Legal rights of tenured teachers in dismissal proceedings Essay

Legal rights of tenured teachers in dismissal proceedings - Essay Example Its amendment by Chapter 691 of the Laws of 1994 provides an opportunity for teachers who were accused of any misconduct or incompetence the right to defend himself in court and undergo due process. Within fifteen days, the board of education is responsible in implementing the various rights of the teacher to undergo due process such as the teacher's right of hiring a hearing officer who would be responsible for reviewing the charges against him and would further investigate his case. If permitted, through the process, in support of the facts and findings, the hearing officer may give recommendations with regard to the penalties or punishments deemed appropriate for the charges against him. (http://www.nbto.org/Union/tenure.htm, para 10) On the other hand, for cases that involve pedagogical misconducts or judgments, the teacher is allowed to have a three-member panel who would do the investigation and review the charges against him. It is the duty of the school district clerk or secretary's role to make sure that these provisions and rights of the employee is met in order to provide them with a fair fight. (http://www.nbto.org/Union/tenure.htm, para 10) A great number of issues on tenure has involved not alone the teachers but the school district administrations as well. ... "Tenure is a form of job security for teachers who have successfully completed a probationary period. Its primary purpose is to protect competent teachers from arbitrary non-renewal of contract for reasons unrelated to the educational process -- personal beliefs, personality conflicts with administrators or school board members, and the like. " (http://www.ericdigests.org/pre-925/tenure.htm, para 2) Teacher's tenure started back in 1917 in New York but it was only in 1970 when this part of the Education Law was taken seriously by the school districts and the teachers. Furthermore, the law was strengthened and the process were expedited in 1977 as a response to the growing pressure to the school districts' numerous unfair and illegal dismissals. There was not clear evidence with regards to when the provisions on teacher's tenure had become a federal property right such that it remains to be a concern of the state for which every policies vary. The basic thrust of the Teacher Tenure Act1 is that public school employees under its protection2 may be dismissed or demoted only for one or more of fifteen grounds set out in the act and only according to the procedures set out in the act. Most often, teachers misinterpret this provision in the Education Law thus, it should be made clear that teacher tenure is merely a protection against unlawful dismissals even if he or she is guilty of the charges filed against him/her. (http://www.iog.unc.edu/pubs/electronicversions/pdfs/leps20.pdf, para 1) The due process for which tenure recognizes among the teachers recognizes that laws and legal proceedings must be fair. A person's basic rights to 'life, liberty or property,' should not be taken away from them without the due process of law.

Adventures as an Exchange Student in Germany Essay Example for Free

Adventures as an Exchange Student in Germany Essay Deliberately placing yourself outside of your comfort zone will do one of two things; make you into a stronger better person, or cause you to shutdown and not accomplish the task at hand. While most high school juniors spend their year studying, excelling in sports, hanging out with friends, and thinking about colleges, I pushed my boundaries and embarked on the adventure of a lifetime. No, I did not go skydiving or join the US National Volleyball Team. I accepted the challenge of the Congress Bundestag Scholarship program to spend a year in Germany living, learning, and experiencing life in another land. The life skills and memories that I acquired in the past twelve months have put me a step ahead of my peers and shown me that if I put my mind to it, anything is possible. In October 2002 as I was sitting in my first year German class, my teacher recommended that I apply for what she called the prestigious Congress Bundestag Scholarship to spend a year in Germany. Taking into consideration that I would have to leave everything I had going for me behind, made me a little leery of the idea. However, when I realized what an honor and opportunity it was to take part in an exchange, the mounds of paperwork seemed to shrink into a small homework assignment with a twist. After the final interview, reality hit me. I might actually spend a year in Germany! Along with the excitement came the panic: I cant actually speak German. What should I pack? How do I say goodbye to everyone? What if I get homesick? Do the Germans really only shower once a week? These questions all came at once, and no matter how much I searched, the only answers I could find told me to wait and see. Before I knew it, I was boarding a 737 an route to Frankfurt with 60 of my new best friends who, like me had the courage to enter into the unknown and spend a year in Germany. It was this group of teenagers that I spent a month in language camp with trying to learn the basics about German life and culture. We were like infants who had to do 18 years of growing up in 30 days. We worked together trying to learn the basics such as learning to eat and trying to work a toilet; to understanding the most complicated issues such as diplomacy, political debate, and how to be an ambassador for America. During this time, I grew as a person, learning empathy for those  who were homesick and becoming open minded to people and activities that to me were not the norm or routine. Little did I know, these kids would be my lifelines in times of need. They could always relate to what I was experiencing, and they were also flying on the roller coaster of emotions. When the time came to leave my new friends and move on, I was extremely excited to immerse myself into the German culture. The language, a new school, new friends, and a new family seemed like a dream come true, but in reality it turned into a nightmare. When my host family picked me up, we had a three-hour ride home. Make that a SILENT three hours without air conditioning and five people plus four suitcases crammed into a small Passat. At home, we unloaded the car and I went to see my new room. As I looked out of my window something white and black caught my eye, whoa cows less than ten feet from my window. I could not believe it, my organization said I would live in the country, but I did not realize that the next closest town was an hour away. As my stress level hit a high, my new host mom put me over the edge. She began to unpack my suitcases that were filled with unwrapped gifts for her and the family. It was at that point that I counted to ten and reminded myself that it was a different culture, and possibly that was one of their customs. The only problem was, my German skills were not good enough to politely ask her to stop. So she continued and I smiled and hoped my rocky start would smooth into a healthy