the countries of the world will not be generating sufficient benefits to allow for some profit. In the process of globalization, they play a secondary role and the other dimensions such as culture, environment, society and politics that are seen in their likeness can be seen that they can not be clearly demarcated from each other. Global environmental problems can not be studied in isolation nor the size of economy size or political. The global network among the actors and at the thematic areas is one of the features of globalization. There are issues related to other areas such as atmospheric warming, ozone hole, or cutting of tropical forests to illustrate the most impressive phenomenon of globalization, it is certainly about the global problem requiring a global approach. In the field of environment are regional and local issues, even if they sometimes have a character beyond the boundaries such as river pollution. The social dimension is underlined by the fact that the world has become a global village, innovative networks of long distance communication (chat, e-mail, forums) by adding traditional communities such as family or neighborhood. The political dimension is encountered major problems. Globalization and competition locally restricted area of national policy action; many problems can not be adequately addressed until the international and global level. Therefore European integration is seen as a successful response to globalization challenges. Regional and national policy level and has had to suffer from bounded and dematerialized economy practiced increasingly more international and global level. Capitalism, integrating factor of the welfare state is threatened by fundamental imbalance. I can point out that globalization is a phenomenon or a complex, sometimes contradictory, which was viewed and analyzed in different ways by different specialists. Beyond these assumptions, globalization remains a fact, that we must face, our fault or choice. The greatest danger that it may involve some of the dehumanizing globalization is that the wave simply swallows them. Globalized world live in a general crisis of the meaning of life and a cultural and educational disaster, worrying symptom of future wilderness society. The traditional culture of the company disappears or is transformed into the show or freight. Humanistic culture is eliminated more invasive than techno-science and turned into a pseudo-science. Universal and globalized man, the man focused only money, it risk become atomized man who lives only for the production and consumption, empty of culture, politics, purpose, conscience, religion, etc. and any transcendence. This is the last stage in the evolution of humanity or the last man. Commercial and economic factors that influenced the deepening globalization of the world economy are: à ¢Ã¢â€š ¬Ã‚ ¢ Liberalization trade in services in particular in telecommunications, insurance and banking, the prevailing trend of the 70s made in the USA, being continued in the 80s in Britain and later the European Union and Japan. The trend continues today, including Central and Eastern European countries, including Romania. à ¢Ã¢â€š ¬Ã‚ ¢ Liberalization of capital markets following the phasing out of barriers imposed currency controls and capital, is a positive step for the formation of global financial markets. This mobility of capital reduces the return risk capital especially for transnational companies and recorded a reduction in costs in normal conditions. à ¢Ã¢â€š ¬Ã‚ ¢ Liberalization of foreign direct investment. Since the 70s, the common interest of humanity to defend the environment has materialized through the emergence of concepts, global vocation: the common good of humanity, sustainable development and ecological security, which represented new factors which stimulate the process of globalization of economy world. à ¢Ã¢â€š ¬Ã‚ ¢ Common property of humanity are areas such as oceans, marine funds, which for various reasons can not be divided and not covered by state sovereignty. Out of the oceans, none of these common goods have not been polished as it is reported that people possess the technical capabilities and operational deterioration. à ¢Ã¢â€š ¬Ã‚ ¢ Sustainable development is explained as development that meets present needs without compromising the ability of future generations to meet their needs. Sustainable development is designed for reconciliation between economy and environment, as a new development path to support human progress not only in a few places and for some years, but over the planet and for the foreseeable future. à ¢Ã¢â€š ¬Ã‚ ¢ Environmental security is one of the key dimensions of global security (see Fig. 1.). Fig. 1. Determinants of globalization economy Source: Authors proposal Being under the limit and dictate the uncertainties, the economy develops its own mechanism to increase the role of markets in which national, regional and global equilibrium conditions ensure advancement. Can support growth and fulfillment of individual welfare, but also reflects the globalization of serious mutation phenomena: poverty amidst plenty, environmental degradation, loss of confidence in institutions, inflation and unemployment.  [6]   Growth focuses on the quantitative aspect of economic development, the production of goods and services: which squanders scarce resources becoming a growth that impoverishes, polarizing irrational in terms of production possibilities frontier. Wrestling with the uncertainties of life creates a bridge to the complexity of the concept of globalization which transmits a message to mankind, a new movement of life and divided their externalities, positive and negative, transnational territorial perimeters  [7]  . Globalization of life and human spirit derives from the need to explain the uncertainty that is the sum of all potential hazards around us, seen or not  [8]  . Certainty in turn, would be a sign of fulfillment, a sign of distinction, a sign of growth to move toward equilibrium mirage advance, thereby constituting a planetary scale factor of progress. Wealth supreme and absolute misery brings us into a world of certainties positive or negative, brings the human wealth of us to want an unreal world, a world dominated by an unfulfilled wish of Hyperion, a world in which we have certainty about life, when dirt thrown into chaos, the human species, of which some come out winners, and some bends in the uncertainties of life. Increasing significance of international trade, value added network and the scope and intensity of development, make globalization a subordinate of the World Cup, but also an innovative success by changing mindsets and adapt to the demands imposed by the global village. Sustainable global development Making progress using scientific knowledge and experience of living life in full health service jointly comprised of people, environment, families and institutions shows a forward-looking company that is based on mobility, disciplinary action and a creative individual who goes beyond the human. A healthy development seen from the perspective of time and space harmonious coexistence and succession of generations leads to an improvement value of paradigm on the one hand, rational and emotional valence and another value of the solution, the rethinking of human development.  [9]   As a process, sustainable development has the opportunity to refresh and rush to the global economic balance this with the future without forgetting the past. Now, sustainable development is viewed from three different angles, complex, which united, form an equilateral triangle that viewed from the perspective of the entire global economic, environmental and socio-political. (See Fig. 2.) Fig. 2. Sustainable global development Source: Authors proposal Sustainable development is aimed at the needs of present without compromising the ability of future generations to meet their needs. Sustainability is based on the idea that human activities are dependent on environment and resources. Health, social security and economic stability of society are essential to define quality of life. Sustainable development would not be possible without the contribution of each individual. Here is the social responsibility of each of us, national and global responsibility seen as a final goal towards which humanity is heading. Globalization based on a new reality feeling Sustainability, a new mode of action and thought, a process exacerbated by global economic integration. Different vision of globalization landscape meets the location and functions of the market, but also a place in the economy. Moreover, the image associated with globalization era expected global convergence, a transition of mankind towards a way to organize economic and social history unknown until now.  [10]   Globalization is in fact an extension towards sustainable development, to economic integration, a time-space compression, which means short processing complex, which is in full swing, the parameters of the human condition.  [11]   Time and space is so different, and mankind reaches the threshold phenomenon of absolute development, where sustainability is a paradigm. Humanity is heading towards a kind type of powerful transnational or internationalized. If globalization economy towards which we move in the transnational patterns means that national and international lines are replaced by interacting with a something vague, nebulous and vaguely defined  [12]   Now globalization is weak, internationalization rising from shadow of the state mechanisms are altered and raised to new conditions. The phenomenon of globalization is based on a form of existence that comes from the universe, which the infinity of the inscrutable without borders, where people and economy are the default. The forces of globalization are influencing each other. (See Fig. 3.) Fig. 3. Globalization forces Source: Authors proposal Worldwide observe the phenomenon of oligopoly, a phenomenon that is globalization to be seen as a marginalized development. Globalization runs its intentions increasingly evident, it became the expression of a system that integrates the highest level and always remains open to integration  [13]  . Exclusion of the system is an exceptional opportunity, and entry is liberalized, as the whole is designed to absorb the extreme variations, including failures, even if it is a part. Globalization looks like a new world order, one that is multidimensional and corollary. As a strategy, globalization is the direct expression, verifiable and demonstrable of rationality and reason. Globalization has forecast whether it operates with significant proportions of conjecture in addition to true classic of science, even a forecast of the walk is at stake. Globalization is, in short, a perfect place to meet the truth of freedom and justice, prosperity amid general production undertaken individually. This is not the best of worlds, is only one possible world ready for a long time human reason. It is the mediation between the normative and positive human experience of self that makes sense beyond adversity. Globalization is not built Manichean, is intended to minimize failure and to distribute widely what effect resulting from the management. (See Fig. 4.) Fig. 4. What is globalization Source: Authors proposal Today, knowledge of conceptualizing globalization has long gone, but the cast deserves a retrospective look at creating a landscape that comprises the entire G (See Fig. 5.). Fig. 5. Whole à ¢Ã¢â€š ¬Ã… ¾G Source: Authors proposal Economic thinking that supports the phenomenon of whole G emphasizes the benefits of globalization. (See Fig. 6. and 7.) Fig. 6. Globalization advantages Source: Authors proposal Fig. 7. Globalization results Source: Authors proposal Theorem which creates the nucleus of the general good of the planet as is that intensification and diversification of trade, especially internationally, is converted into factor absolute welfare. Wave of globalization is a means of communication between states, between economies and between different types of behavioral knowledge, represents a transition to a new model of economic growth and development, sustainable development. Globalization creates and develops a competition, domestically and internationally, thereby enhancing competition competitive market size and resulting in global firms. Regarded as the immediate sensory perception, globalization is identified with the rapid evolution of the world towards a common economic space, so that developments in one area of the world can have profound consequences on individuals and communities in other parts of the world is done widening, deepening and accelerating global interconnection in all aspects of social life, from economics to pollution, from finance to the spiritual sphere.  [14]   Deprivations of the future imagined by excess of knowledge are often invented to satisfy the passions of apocalyptic. Conclusions Harmony balance rationality with the hope of ensuring economic organism takes you from the win-lose in the win-win in public and private business. The period in which we appear as a transition process was the responsibility to use scientific knowledge, experience and faith in the certainty of hope from a health perspective all live together. The transition period that we live in assumes that we transform the progress which threatens us into a human, social and environmental progress as the foundation of our common survival. Sustainable development and healthy should be designed as a comprehensive process in space and time, both the North and the South East and West, so the win-win will benefit the entire world. Globalization of public and private world of human affairs, expression of the revolution means, can lead to human benefit if global scale is based on universal values and institutions arising from responsibility, human solidarity and social communities.

Influence Of Cultural Identity On Learning English English Language Essay

Influence Of Cultural Identity On Learning English English Language Essay 1-Background of the study: The disadvantages faced by migrant Muslim women in Australia in trying to acquire proficiency in English may result from their diverse cultural and linguistic backgrounds as well as the ethnic, religious and cultural barriers based on gender discrimination. Due to their religious and cultural beliefs the needs of the Muslim women are different from other NESB (non English speaking background) communities in Australia. Not being able to access their English language entitlements isolates these women and limits them from participating in the general Australian community. Muslims from Asia first migrated to Australia from the 1860s as divers from Malay and as Afghan cameleers to work for the European settlers. Describe English language as a global language and why interested for people for example: (Non-native speakers of English study the English language for different reasons. For migrant non native speakers of English, bilingualism may be matter of importance to them as their the mother tongue is usually reserved for the domestic and social domains while English speaking skills are acquired for use in the public domain. For Muslims, the issue of bilingualism is much more complex as language for them is not only tied to culture and tradition but also has strong links with religion and religious practices. These religious practices impact both the domestic as also the public realm. For Muslims who do not speak Arabic as mother tongue, the language of religion is different from that of the private space where the mother tongue may be retained. This is further complicated by the impact Islam with its strict doctrines on the roles of men and women in domestic and social life has on the publi c and private domains. The three main languages spoken by Australian Muslims are Arabic, Turkish and English. Add in text from Lambert Gardner and Lambert (1959, as cited in Jahan and Roger, p.3) have summed the orientation of English learners into two: integrative and interpretative. The term integrative entails institutionalizing the English language and this is more common in countries where English native speakers occupied as colonizers (Gardner and Lambert, 1959, as cited in Jahan and Roger, p.3). Meanwhile the term interpretative entails a more personal level of learning wherein the objective is use the language for business purposes and other functional and utilitarian purposes; this may also be characterized as having a higher degree of learner?s interest (Crookes and Schmidt, 1991, as cited in Jahan and Roger, p.3). 