open relationship. Three weeks later, I was getting into the swing of things. Going to school, riding my bike and the bus, making friends, and yes getting used to the smell of cows. I was adapting well, being responsible and beginning to understand the German spoken in school. I had gone beyond everyone elses expectations and mine. Life was good, even though the Germans only showered twice a week. After the honeymoon phase was over, my host mother turned on me. She thought I was being disrespectful and not telling the truth, where as the problem was that I couldnt fully understand what she was saying, causing a lack in  communication between us. When I realized this, I worked extra hard to regain her trust and persevere through what I perceived as a small bump in the road. When things worsened and I could no longer adapt to the situation, my community representative intervened and placed me with a new family. Even though my first host family was a challenge, the experience showed my true character. In the face of adversity, I was able to handle myself maturely and attempt to find a solution to the problem. It was not a failure by any means, but an opportunity to grow. Not only did I develop in times of trial and hardship, but I learned just as much in a nurturing situation. During the last six months of my stay in Germany I stayed with a truly wonderful family. I was treated as an adult, and I assumed full responsibility for myself. My host parents generosity of welcoming me into their heart and home made me appreciative of all I had accomplished in the last year, and encouraged me to give back. Through this pattern of giving and receiving I gained a sense of compassion and consideration for others. I surrounded my self with positive people which in turn brightened my spirits and reminded me that when the going gets tough an optimistic attitude can make a world of difference. When I boarded the plane at the end of my year there were only 52 of the original 60 students who completed the program. My commitment and perseverance helped me overcome adversity and succeed in a situation where the odds were against me. Not only did I accomplish the task at hand, but I had the time of my life while doing it. The rewards of spending a year abroad are endless, but I was most affected in a few ways. I learned compassion and acceptance first hand by being treated by others with kindness when I was down. I have become accountable beyond my age by being entrusted with responsibilities that are typically given to a person 22 and over. Now as I move on, I am better prepared for what awaits me. I have a whole new set of life skills and memories to keep in my quiver and use when called on. Pushing myself out of my comfort zone was the best thing I could have done, I was up to the challenge and I passed with flying colors.

Impact of Culture on Life Satisfaction of Students

Impact of Culture on Life Satisfaction of Students ABSTRACT Defining culture by reference to deeply situated societal values and beliefs, this study makes three contributions to the growing field of satisfaction research: first, it tries to uncover the relationship between international students life satisfaction and cultural life satisfaction across different cultures; Second, it explores whether and to what extent a range of cultural values serve as important moderators of international students life satisfaction; Finally, it explains the Life Satisfaction differences between international students across five nations (India, Africa, China, United Kingdom and Turkey). A total of 100 international students from the University of Northampton participated in this study. Analysis of the present study is based on data from two surveys. The first is the Dieners Satisfaction with Life Survey (SWL) to measure international students overall satisfaction with life across nations. The second is the cultural satisfaction survey which includes the six d eterminants of cultural factors: satisfaction in general, job, social relationships, health services, authority services and public safety. Using both Pearson and Partial correlation coefficient, statistical analysis showed that except for the General Satisfaction section p value is more than 0.05 (p>0.05) for each of the subsections. In addition, hypothesis one showed that there is not any correlation between Life Satisfaction and Cultural Satisfaction amongst International Students. Therefore, null hypothesis is accepted. One-Way between subjects ANOVAs enables us to partially accept hypothesis 2, which states there will be a difference in CS between International Students from different countries. Statistical results of one-way ANOVAs also accepted Hypothesis 3, which states there will be a difference in LS between International Students from different nationalities as well. According to these results, Hypothesis 2 is partially accepted because four out of the six subsections of the CS (General and Job Satisfaction) showed these differences. These results show the importance of the cultural determinants of the social relationship, health, authority and public safety satisfaction play a particularly prominent role on individuals Life Satisfaction. Finally, based on the Dieners SWL (Diener et al, 1984) and cultural life satisfaction survey, the empirical results show that several cultural values are indeed very significant influences on individuals assessment of their life satisfaction. INTRODUCTION Psychological research during the past two decades has revealed cultural differences across a wide range of domains. These studies focus on several factors such as what are peoples desires, wants, and needs, and which life domains are decisive in an overall evaluation of living conditions? Does the quality of a society in which a person lives play a significant role? As a result most psychologists are now keenly aware that the way people in different cultures think, feel, and act are, in varying degrees, different. International students have in recent years come to constitute a large proportion of the world-wide student body in higher learning institutions. There are hardly any countries that are unaffected by the presence of international students in its institutions of higher learning, or the pressure to send some of its own students to study abroad (Paige, 1990). Current estimates suggest that up to 1 million students annually study in countries other than their own (Open Doors, 1996/97). One rationale behind the increasing number of international students is the assumption that students can serve both as cultural ambassadors and resources (Klineberg, 1970; Mestenhauser, 1983; Paige, 1990), and as links between cultures (Eide, 1970). It has also been assumed that these cultural links could help reduce inter-group tension, prejudice, hostility and discriminatory behaviour, and to help increase international understanding and co-operation (Amir, 1969; Baron and Bachman, 1987; Fulbright, 1976) . These assumptions, however, have not always been supported. On the contrary mental health problems such as depression, psychosomatic complaints, anxiety and paranoid reactions (Jou and Fukada, 1997a and b; Sam and Eide, 1991; Ward, 1967; Ying and Liese, 1991) have been suggested to characterise international students. These are in addition to socio-cultural problems (e.g., language difficulties, difficulties in negotiating day-to-day social activities and, racial and ethnic discrimination) (Furnham and Bochner, 1982; Kagan and Cohen, 1990; Ward and Kennedy, 1993) and academic problems such as failure (Aich, 1963; Barker et al., 1991) have been documented as characterising international students overseas sojourn. Life Satisfacion (LS) has been defined as a global evaluation by the person of his or her life (Pavot et al., 1991, p. 150), and has been identified as a key aspect of quality of life and Subjective Well Being (SWB) (Mannel and Dupuis 1996). SWB is a way of defining a good life, and is often referred to as happiness. People who experience abundant SWB have many pleasures and few pains, and they feel satisfied with their lives (Diener, 2000). Satisfaction also refers to the cognitive/judgemental aspects of SWB (Neto, 1995). Diener and his colleagues (1999) argued that, SWB and happiness, has both an affective (i.e., emotional) and a cognitive (i.e., judgmental) component. The affective component consists of how frequently an individual reports experiencing positive and negative effects. In addition to this, previous research (Diener et al., 1999) has found college students consider happiness and LS to be extremely important, and there is evidence that increased LS impacts upon academi c performance in college students (Rode et al., 2005). Research has shown that increased LS and happiness may be related to goal progression (Emmons, 1986), close social relationships (Myers, 2000), and being involved in flow activities (Csikszentmihalyi, 1997). Moreover, Veenhoven (1991) uses the definition of LS as the degree to which an individual judges the overall quality of his life as a whole favourably. (1991: 10). This idea emphasises satisfaction with ones life, implies contentment with or acceptance of ones life circumstances, or the fulfilment of ones wants and needs for ones life as a whole. Furthermore, the need satisfaction model (Maslow, 1970; McClelland, 1961) and the spill over (Diener, 1984;Wilensky, 1960) theories provide useful frameworks to conceptualise the processes that underlie happiness in a life domain. The basic premise of the need satisfaction model is that people have basic needs they seek to fulfil in each life domain. Individuals derive satisfaction in a particular life domain when events and experience related to that domain fulfil their needs. Therefore, this model seems to suggest that people who are successful in satisfying their needs are likely to enjoy greater SWB than those who are less successful. For example, a person reports high satisfaction of her health life domain based on positive experiences concerning health-related activities such as a healthy diet, regular exercise and attention to medical needs. Moreover, the spill over theories of quality of life are viewed as having two broad types; bottom-up and top-down theories. Firstly, bott om-up theories assume that LS is a summary evaluation of aspects of ones life. For example, one is satisfied with life because one has good social relationships, enough money, weight under control, and an interesting job (Choi et al., 2007; George and Landerman, 1984; Larsen, 1978). Secondly, top-down theories assume that LS is due to personality influences. For example, a neurotic individual is more dissatisfied in general with his or her job, social relationships, weight, and income in particular ( Shepard, 1974; Kremer and Harpaz, 1982). Although there may be some agreement about the important qualities of the good life, with considerations like health and successful relationships, each individual assigns different values to these factors (Diener et al., 1985). Each person has his or her own values, criteria, and basis for evaluation. Furthermore, considerable research effort has been devoted to the study of adults perception of the quality of their lives, including LS judgements. LS research is supported by the variety of measures appropriate for adults, such as the Satisfaction with Life Scale (Diener et al., 1985; Pavot and Diener, 1993), Quality of Life Inventory (Frisch et al., 1992), Life Satisfaction Index (Neugarten et al., 1961), and the Salamon-Conte LS in the Elderly Scale (Salamon and Conte, 1984). Several studies have been carried out regarding LS and the results of these studies emphasise that LS is related to different factors. A great deal of psychological research has explored the sources of peoples LS. Due to variation in the characteristics of the included samples such as age, gender or culture questions which are commonly found in questionnaires as well as included indicators, different factors have been found to be associated with LS. Campbell (1981) indicates that there are at least 12 domains involved in contributing to LS. These are health, finances, family relations, paid employment, friendships, housing, living partner, recreational activity, religion, self-esteem, transportation, and education (Campbell, 1981). Specific cultural and social factors also have been found to play an important role in determining LS and happiness (Triandis, 2000). LS is used worldwide in research including adults, young people, students, older people etc. (Baiyewu and Jegede 1992; H illeras et al. 2001b,Neugarten et al. 1961; Vitterso et al. 2002; Wood et al. 1969) and is supposed to be a useful outcome variable in different countries. Cultural context is an important element that influences an individuals cognitive evaluation of ones life. Culture affects people in a variety of basic psychological domains, including self-concept, attribution and reasoning, interpersonal communication, negotiation, intergroup relations, and psychological well-being (Brewer Chen, 2007; Fiske et al., 1998; Markus Kitayama, 1991; Oyserman et al., 2002). Sociologists and social psychologists are interested in socio-demographic patterns that emerge when people evaluate their overall living conditions (Veenhoven 1984; Argyle 1999; Headey and Wearing 1992; Hagerty et al. 2000; Glatzer and Zapf 1984). However, socio-demographic factors account for less than 20% of the variance of SWB, a finding confirmed in several studies (Campbell et al. 1976; Andrews and Withey 1976; Diener and Suh 1997). Many efforts have been made to analyse determinants of LS and researchers from several disciplines illuminate this subject from different perspectiv es. The study revealed that the standard of living, access to employment, job satisfaction, marriage, social relationships, social networks, and health were the most decisive factors when explaining variations in LS within countries. Previous research also indicate that these factors have a positive impact on individuals LS (Diener et al. 1999) with results also showing that individuals with high LS have such benefits including physical health, mental health, good interpersonal relationships, and educational and vocational success (Frisch, 