1-1-Teaching English as a global language: English has long become the lingua franca for most countries. As English grows in importance as a global language, so does the dependence of people on it from across the world. This is perhaps because the language of science is English and most of the scientific development has been recorded using English as the medium of interactive communication. The inter-dependence of nations in the world is growing as businesses and multi-national corporations across the globe develop and grow. That is the reason why English will perhaps remain the most active and dynamic language for global communication. This ubiquitous presence of English in almost all streams of life and human activities may be attributed to the colonization of most parts of the world, by the Europeans. England had covered vast areas in the Americas, Asia, Africa and Australia during colonization and it only reflects as the language most in use in these areas. Implicitly, this distinction may be a clue to how English is viewed in a particular country- for instance, either as a foreign language (true for interpretative orientation) or as a second language (true for integrative orientation). On a very practical level, globalization reinforced the status of English as the world?s lingua franca. Historically, the spread of English results from colonialism (Le Ha, 2008, p.73) and imperialism. Now, at present context, as Tollefson Tsui (2007, p.1) affirm, there are two tools of globalization- technology and English. Indeed, the study of English by individuals with a non-English speaking background (NESB) is now recogniz ed to be of an utmost importance for practical and useful purposes- English is used for the promotion of global economy, trade and even in humanitarian functions (see Garcia Otheguy, 1989, p.3, as cited in Le Ha, 2008, p.72). The trend of acknowledging and promoting this importance is easy to see. For instance, there is the ever-increasing statistics of NESB individuals studying English anywhere in the world (Jahan Roger, 2006, p.1). For instance, in East Asia, Japan and Korea (Tsui Toleffson, 2007, p.4) considered the study and use of English as political and economic strategy to assert presence in the global village (Albrow, 1990, 1996; Giddens, 1990, 2000, as cited in Tollefson Tsui, 2007, p.1). Then try to connect this paragraph to the next paragraph. For example according to important of english to people in the world in general, english is very important for migrants in Australia especially for muslim in particular, in the next subtitle I will explain why english matters for immigrants in Australia. Always make connect with the next subtitle. Status of Muslims in Australia 1-2-Why learning English language matters to Muslim immigrants in Australia :-I want you first to explain the status of immigrants ( in general) in Australia , for example why they leave their home countries and came to Australia( you have to focus on forced immigrants, for example you have to say that they leave their home country because they looking for safe and because the bad security situation in their home countries and the reasons in details then talk about forced Muslim immigrants ,why they leave their home countries and come to Australia, and mention that they leave some members of their families behind them, explain in details(you have to focus on forced immigrants because they will help you in the literature review in next chapter when you talk about longing, belonging and Diaspora because they are forced immigrants and leave part of their family members like fathers or mother or sisters) then talk about Iraqi Muslim immigrants( for example; in the case of Iraqi Muslim im migrants women ,many Iraqi Muslim families leave the Iraq, they left Iraq because their husbands were working as interpreters with the coalition forces(Australian army) , the terrorists in Iraq consider or identify any body working with the coalition forces as a spy, therefore they left Iraq. According to the Islamic/Arabic culture, the husbands consider as a guardian for their wives. Therefore their wives left Iraq with their husbands and left their parents and Islamic community and lived in Australia so the Iraqi Muslim women were forced to leave Iraq and came to Australia. Explain in details by using your own writing.( use citations in the paragraph to support you writing), it is important to make connect with the next subtitle. Why immigrants need to learn English- Then you have to mention why the immigrants must learn English in Australia, for example to integrate with the Australia society, for successful settlement, and to get a job?explain in details, Problems of language learning for adults Then you have to mention that some immigrants facing difficulties in learning English for many problems. In the case of Iraqi Muslim women, they facing many challenges related to their Islamic/Arabic/Iraqi cultural identity. That what want to investigate in this research, the influence of their cultural identity on their learning English as ESL at language centre in Australia. 1-3- Example from my real life as a migrant and ESL learner in Australia:( rewrite this example by your own words , it is very important) Problem of Muslim identity in Australia I and my wife were came to Australia as forced Immigrants, as I mentioned above, I was one of the interpreters who were worked with the Australian Army in Iraq. Therefore, I left Iraq with my family looking for safe in Australia. When arrived in Australia, my wife started learning English at AMES language centre. After three weeks study English at AMES, my wife was much complain and uncomfortable in learning English at AMES language centre. She explained to me that these challenges related to her identity as a Muslim. For example she said that (her Veil/Hijjab represent her identity, so it is important for me to respect the values and traditions in my cultural identity when I learning English language at AMES in Australia. She said that some students in my classroom were aware when I wearing my Veil/Hijjab.in addition to the English teaching materials in Australia reflect the real life in Australia. These values are opposite to my values as a Muslim. Also she explained to me that she is not interest in interact with the Australian Society, because there are many factors in Australia prevent me related to my cultural identity. So learning English is not important for me because one day I will return back to my home country, Iraq). Because the system in the AMES Language centre allow to students to study at Home by sending Tutor to them to their home, My wife selected this choice and started study English at Home. From my wife experience learning English at AMES, I was confused because I thought these factors are not real challenges affect my wifes learning English. And I thought that my wife will back to AMES one day. But later on I realized these challenges that faced my wife when I got a job in Australia. In the first day of my job, my Boss, he was Russian, was angry because he saw me at lunch time praying, he told me it is not good to pray here, I explain to him that I am Muslim and I have 30 minute lunch time and it is the time of pray. The boss told me, you are not in Iraq, you are in Australia. Therefore, I left this job. At this time, I got directly to my wifes challenge in learning English, She tried to maintain her identity by wear her veil and avoiding different and strange values when she learning English. And I tried to maintain my identity as a Muslim by praying. 1-4-The rationale for the study: -To be able to communicate with the Australian community, most immigrants learn English as a second language at AMES language centre in Melbourne, Australia. As I, my wife and many Iraqi Muslim families immigrated to Australia in 2008, most of them of started learning English language at AMES language centre at the same year. My wife explained to me that there are many issues related to her identity as Muslim women has affected her English learning at AMES language centre. At that time I was interest to investigate the same issues with the other Muslim women from Iraq who immigrated to Australia. 1-5-The aims of the study: -Because Iraqi Muslim women are a part of other NESB women, this research focuses on the problems Iraqi women face when pursuing their studies at an English language centre in Australia. In particular, Does maintaining the Islamic cultural identity when learning English in western society is the main challenge facing women with Islamic cultural background? Therefore I will conduct qualitative in which Muslim womens experiences and perceptions are tapped by using in-depth interviews. 1-6-Research Questions: 1- What perspectives of Iraqi cultural identity do Iraqi Muslim women bring to English learning at AMES language centre in Australia? 2-To what extent does Iraqi Muslim identity impact on Iraqi womens learning in western society (Australia)? 3-Why do Iraqi women in Australia prefer learning English at home instead of AMES language centre? 4-To maintain their cultural values, do Iraqi women prefer learning English away from English culture? 5- What are some implications for Adult ESL providers? 1-7-Organization of the thesis: This study consist of five chapters, following this introductory chapter, chapter two is the argument on identity, according to some western scholars identity is always changing according to the place and time because also they thinks religion is a part of culture while the Islamic identity in the Islamic concept is divided in to essentials qualities and non- essential qualities, the essential factors in the Islamic identity will never change. Therefore Muslim women must maintain these essential factors in her identity. So when Muslim women maintain these factors as her identity, there will be many factors in western society (Australia) will affect their learning English in Australia. Also, I will discuss the implications of acculturation in Second language learning to investigate the challenges of Iraqi Muslim women in learning English when they maintain their essential factors in their identity. Chapter two: Literature review: (5000 words) *overview 2-1-1-Definition of identity: 2-1-2- Concept of identity in Western view (it is very important to use many citations in each subtitle with mention Author name,year,page number) Here you have to talk about identity, because Western Scholars affirm that identity is always changeable and not stable according to time and place. How the identity construct. Also they affirm that religion is a part of culture. Depend on Hall, Norton and others. Also some of them asserted that there are multiple identities. Use many citations. (Be careful that you will discuss the concept of identity from Islamic view later on in other subtitle, so prepare for that subtitle here) 2-1-3- language: Use many citations when you talk about language learning. 2-1-4- The relationship between identity and Language learning: (use many citations) use in-text referencing with author name, page number ,year 2-1-5- The Application of Acculturation Theoriesand models in Second Language Acquisition: (use many citations) use in-text referencing with author name, page number ,year. When explain here take in your consideration the immigrants, explain in details about acculturation strategies for immigrants in second language learning and how immigrants deal with strategies? be aware that you will based on because later on in the findinigs chapter 4 ,i wiil investigate why iraqi women separated, because they want to maintain their identity tnen that influenced their learning english 2-1-6- Consideration of identity in Acculturation: Explain the role of identity in acculturation and how it affects. (use many citations) use in-text referencing with author name, page number ,year 2-3-Concept of identity in Islamic view: Explain that identity according to Islamic scholar is not always changeable because there some essential factors in identity will never change such as pillars of Islam and articles of faith. Also they consider culture is a part of religion. How the identity construct. Explain in details and then talk about viel/Hijjab as a part of articles of faith to prepare for the next subtitle. (Use many citations) use in-text referencing with author name, page number ,year 2-3-1- Veil or Hijjab as a Muslim women identity: Explain what veil means in Islam for example as identity of Muslim women. Why the veil is important, what veil means for other Muslims, why veil important in Islam, which values that veil refer to. (use many citations) use in-text referencing with author name, page number ,year 2-3-2- The role of Iraqi culture in English teaching materials:( use citations to support these writing and rewrite this paragraph according to your own writing) In the case of Iraq, it has a closed-culture society where tradition and the impact of culture and religion are strong even in education. The obstacles that may impede hitting the teaching and learning target goals include: (1) the teachers? attitude and (2) the learners? attitude (Doukas, 1996. pp.187-188). Iraq is a country with 28, 506, 000 population). It is a country in the Middle East that is rich with its Islamic and Arabic traditions. These traditions are the strongest factor that exerts a very solid influence on the conduct of everyday life of its citizens, as well as, quite reflected by country?s social structures. These traditions also established a shared set of ideologies among its people. Iraqi culture is a non-western way of life that forms the key foundation in the locals? education. For Iraqis who stayed mainly in Iraq most of their lives, influence is strongest. Iraqis have very strong beliefs in their own system of beliefs, tradition and culture and they readily re ject anything which they recognize as foreign, especially if they are confined in Iraq. This strong affinity with what they own locally is readily apparent in their well-preserved ways of life. As an Iraqi myself, I say that Iraqis tend to respect cultural differences but when it comes to cultural conflict, they reject anything considered as foreign. To utilize the communicative language teaching (CLT) approach to teach English in Iraq using western resources can then be a very challenging position. Iraqi educational culture is essentially teacher-centered. It is readily observed anywhere in Iraq that the mentor posses the concentration of power and authority. The mentor takes the role of knowledge communicator. It is expected that teachers are the ones to give ideas and information. In other words, student- teacher interactions are less frequent and restricted. These interactions always base from respect and so, it is rarely that students would challenge the point of view of their teachers. Indeed, while this may be viewed as characterizing ?a limited, narrow-minded people, whose inert intellects lay fallow in incurious resignation? (Porter, 1994, p.155; cited in Penycook, 1998; as cited in Le Ha, 2004, p.51), it is more of attitude of respect for teachers dictated by the local culture. On the surface, it may seem that Iraqi students would simply take in whatever is fed to them but there is more to it than simply accepting and eventually echoing the information received. In my view, it is never possible to echo what is just received because in the end, students will always process information and take the meaning from the whole, and not in fragments. Additionally, interactions among students are also less frequent and discouraged. In Iraqi culture, interactions like this are considered more as noise or unnecessary disturbance and are thus, prohibited. Lastly, educational resources used are essentially based on the local culture. This comes rather obvious considering how mono-cultural the society is, and where exposure to non-Iraqi local practices is quite less 2-4- Factors that affect Muslim womens English learning at AMES Language centre: 2-4-1-Negative stereotype held by the host society against Islam and womens veil: explain how negative stereotype against Islam and veil affect Muslim learning Englishin general do not mention iraqi women talk about muslim in general in Australia. Please make connection between negative stereotype and its affect on learning English. How the events after 11 September?.. how media affect on in image of Islam?.then talk in details about veil. (Use many citations) use in-text referencing with author name, page number ,year 2-4-2-longing and belonging: explain longing and belonging affect women learning English. They forced immigrants?..(use many citations) use in-text referencing with author name, page number ,year 2-4-3-Diapora: explain how Diaspora affects women learning English, (use many citations) use in-text referencing with author name, page number ,year 2-4-4- A clash of learning culture: explain how when people learning new culture especially muslim affect their learning.