2000; Park, 2003, 2004; Veenhoven, 1989). More recently, economists have shown an interest in explaining LS outcomes with respect to reported SWB as a proxy for individual utility. They primarily focus on cross-country comparisons, the question of marginal utility of income, and the relationship between absolute and relative levels of income on SWB (Frey and Stutzer 2002a, b; Oswald 1997; Layard 2005). Moreover, LS differs a great deal between individuals and between European countries. The previous study within the enlarged European Union shows average LS in 2003, measured on a scale from 1 (very dissatisfied) to 10 (very satisfied), ranged from 8.38 in Denmark to 4.41 in Bulgaria. In every country high income goes hand in hand with higher LS scores. However, poor people in Denmark are nevertheless more satisfied than rich people in Bulgaria. The large differences in the overall level of LS between old and new member states have so far been explained with reference to the level of economic prosperity in each country (Fahey and Smyth 2004). Moreover, several studies have pointed out that poorer countries tend to possess lower LS than richer ones. To support this idea, Leelakulthanit and Day (1993) compared the LS scores of Americans and Thais. The results showed that Americans were more satisfied with their lives than Thais. Similarly, Diener et al., (1995) investigated LS among American, Korean, and Chinese college students. The results of the study illustrated that American college students scored more highly on LS, positive feelings and influential factors (e.g., income and wealth of the countries) than both Chinese and Korean college students. The results of these studies emphasized that the countries with high qualities (such as income, wealth, education) have higher LS scores than the countries who have low quality of standards . Conversely, Heady et al. (2004) instead analysed household panel data for five countries and found the happiness measure to be considerably more affected by economic fac tors than found in most of the earlier literature. The economic factors in the study include wealth and consumption expenditures and among the findings are that wealth has a stronger impact on happiness than income and that non-durable consumption expenditures are as important for happiness as income. Recent cross-country studies have therefore returned to this issue, questioning the insignificance of economic factors, which led to a heated debate in Social Science Indicators between Richard Easterlin, who defended the standard conclusion that average income does not matter, and Michael Hagerty and Ruud Veenhoven, who opposed this and argued that positive happiness trends in most nations were caused by income growth (Hagerty and Veenhoven 2003; Easterlin 2005; Veenhoven and Hagerty 2006). Moreover, a number of previous studies exposed evidence about health playing a critical role in overall LS. In fact, health has long been viewed as one of the major factors to LS as previous studies have found that health plays a crucial role on individuals LS (Linn et al., 1988; Michalos, Zumbo, Hubley, 2000; Okun et al., 1984; Parkerson, Broadhead, Tse, 1990). Additionally, a number of previous studies have examined the relationship between LS and health factors such as obesity, alcohol use, suicidal thoughts, physical activity, stress, and academic performance in different populations. For example, the study of the Moum (1996) found that people who score high on LS measures are less likely to attempt suicide. Lewinsohn et al., (1991) also pointed out that people who score high on LS are less likely to become depressed in the future . Several researches have also examined that LS is related to healthy behaviours in a number of different populations (Kelly, 2004; Rudolf Watts, 20 02; Valois, Zullig, Huebner, Drane, 2004b). To support this idea, Statistics Canada Web Site (2009), found that Canadians LS was related to their health. The statistics showed that people who were satisfied with their lives reported that their health was excellent (62.5%) and only 8.4% of people who were satisfied with life reported poor health. Conversely, of those people who were not satisfied with their lives, 54.2% reported that their health was poor. As a result, this study found that weak levels of health are directly related to low levels of satisfaction with life, low levels of morality, and low levels of satisfaction. This study also stresses that public health provisions have an important role on the improvements of individuals quality of life. For example, Life expectancy in France or Germany has risen sharply. However, this improvement is not due to high-technology. These countries attach importance to improve the quality of health in urban sanitation. The main aim here is relatively low-cost treatment (for example; antibiotics for childrens ear infections) (Deaton, 2008). From the past to the present, a great deal of psychological research has explored the sources of peoples LS. These sources include ones overall wealth, whether one is single or married, male or female (Gold et al., 2002; Murtagh Hubert, 2004), or young or old (Diener, 1984; Mercier et al., 1998; Prenda Lachman, 2001) A few studies have investigated international undergraduate students Satisfaction with Life (SWL) in the pattern of culture associates. Definition of the SWL emphasises the individuals own Quality of Life (QoL) based on their selected standards (Shin and Johnson, 1978). Each individuals decisions about their own particular criteria of their QoL can help them to judge and establish their own SWL (Diener et al., 1985). This shows that ones SWL is not a universally determined criteria of QoL, because each individual is judging their SWL by their own evaluation of the QoL. This is one of the important reasons to focus on people of diverse ethnic background and their differ ent values and perceptions of what may characterise the good life (Diener et al., 1985). Another important reason to study SWL and Culture across different nations is based on cultural factors (such as ones quality of life) that play an important role on individuals happiness. Veenhoven (1991) found that living in an economically prosperous country where freedom and democracy are respected; political stability; being a part of a majority rather than a minority; being toward the top of the social ladder; being married and having good relationships with family and friends; being mentally and physically healthy; being active and open minded; feeling in control of ones life; having aspirations in social and moral matters rather than money-making and being politically conservative are significantly related with individuals happiness rather than unhappiness. Moreover, other researchers have established that individuals from different cultures have different levels of economic and social satisfactions with their Jobs. For example, people who have the same jobs but who live in different countries might have different levels of job satisfaction because of cultural influences (Cranny et al., 1992; Gallie Russell, 1998). This signifies that both economic (money) and social (interest) satisfaction with work, such as individuals quality of their working styles, experiences and achievements, is another very important component of individuals overall SWL (Frijters et al., 2003; Kraft 2000). Furthermore, health is a subjective phenomenon manifested as the experience of wellness/illness based on individuals evaluations of how they are feeling and doing. There are variety of factors on an individuals health satisfaction which have been related to their LS such as weight (Ball et al., 2004), alcohol use (Murphy et al., 2005), stress (Schnohr et al., 2005), and physical activity (Valois, Zullig, Huebner, Drane, 2004b) These have been shown to be related to life satisfaction in different populations. The relationship between LS and various aspects of perceived health has been investigated in different nations because in different cultures people have different health institutions and services which can affect both their QoL and SWL. Previous researchers found that there is a positive relationship between subjective health and LS (Arrindell et al., 1999; Lohr et al., 1988; Rapkin Fischer, 1992; Willits Crider, 1988). The information above supports that to study both SWL and culture have been useful in illuminating how individuals differ in their SWL from different nations and the role of culture. A Number of studies emphasize that culture affects individuals from several basic psychological domains. For example, attribution and reasoning, intergroup relations, interpersonal communication, self-concept, negotiation, and psychological well-being (Brewer Chen, 2007; Fiske et al., 1998; Lehman et al., 2004; Markus Kitayama, 1991; Oyserman et al., 2002). From the theory and research presented in this review, it can be seen that cultural factors are the integrative parts of the LS. According to this, this study will focus on the Culture and LS amongst international students to see whether culture plays an important role on the undergraduate students LS from five different cultures. The specific aims of the study are three-fold. Firstly, it determines whether there is a relationship between international students LS and CS amongst five different countries. Secondly, it specifies whether the international students have differences in CS in general factors (i.e. quality of services/ city/life etc.), social relationships, job satisfaction, health, authority and public safety across five different countries. Thirdly, it explores whether there is an LS difference between International Students from five different countries which are China, India, UK, Turkey and Nigeria. In this study, I will focus on more cross-cultural phenomenon of the st udents satisfaction as well as its link with cross-cultural differences in the bases of LS (Schimmack et al., 2002; Suh et al., 1998) and provide tests of an empirically supported explanation for the differences. When people construct judgments about their overall LS, different cultural members place relative emphasis on different aspects of life. Therefore the hypotheses for this study are: There will be correlation between LS and CS amongst International Students from five different countries . There will be a difference in CS between International Students from five different countries There will be a difference in LS between International Students from five different countries. METHOD SECTION Participants A total of 100 students from the University of Northampton (UCN) in Northampton participated in the study. The sample for the current study comprised of 100 students, with twenty participants from each of the five nations India, Africa, China, United Kingdom and Turkey. Participants were selected from these five countries because many students from these countries came across to study in the University of Northampton. All participants were more than 18 years of age. Both males and females between the ages of 18-25 were selected. Each participant was required to complete both Questionnaire Section A of Life Satisfaction and Section B of the Cultural Satisfaction (see Appendix 2). All student participation was voluntary. Apparatus/Measurements The measures for the study were either taken directly or with modification from existing scales as described below. With the exception of the Satisfaction With Life Scale, all the items reported here were answered on a 5-point Likert Scale. Life Satisfaction : Global life satisfaction was measured by the Satisfaction With Life Scale (Diener, Emmons, Larsen, Griffin, 1985) to measure the life satisfaction of the international undergraduate students. The SWLS is a five-item inventory with a 7-point scale. The five items used to measure satisfaction with life are : (a) In most ways my life is close to ideal; (b) The conditions of my life are excellent; (c) I am satisfied with my life; (d) So far I have gotten the important things I want in life; and (e) If I could live my life over, I would change almost nothing. Participants respond to each item on a 7-point scale ranging from 1 (strongly disagree) to 7 (strongly agree), yielding a possible total score ranging from 5 to 35 (see appendix 2). Satisfaction With Culture: Participants cultural life satisfaction was measured by questions both from Quality of Life Satisfaction Survey (2003) (QLS) (cited in Delhey, 2004) and the 2006 General User Satisfaction Survey (GUSS) (Torbay Council, 2006). Researcher also prepared some of the questions. The Satisfaction with Culture survey is a 70-item Likert scale designed to measure international students cultural satisfaction within six cultural life domains: general, social relationships, job satisfaction, health perception, authority and public safety were considered important influences on individuals life satisfaction. Participants respond to each item on a 5-point scale ranging from 1 (strongly disagree) to 5 (strongly agree) (see appendix 2). General : The general questions about the cultural life satisfaction, which consists of twenty-three out of the 70 items, was added to the beginning of the Cultural life satisfaction scale in order to measure general life satisfaction about the cultural factors. The researcher also prepared the questions from 1 to 19. However, questions 20 to 23 from the general section were obtained from QLS. Students were expected to respond to each item based on a five-point Likert scale from strongly disagree to strongly agree. Examples of items are It is a good place to live, overall quality of life in the city, water quality, noise etc. However, nine items were measured on an ordinal scale that assessed satisfaction with current state of general services (e.g. health services, public transport, education system etc.). Participants again respond to each item on a 5-point scale ranging from 1 (poor) to 5 (very high). Higher values indicate higher LS. Social Relationships : To achieve a high level of joy and happiness in life, people must be socially involved with people. This involves getting along well with others, having friends and companions, and offering help to those who need it. This part evaluates international students