(use many citations) use in-text referencing with author name, page number , year The Application of Acculturation Theories in Second Language Acquisition Second language acquisition (SLA) is the process by which individuals learn a language other than their native language (mother-tongue) leading to bilingualism (Norton, 198, 4). The easiness, ability and success with which the second language- in linguistic terms referred to as the target language (TL) is acquired depends on various socio-cultural and psychological factors, which can either encourage or hinder the learnerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s motivation. Various theories of SLA have been formulated to explain how learners acquire a second language, and the factors that influence the outcome. The acculturation theory explains that social and psychological factors determine the extent to which a second language can be learnt. It is the gradual process by which immigrants or second language learners (2LL) get immersed into the culture of the target language, and as a result learns about that language, à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"through social and psychological integrationà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  (Schumann, 1986, 379). Intercultural differences, however, sometimes make it difficult for immigrants to earn a second language in a new culture. This is especially the case for adolescents and emerging adults (Schwartz, et al, 2006, 2), who are still in the process of identity development. Among Muslim immigrants in the US, for instance, factors such as culture shock and dominance may hinder SLA. Culture shock occurs when immigrants are introduced to a new culture, with a lifestyle different from their ethnic background, such as dressing and socialization patterns. In terms of p sychological factors, the immigrantsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ attitudes about the TL and level of motivation to learn determine the success rate. It affects the level of contact between people of different cultures, and the degree of language learning that takes place as a result (Berry, 2001, 16). For instance, a negative attitude towards the Western culture and way of life will discourage social interaction and hence learning. Nonetheless, second language learners employ a number of acculturation strategies in response to the challenges encountered in the new culture (Bhatia Ram, 2001, 4). They can range from racism to ethnocentrism, both of which can significantly discourage acculturation and in effect, the rate of second language acquisition (Norton, 1986, 13). By assimilation, the 2LL loses their home culture and instead acquires the host culture, such as language and lifestyle. Integration takes place when the 2LL are able to retain their home culture in a culturally plural society (Berry, 1998, 12), while learning and accepting the culture of the TL. On the other hand, separation occurs when the individual refuses to get assimilated or integrated into the new culture. Finally, marginalization takes place if the immigrant suffers rejection, depression and anxiety, and as a consequent gets distanced from both their home and host cultures. In conclusion, second language acquisition is a product of interacting socio-cultural and psychological factors. The acculturation theories identify these factors as responsible for the rate at which immigrants acquire a new language when they are exposed to a different culture. Professor Abdullah Saeed (2004). Muslim Australians. Melbourne: National Capital Printing. [Accessed 30 August 2010]. Available from: http://www.abdullahsaeed.org/book/muslim-australians-their-beliefs-practices-and-institutions.

David And Hamlet :: essays research papers

Hamlet and David  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In Hamlet and The Mountain and the Valley, both literary pieces present us with two melancholic characters who live in conflict due to the dichotomy of their natures . Both Hamlet and David are similar because they are conflicted by foils and similar in the nature of this tragedy. Each has deep inner problems of conflict.   Ã‚  Ã‚  Ã‚  Ã‚   Hamlet is first tormented by the death of his father, the king of Denmark. Then he is cast into utter agony when Gertrude, the mother he loves dearly is hastily married to his uncle, Claudius. Through a ghostly revelation, Hamlet learns that his suspicions that Claudius murdered his father are true. He becomes incensed and wants to enact revenge upon the guilty party. From this point on, Hamlet struggles with his plan for revenge that conflicts with his opposite contemplative nature.   Ã‚  Ã‚  Ã‚  Ã‚   Hamlet does not take the opportunity to slay Claudius as he prays because he believes it will save his soul. His contemplative nature takes over regarding the ghost’s revelation and he decides to devise a play to pique Claudius’ conscience and make sure he is really guilty.   Ã‚  Ã‚  Ã‚  Ã‚   Whenever Hamlet denies his true nature, his actions are very harsh. During a heated discussion with his mother Gertrude, he accidentally slays Laertes’ father, Polonius, thinking it to be Claudius. Hamlet quickly brushes it aside. He also sends his friends , Rosencrantz and Guildenstern, to their deaths when he learns of Claudius’ plot to have him put to death when he arrived in England as a so called diplomat.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hamlet cannot decide between a life of action and revenge, or contemplation and fate and he is genuinely concerned with the deeper truths upon which his life is ordered- fate and freewill.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ernest Buckler portrays the life of his main character, David Canaan, in conflict, through a slow moving metaphor from the valley to the mountain. David is a deeply intellectual character and like Hamlet has a conflicted dichotomous nature.   Ã‚  Ã‚  Ã‚  Ã‚  One of his difficulties arise from the death of his girlfriend Effie. He feels guilty and responsible for. Also, when his friend Toby comes to the valley for the first time, David is torn between making Toby feel comfortable, while at the same time trying to avoid hurting his family’s feelings.   Ã‚  Ã‚  Ã‚  Ã‚  David also feels separate from Joseph, his father, and Chris, his brother, who are much different from him. David is inflicted with an emotional and physical scar which is never healed because of an incident with Chris .

Capuchin BiPedalism :: essays papers

Capuchin BiPedalism This experiment tested how posture affects the hand preference in tufted capuchin monkeys (Cebus apella). The research indicated that in fact there may exist a preference for use of the right-hand when in an upright posture standing bipedally. This preference, according to the study is exhibited in the capuchins when reaching bipedally. However the monkeys did not necessarily exhibit a preference when using tools to probe for a treat. In addition the results showed that there was little or no bias in hand preference neither for reaching nor for tool use when standing quadrupedally. The authors link this finding with the human retreat from quadrupedalism and our subsequent right-hand preference that has been selected for almost exclusively, equally exemplified in all human cultures, through the use of complex tools. The experiment consisted of 11 male and 5 female capuchins at various developmental levels all of which contributed 50 trials each, over 8 months. In order to conduct the quadrupedal reaching analysis the researchers placed a piece of fruit on the base of the subject’s cage. To evoke the bipedal reaching response the fruit was instead place 40-50 cm above the floor on the cage mesh. The probing response was evoked using an apparatus which was filled with a sweet sugar syrup the apparatus was mounted to the cage both at the bottom of the cage (quadrupedal response) and at shoulder heighth (bipedal response). In all cases a researcher took note of the hand used for the retrieval or tool use actions. In order to more accurately and systematically measure each response the researchers developed a formula that yields a handedness index (HI), a score that indicates hand preference. The formula is as follows: [(R-L)/(R+L)] , R = the number of right-handed reponses and L = the number of left-handed responses. Next this HI score was used as an absolute value so that regardless of right or left hand preference a measure is reached that shows overall preference strength. This scale places a positive value to right-handed actions and a negative value to left-handed actions. According to this scale there was a significant rise in frequency of right-handedness in bipedal reaching and a greater frequency overall in bipedal action. Contrarily there was little interaction in the bipedal tool use. The authors offer several mechanisms through which bipedalism may affect a particular hand preference. One view offered is that the quadrupeds, not habitually standing bipedally, are influenced by the ‘greater specialization’ required in order to perform such manual actions.