social relationships in their home countries through sixteen items. However, five questions about the tensions between different groups were obtained from QLS. Scoring goes from 1 to 5, where 1 corresponds to the answer Very many tensions and 5 to No tension at all. Moreover, eleven questions consisted of general problems about parents, children, teenagers etc. These eleven questions were also prepared by the Researcher. Statements such as parents not taking responsibility for the behaviour of their children, noisy neighbours or loud parties and people being attacked because of their skin colour, ethnic origin or religion etc. The items were also based on a 5-point Likert scale ranging from 1 (a very big p roblem) to 5 (not a problem at all). Job Satisfaction: In this section questions asked students to evaluate their overall Job satisfaction and financial situation. Questions in the Job Satisfaction section were adapted from QLS. A list of seven items was constructed to measure the job satisfaction variable. Items were presented on a 5- point Likert scale ranging from strongly agree to strongly disagree. Items included My work is dull and boring , I am well paid, and My job offers good prospects for career advancement etc. Health Perception : The health perception variable was measured on a Likert scale that assessed satisfaction with current state of health services in international students countries. This section consisted of eight items. Questions 1 to 4 from the health section were obtained from QLS. However, questions from 5 to 8 were obtained from GUSS. Items were presented on a 5-point Likert scale ranging from very satisfied to very dissatisfied where 1 corresponds to the answer very dissatisfied and 5 to very satisfied, and included statements such as waiting time to see doctor on day of appointment, Quality of Hospitals and Deal with patients etc. Authority: The authority section consists of seven items. Question 1 and 7 from the authority section were adapted from GUSS . Also, questions 2 to 6 were prepared by the researcher . The items were rated on a 5-point Likert scale, and included statements such as how satisfied or dissatisfied you are with each of the following services provided or supported by your country City Council such as; Sports/leisure facilities and events, libraries, museum, galleries, theatre etc. Scoring goes from 1 to 5, where 1 corresponds to the answer strongly disagree and 5 to strongly agree. Public Safety: Public safety questions about the cultural life satisfaction, which consists of nine items. Questions in the Public Safety section were prepared by the researcher. Questions include how safe do you feel walking in your neighbourhood during the day? and how safe do you feel walking in your neighbourhood after dark? etc. The responses were based on a 5-point Likert scale ranging from very unsafe to very safe, and 1 (strongly disagree) to 5 (strongly agree). Procedure Before the experiment participants were asked to read the standardised instructions (see appendix 3 ) and to give their consent verbally. According to the standardised instructions, participants were fully informed what the study was going to investigate. The standard instructions informed the students of the purpose of the study; that participation was voluntary and the responses were going to be treated confidentially. Also, it explained the details of what participants would have to do and were allowed to ask any questions. Experimenters informed the participants that the aim of the study was to investigate whether there is a relation between participants general life satisfaction and cultural life satisfaction. By giving their consent to taking part in the study, they were agreeing to be involved in this study and were then asked to sign the consent form (see appendix 4) and read the brief (see appendix 4). After that, participants were asked to fill in the questionnaire. The que stionnaire consisted of two sections; section A and section B. Section A was about the Satisfaction with Life Scale (SWLS; Diener et al., 1985) to measure life satisfaction. The scale comprises of five-items and the responses were made on a 7-point agree-disagree Likert scale (Diener et al., 1985). On the other hand, section B was about cultural life satisfaction (Questions were obtained from QoL). The Satisfaction with Culture survey is a 70-item Likert scale and was designed to measure international students cultural satisfaction. The scale provides scores for six dimensions namely for the participants satisfaction with their nations. The six sections of the cultural satisfaction are: general, social relationships, job satisfaction, health perception, authority and public safety considered important on individuals cultural life satisfaction. According to participants responses, negative scores indicate dissatisfaction, whereas positive scores indicate satisfaction of the specific domain for the individuals life satisfaction. In this experiment, participants were not timed. Therefore, all the participants had the same life satisfaction and cultural satisfaction scale. Participants were also aware that they were allowed to withdraw at anytime without giving reason. After the experiment, the experimenter gave the participants a cue sheet which consisted of a brief explanation of what the study was about and the experimenters e-mail address (see appendix 5). Also, each Life satisfaction scale had the participant number recorded on the top of the paper so, if the participants changed their minds and wanted to retract their results from the study, they could email the experimenter and give their paper number by 01-01-2010. Also, participants were allowed to ask any questions. There was no deception of the participants in this study. Finally, no personal data was requested. As a result, the participants were anonymous . Questionnaires will be kept confidential and securely kept in the locked answers cupboard. Design This study was performed to determine the relation between culture and life satisfaction. The dependent variable of the study was the life satisfaction and the independent variable was culture. In this experiment, participants were sampled around the university campus and each participant received only one questionnaire. All experime

Tabloids: A Representation of what we consider News Essay example -- E