Friendship in the Epic of Gilgamesh Essay -- Character Analysis, Enkid

In the epic of Gilgamesh the friendship between Gilgamesh and Enkidu is very complex and necessary. Their friendship brings animal, human, and god together. Gilgamesh is changed by his friendship with Enkidu. He becomes a better person and a better ruler because of Enkidu. Enkidu’s life is enriched because of his friendship with Gilgamesh. Enkidu was created to balance out Gilgamesh, and he accomplishes this goal. The two men are very close, and love each other deeply. Both Gilgamesh and Enkidu benefit from their friendship. Some of Gilgamesh’s qualities are that he had a â€Å"beauty†¦ surpassing all others† and was â€Å"two thirds†¦ god and one third man† (13). Before Enkidu, Gilgamesh acted horribly. He was a terrible ruler and a terrible man. Gilgamesh was not all good, for example, â€Å"his lust leaves no virgin to her lover, neither the warrior’s daughter nor the wife of the noble†¦Ã¢â‚¬  (13). He was a terrible ruler. Gilgamesh was arrogant, but very powerful in his country. His people had no choice but to listen to him. They were forced to go along with his unlawfulness and stubbornness. Enkidu was created to be Gilgamesh’s equal and his soul mate. ‘â€Å"You made him†¦ now create his equal; let it be as like him as his own reflection, his second self, stormy heart for stormy heart’† (14). So the goddess of creation, Aruru â€Å"dipped her hands in water and pinched off clay, she let it fall in the wilderness† and created Enkidu (14). Before Gilgamesh had met Enkidu he loved him; ‘â€Å"†¦ I bent down, deeply drawn towards†¦ [Enkidu]†¦ I loved it like a woman and wore it at my side†Ã¢â‚¬â„¢ (16). Enkidu had â€Å"virtue in him† (14). He was also â€Å"innocent of mankind† (14). After Enkidu was civilized the wild animals would not be near him. He felt ... ...sh will miss the friendship he had with Enkidu. This is another reason he mourns Enkidu’s death. Both Enkidu and Gilgamesh benefited from their friendship. They each got a friend, and they each gained wisdom. Enkidu gained wisdom in knowing the finer things in life. Gilgamesh gained wisdom in knowing that he would be punished when he died; he wants a second chance at life. Gilgamesh shows Enkidu the finer things, and Enkidu shows Gilgamesh that he will be punished in his death. These are the reasons that their friendship was a good thing. This topic in Gilgamesh is one of the most controversial ones, but Gilgamesh and Enkidu both gained a friend and wisdom that they did not have before. Without this friendship neither would be the changed people they are at the end of their lives. Gilgamesh and Enkidu needed each other, even if they did not know it. Friendship in the Epic of Gilgamesh Essay -- Character Analysis, Enkid In the epic of Gilgamesh the friendship between Gilgamesh and Enkidu is very complex and necessary. Their friendship brings animal, human, and god together. Gilgamesh is changed by his friendship with Enkidu. He becomes a better person and a better ruler because of Enkidu. Enkidu’s life is enriched because of his friendship with Gilgamesh. Enkidu was created to balance out Gilgamesh, and he accomplishes this goal. The two men are very close, and love each other deeply. Both Gilgamesh and Enkidu benefit from their friendship. Some of Gilgamesh’s qualities are that he had a â€Å"beauty†¦ surpassing all others† and was â€Å"two thirds†¦ god and one third man† (13). Before Enkidu, Gilgamesh acted horribly. He was a terrible ruler and a terrible man. Gilgamesh was not all good, for example, â€Å"his lust leaves no virgin to her lover, neither the warrior’s daughter nor the wife of the noble†¦Ã¢â‚¬  (13). He was a terrible ruler. Gilgamesh was arrogant, but very powerful in his country. His people had no choice but to listen to him. They were forced to go along with his unlawfulness and stubbornness. Enkidu was created to be Gilgamesh’s equal and his soul mate. ‘â€Å"You made him†¦ now create his equal; let it be as like him as his own reflection, his second self, stormy heart for stormy heart’† (14). So the goddess of creation, Aruru â€Å"dipped her hands in water and pinched off clay, she let it fall in the wilderness† and created Enkidu (14). Before Gilgamesh had met Enkidu he loved him; ‘â€Å"†¦ I bent down, deeply drawn towards†¦ [Enkidu]†¦ I loved it like a woman and wore it at my side†Ã¢â‚¬â„¢ (16). Enkidu had â€Å"virtue in him† (14). He was also â€Å"innocent of mankind† (14). After Enkidu was civilized the wild animals would not be near him. He felt ... ...sh will miss the friendship he had with Enkidu. This is another reason he mourns Enkidu’s death. Both Enkidu and Gilgamesh benefited from their friendship. They each got a friend, and they each gained wisdom. Enkidu gained wisdom in knowing the finer things in life. Gilgamesh gained wisdom in knowing that he would be punished when he died; he wants a second chance at life. Gilgamesh shows Enkidu the finer things, and Enkidu shows Gilgamesh that he will be punished in his death. These are the reasons that their friendship was a good thing. This topic in Gilgamesh is one of the most controversial ones, but Gilgamesh and Enkidu both gained a friend and wisdom that they did not have before. Without this friendship neither would be the changed people they are at the end of their lives. Gilgamesh and Enkidu needed each other, even if they did not know it.