Tabloids: A Representation of what we consider News Why is it that every time we see that someone is keeping a journal we have that gut urge to sneak into their bag and read all of their innermost thoughts? We all experience it. Although most want to deny it, there is no escaping that part of us that wants to know all we can about other people. Luckily, there is a medium that lets us do just that. Tabloids make the lives of others, especially celebrities, an open book for all to read and scrutinize. Not only do tabloids offer the lives of others on a silver platter, but they also let readers get sensational satisfaction, meaning they have the ability to be actively involved in articles with all their senses. Emotional stories, graphic images, terrifying fantastic epics, the lives of others, are all presented to readers in one convenient medium; the tabloid. The tabloid is not a new medium whatsoever, in fact the model for the modern tabloid dates all the way back to folklore. Before the printing press was introduced into society, oral storytelling was the only way society satisfied their craving for scandal and thrilling stories. People spoke about their neighbor’s business and far-fetched happenings, and the only way to pass those stories on was to tell the story. Just like a game of telephone that we have all played in grade school, stories ended up changing and being misconstrued to later form urban legends that we still hear about today. It wasn’t until Johann Gutenberg introduced the printing press in the 1450’s that the ancestors of tabloids truly emerged in a form that specifically helped to shape the modern tabloid we see today. America and Europe experienced a monumental transformation because... ...bloid Tales: Global Debates over Media Standards. Maryland: Roman & Littlefield Publishers, 2000. Sloan, Bill. â€Å"I Watched a Wild Hog Eat My Baby!† A Colorful History of Tabloids and Their Cultural Impact. New York: Prometheus Books. 2001 Lumby, Catherine and Elspeth Probyn. RemoteControl: New Media, New Ethics. New York: Cambridge University Press, 2003. Cuozzo, Steven. Its Alive! How America’s Oldest Newspaper Cheated Death and Why is Matters. New York: Random House, 1996. Bird, Elizabeth S. For Enquiring Minds: A Cultural Study of Supermarket Tabloids. Tennesse: Undecided of Tennessee, 1992. Yalof, David and Kenneth Dautrich. The First Amendment and the Media in the Court of Public Opinion. New York: Cambridge University Press, 2002. Barkin, Steve M. The Journalist Storyteller: A Interdisciplinary Perspective. American Journalism Vol 1. 1984.

Analysis of “Not Waving but Drowning” by Stevie Smith

Josh Robinson Dr. Joyce Huff ENG 206 Feb 5, 2013 Not Waving but Drowning People may not always be exactly what they seem on the outside just as a poem may have a deeper meaning than the story that is just on the surface. The poem Not Waving but Drowning by Stevie Smith is a great example of this. The author does a very good job at relating the death of a man by drowning and the reaction it causes in others to the deeper story of how the man is symbolically calling out to others who never come to help him get his life together.In the beginning of the poem, the first two lines are somewhat confusing. It refers to the main character as â€Å"the dead man† but then in the next line it mentions how he is moaning. This is confusing of course because as we all know, a dead man can’t make sounds. The next sentence though, seems more straightforward at first glance but as you move farther in the poem it’s meaning might not be so obvious. In the second stanza there is a ch ange from what seems to be the dead man speaking to others talking about what he was like when he was alive.It shows how, to other people, the man seemed happy, but it also seems as though the author means to give the impression that other people think that it was this one event that caused the man to finally break down. He says in the next stanza however that â€Å"†¦it was too cold always† which I think shows that he is saying that it was not merely one event that caused him to â€Å"drown†. His entire life consisted of reaching out to others for help but he never received it. In the beginning of the second stanza I would also like to point out how the author added â€Å"Poor chap† separated with a comma.I think the commas are likely used to emphasize that label that the author puts on the man from the viewpoint of others. It, in a way, shows how others may pity this man because of how great he had it until this single event. This is ironic because if you read the poem more than once, you’ll see that in the last stanza he is essentially saying in the third line, â€Å"I was much too far out all my life†, that he was suffering not only in the his last moments but throughout his entire life.If you look at the ways that the poem is written out, it kind of helps to separate the different clues that the author gives to you. In the very first line, it uses commas to separate â€Å"the dead man†. Even though it didn’t separate any of the other instances of the author referring to the man as â€Å"dead†, I think that it is written in this way so that you will realize that it might not mean dead in the literal sense of the word but in a more symbolic sense. As though to help that idea be emphasized each time that you come across that phrase.Also, if you noticed, â€Å"And not waving but drowning† was used both at the end of the first stanza as well as the end of the last stanza. In the first stanza i t is used merely as a way to get you to recognize the importance of it when it comes around again. It is placed here with the understanding that its true meaning may not be as clear until the next time that you see it. When you see it again though, you have enough information to where you can start coming to conclusions about what the author really meant to symbolize when he said that the man was drowning.In the second stanza, â€Å"They said† is placed in a line on its own which is unusual compared to the rest of the poem. It seems as if it was put there separately to draw attention to the contrast between what others thought of this man and how he knew his life to be as well as showing the importance of both it and the line before it, which is also abnormal in the fact that it is quite a bit longer than the rest of the lines in the poem. There are many poems that say one thing but completely mean another.Not everything is black and white in poetry just as in other art forms . Some may be more difficult than others to see a different meaning behind the text but through clever uses of words, imagery, and symbols just about any poem can be examined more closely for different meanings, thoughts, or ideas that the author is trying to convey. Poems should be broken down and examined in sections. Each section may have different clues as to what the author’s underlying meaning could be. This makes understanding the poem as a whole a lot easier.I found it very helpful in this poem (and other poems), as we learned in class, to read into things more and question everything. There could be a simple object that creates a completely different meaning to the poem once you find out it’s significance. Also, finding multiple definitions or even definitions you might not know such as the word larking was very helpful. I didn’t quite know the meaning of that word, but in looking it up, I basically came up with my entire argument for what I thought the meaning of the poem was.Figuring out a poem is almost like figuring out a puzzle. The only real difference is, the pieces aren’t cut out for you. You have to look at the bigger picture and find the logical pieces to cut out and then examine them individually. When you are done looking at them and figure out how to put them back together they could very well become a completely different picture from the one that you had originally broken down into pieces.