‘Originally’ By Carol Ann Duffy Essay

Our Life is one long Journey, with good as well as bad times in it. From childhood to old age, we strive forever to experience and learn, often positive as well as negative turns in life often bringing upon one a lot of change. In the poem ‘originally’ by Carol Ann Duffy, one reads about a seemingly sudden change in a Childs life, where one is confronted with leaving their home, their country, to live somewhere else unknown. In ‘Originally’, which is divided into three parts, one follows the experiences of a speaker, who seems to have been forced to leave his or hers home, change and crisis being endured, and how the speaker in the end effect, slowly, adapts. The Poem though seemingly talks about this child leaving its home and changing, the Poem also shows how People all there lives change, starting by growing up to become a teenager, then to an adult and in the end to an aged person. The Poem starts of with a type of introduction; it begins the Poem by setting up a mood, by explaining how she moved with her family. The speakers love for her homeland is exemplified by using domineering words such as ‘own’, which makes it seem as something unique, and also by telling the reader that her brothers were ‘bawling’ the word ‘home.’ A combination of alliteration and imagery in the first line â€Å"red room† and â€Å"fell through the fields† also helps emphasize this. All of these rather unsympathetic words encourage a development of a depression throughout the Poem. The personification of the ‘miles (which ran) back to the city†¦Ã¢â‚¬â„¢ seems to indicate how, while being on this train, makes the child feel worse and worse knowing its becoming more distant from its homeland, and this reflecting that the land is passing so quickly it seems to be running away past. The whole stanza mainly concentrates on the child and its family, except for the last line, this sudden change also brings up strong emotions because from one image of leaving the place you have always known to be your home, one suddenly notices how scared this child must me when the speaker says that it ‘stared/at the eyes of a blind toy, holding its paw’ it shows how terrified it feels and how it only has her old trustworthy bear with her to help her. The Bear being blind seems symbolic, suggesting that the speaker does not know what will become of its family in their new home, and much like an old toy is often blind because it has lost its eyes over the years. In the second stanza one learns about the problem the person had to go through once it had arrived in its new homeland. The first line ‘all childhood is an emigration’ fittingly captures the themes of the entire poem it shows how especially in ones childhood one changes all the time, teenager, Puberty, becoming an adult these are huge changes and can also be compared with types of emigrations. Throughout this stanza one learns about what difficulty the child had learning to adapt to the new culture, the accent sounds unfamiliar, kids do things she has not seen any of her friends do in her old homeland, and it shows how people all there lives are confronted with unknown customs and traditions, and one must nearly always learn to live with them, often to such an extent that you don’t know anything else anymore. The speaker talks about a lot of unusual and seemingly repulsive things like boys eating ‘worms’ or shouting words one doesn’t understand, in the lines before she also talks about Pebble-dashed ‘estates’, meaning very boring and dull housings. All this also seems to point out that the child seemed to have once lived in a better place, maybe the child parents use to have more money and something happened making them loose everything, and forcing them to move to a cheaper living area. This also gets reflected when the speaker talks about its ‘parents anxiety stirred like a tooth in my head’ which is a very effective way of explaining the worries and problems the child was confronted with. In the last line the font is though changed to italics representing the speaker talking and for the last time saying ‘I want our own country’, the speaker saying ‘own’ for the last time also shows how the child still doesn’t feel at home and by wanting its own country, meaning its ‘original’ homeland where it lived in before everything else changed. In the last stanza the Crisis has ended the person has gotten use to its new surroundings and is already feeling at home in this once new place. The mood is still relatively unenthusiastic but the person does start seeing a positive side in things. The speaker incorporates the persons family for a last time, when she says ‘seeing your brother swallow a slug, feel only/a skelf of shame.’ this line links back to the previous stanza with the  imagery of worms and slugs, which is not literal, but a metaphor for fitting in. The simile ‘my tongue shedding its skin like a snake’ tells the reader of the speakers not only of the speakers changed accent but also perhaps refers to many of the speakers old memories and habits which she has had to get rid of as they seem useless in her new home, and the person now in class ‘sounding just like the rest’ also emphasizes it having completely adapted to its (now not so) new surroundings. In the final lines of the poem though the person looks back one last time when being asked, ‘where do you come from?’ by a stranger, remembering its troubles having to adapt and sadness of having leave its once homeland, but now when being asked ‘Originally?’ the child ‘hesitates’ because it doesn’t not anymore if this is now his homeland or if ‘Originally’ means the one he once came from. The poem shows, in this case, how a child had to suddenly move from its homeland to a new place, strange and bizarre, in its view so different and at first seemingly impossible to be able to adapt, but in the end the child does manage to get over all its troubles, and to adapt to a completely new culture, where people do things it thought know one does. The Poem seems to use this child’s story as an example, of how much change people have to go through, and that even though it always seems impossible to be able to learn and adapt, one nearly always manages, and even though one does remember how it had once been, lives with it, and enjoys its new way of living.

Show how you respond to Austen’s presentation of balls and other social events in Emma

‘It may be possible to do without dancing entirely. Instances have been known of young people passing many, many months successively without being at any ball of any description, and no material injury accrue either to body or mind: – but when a beginning is made – when the felicities of rapid motion have once been, though slightly felt – it must be a very heavy set that does not ask for more.' Using the quotation as a starting point show how you respond to Austen's presentation of balls and other social events in Emma. The above quotation put in simple terms connotes socializing to not be essential for survival yet once experienced, addictions can be produced. This is implied within Jane Austen's Emma as hinted by social events presentation and their significance. Suggestions of such views display human development by the mistakes made within society to encourage moral growth and wisdom. The central focus upon balls and social pursuits indicates the triviality of the upper classes. Austen's satirical tone throughout the novel exemplifies the hierarchy of the eighteenth nineteenth century, while ridiculing their concerns. The author has illustrated a further emphasis by concentrating particularly on Emma's development and need for social awareness as progressed through the various social affairs. The Weston's Christmas party acts as an introductory occasion for the readers to establish a hierarchy, as well as Emma's importance within the Highbury society. The Woodhouses are treated to be at the centre of attention as illustrated by the great fuss created for â€Å"poor Mr. Woodhouse† due to the falling of snow. By making such characters much pleased with them, they begin to believe they are and feel much more superior. This permits Emma in her match making schemes of ultimately feeling a strong love interest among Mr. Elton and Harriet Smith. Emma's confidence is quilted by the safety of her fathers smothering and her lack of awareness. This meddling leads to devastating consequences, which may be seen through the contrasting behaviour contained in private and public atmospheres. A faà ¯Ã‚ ¿Ã‚ ½ade of etiquette is created publicly to portray perfectionism of characters friendly decorum. Mr. Weston kindly criticizes Emma while she politely â€Å"listened† and â€Å"coolly† replies. Emma needs to preserve her good manners in a situation like this as not cause any damage to her status. Conversely, when Emma and Mr. Elton are alone in the carriage, returning home, the change in conduct insights readers to the true colours of the character concerned. Previously, Mr. Elton seemed â€Å"so anxious for† Emma, demonstrating agitating behaviour, explaining the true exposition of Mr. Elton's â€Å"pretence of being in love with her†. His obnoxious behaviour screened to Emma and the readers reflects his snobbery, as he believes â€Å"everybody has their level†, as well as degrading his respect. The significance of this event adds to the background of future events and creates a build up. Emma looks forward to a night of being admired at the Coles dinner party but clear differing levels of accomplishment with the â€Å"superior† Jane Fairfax prevent this, as well as distinguishing a sense of competition between the two characters. One major accomplishment, the art of piano playing, may be regarded as a form of battle ground among Emma and Jane. Jane's advancement clearly initiates much threat for Emma as her attentions are overtaken. Nevertheless due to social expectations of the formal times, Emma is required to be friendly towards poorer, low class woman such as Miss Fairfax. This allows others to publicly view Emma's character to be of a good image. The use of falseness and pretences supports the idea of conformist public behaviour through superficial mannerisms of always â€Å"smiling†. Ironically, the narrative reveals much deeper thoughts of Emma privately whilst creating comedy though the anticipation of her reactions which â€Å"she never could attempt to conceal.† However her opinion of Jane is not openly expressed but slyly gossiped with Frank who joins in, yet continuously is â€Å"glancing towards Miss Fairfax.† The divisions of social classing prevent Frank from freely associating himself with Jane who he is secretly engaged with. This becomes evident alongside the social gatherings, suggesting secrets codes of honour to carry out, by enforcing heavy use of faà ¯Ã‚ ¿Ã‚ ½ades in friendships among Emma, Frank and Jane. False pretences are deepened within the society of Highbury as immediately reflected through Emma holding a dinner party for Mrs. Elton, a woman she can not stand. During this gathering much commotion is taken up by party guests, predominantly by Mr. Knightely, about Jane's â€Å"venture.† Austen can be seen to be ridiculing society as characters take much interest upon a minority issue of visiting the post office. Jane shows a â€Å"little blush† of running â€Å"such risks† while reserving her manners regardless to the invasion of her privacy. Consequently the time period within the novel compels Jane's consistence and Mr. Knightley's courtesy to be purely based upon concern for her health. Adoptions of significance still withstands similar to the previous events, and allow development of future plots such as the suspicion formed upon Miss. Fairfax's behaviour. The great Crown Inn Ball had been postponed several times creating much enthusiasm and excitement for the people of Highbury. This is an indication of the emptiness of their lives. Being the first formal social gathering due to Mrs. Elton's arrival, social codes would advocate her to have central focus. This angers Emma as â€Å"her taste was not the only taste which† was to be depended upon. Nevertheless Emma masks her true judgement by appearing to appeal to all those around her. Dancing was seen as a metaphor of courtship as Emma encounters this â€Å"flirtation between her and her partner† Frank, others may view them as having a more intimate relationship. Mr. Knightley breaks this code as he â€Å"takes pity on† Harriet to dance, after being embarrassed by Mr. Elton. It is suggestive to surrounding party members of a love connection between Harriet and Mr. Knightley. This is highly contradictory as it was not expectant of someone with Knightley's class and status to degrade down to Miss Smith's level. On the contrary, readers are at an advantage of having an insight upon the text as they know Mr. Knightley's behaviour is due to his chivalrous good natured attitude which compels him to be considerate of everyone around him. This comedic approach stimulates Austen to simultaneously mock and uphold social codes. The interaction between Knightley and Harriet reveals that broken social codes lead to chaos and confusion, as displayed further in the text by Emma's confusion and â€Å"terror† over Harriet having feelings for Mr. Knightley. The faà ¯Ã‚ ¿Ã‚ ½ade of etiquette breaks down vigorously at Box hill, partially as Emma now expresses her thoughts while forgetting her manners. The scene has been set in a very elegant atmosphere â€Å"in favour of a pleasant party† with a â€Å"burst of admiration.† All characters engage in a game for amusement and Emma faces a sudden outbreak which she â€Å"could not resist† towards Miss Bates. The oversight of her politeness and â€Å"mock ceremony of her manners† prevent immediate meaning being obtained. Only until Knightley's â€Å"remonstrance† does Emma realise the impact of her appalling behaviour being in the need of amendment. The idea of Emma acting in such a way in public creates a barrier for her not to be able to undo her actions, whereas if she spoke in private to say Harriet she could have easily justifyed herself. Whether Emma' change was based upon her becoming more self aware or the fact she upset Mr Knightley is open to personal judgement. It could be portrayed that the series of progressively emotional social events lead Emma to realise much more about herself and those around her. By learning from her mistakes she was able to mature and become more purely and truly accepted as a superior of society. Controversially, Emma begins to realise she has feelings for â€Å"my [meaning Emma's] Mr. Knightley† and therefore cannot go about upsetting him as this tarnishes his vision of her. Her change therefore would be due to selfish terms. In regard of all this, Emma does change herself and correct her faults. The destruction of polite faà ¯Ã‚ ¿Ã‚ ½ade works as an incentive to compel Emma in re-evaluating her misconduct and to reform. The consecutive chapter illustrates Emma's embracement of self realisation, after the eventful picnic, as Mr. Knightley's disapproval deeply hurts her. Her â€Å"confidence [had] told her so† that she â€Å"had often been remiss.† After the Box Hill incident, Emma did not want others to consider her â€Å"without a heart† and â€Å"so unfeeling towards [her] father.† Emma's â€Å"completely misspent† morning obliged her to recollect herself and no longer interfere. By directly paying a visit to Miss. Bates, she begins the journey of self correction. This is further illustrated as Emma talks about Jane with genuine feeling and interest in spite of Jane's abrupt and extra reserved behaviour. Emma learns, with the help of Mr. Knightley's finger pointing, that she needs to concentrate on her own thoughts and actions rather than those around her. The limited use of action throughout the novel constructs social occasions to be at the focal point of the plot. Consistently, this reflects the artificialities of Austen's world which she wanted the reader to pick up upon. By exposing society's hypocrisy, due to the show of gestures, the satire acts a comedic tool for readers. Even though Emma's faults are chiefly stressed upon; the story reveals faults in other characterisations such as Mrs. Elton, Frank and Mr. Woodhouse. I feel the idea of concentrating heavily on, what would be considered by the modern reader, small concerns; Austen specifies the consequences of falling out of traditional practice. The juxtaposition of such problematic proceedings, ending with a minute ounce of happiness for Emma, makes the novel unique and intensifies the effect. Nevertheless the moral message overrides such views to allow the reader to learn from the mistakes of characters and the importance of maintaining a balance. This allows progression of readers to improve themselves and become more self-aware also. Finally, the use of misconception and confusion adds to the ironic use of satire to amuse spectators.