Analysis and Questions for the poem Daddy Essay

1. Discuss the poet’s use of apostrophe in its direct address to the father figure. How does Plath stage that address as a kind of declaration of independence in the decisive tone with which she at once judges and dismisses the father? The poem Daddy, written by Sylvia Plath, is a text which reveals to the reader, the nature of the persona’s relationship with her father as well as the impact that her father’s death had on her. Being a confessional poem, the reader can assume that it is about Plath herself. The purpose of this poem is so that Plath can purge herself of her emotions as she feels abandoned by her father after his death. The very title gives away the fact that Plath’s emotional growth has been stunted and that she feels like an abandoned child. Throughout the poem, Plath uses many stylistic devices. She is successful in creating a tone of hatred, disgust, and finality. Relationships with men were not her strong point by any means, and Plath’s negative attitude towards men is clear. One of her stylistic devices is the use of apostrophe. An apostrophe in a poem is a group of words that are spoken to a person who is absent or imaginary, or to an object or abstract idea. In the poem, the speaker’s use of apostrophe illustrates an attitude of power. Apostrophe is the next best thing to talking directly to the father, which is impossible, as he is dead. The speaker has conquered her fears, she was able to kill the father inside of her, and an ultimate demonstration of power is the ability to address someone directly, without having to hide behind the cloak of a method other than the second person. In the last lines, the apostrophe gives more power to the poem. â€Å"Daddy, daddy, you bastard,† has more effect on the audience than, â€Å"Daddy was a bastard.† 2. Consider how the poet’s sing-song rhyme pattern of the opening stanza darkly invokes a childhood world of Mother Goose rhymes appropriate to the poet’s regression back into the role of daughter to the dead patriarch. The structure of the poem is similar to that of a nursery rhyme, which reveals Plath’s child mentality. An analysis of the straight rhyme scheme lulls the reader into a hypnotic state and the language is relatively free from the kind of ominous and dark imagery and terms that will arrive as the poem by Sylvia Plath progresses. This nursery rhyme’s innocence is obliterated quickly with each and with the images and language of Nazism and several weighty references to horrible wars. The first stanza writes: You do not do, you do not do Any more, black shoe In which I have lived like a foot For thirty years, poor and white, In this stanza, the poem starts with the speaker declaring that she will no longer put up with the black shoe she’s lived in, poor and scared, for thirty years. She uses the second person throughout the poem, saying â€Å"you,† who, as we find out, is â€Å"Daddy.† This means that she is comparing her father to a shoe that she has been living in very unhappily, however, she is not going to put up with it anymore. This stanza reminds the reader of a nursery rhyme – the old woman who lived in a shoe. The repetition of â€Å"you do not do† in the first line even makes this stanza sound a little singsong-y. But this is no happy nursery rhyme – the speaker is poor, and won’t dare to breathe or sneeze, meaning that she feels trapped and scared. 3. How does Plath capture the ambiguity of her relation to the dead patriarch in her pun on the word through in the last lines of the poem? The poem reaches its crescendo with the line â€Å"Daddy, daddy, you bastard, I’m through†. The speaker has threatened that she’s through with her father before, in line 68. But the repetition of the word â€Å"Daddy† here, the addition of the word â€Å"bastard,† and the phrase â€Å"I’m through† makes this condemnation final. Before this, the speaker has used the word â€Å"Daddy† only four times in an 80-line poem, not counting the title. Using this affectionate term for father twice in the last line makes it sound almost like she’s beating on his chest to get her point across. The use of the word â€Å"bastard† seems to be what this poem has worked itself up to. The speaker has tried out every way possible to criticize her father – he’s a Nazi, the devil, and a vampire. But, in the end, she just wanted to get out a good verbal punch, calling her father a bastard. Furthermore, in this line, the contrast brings to light the destructive conflict in the speaker’s mind, that of loving and hating her addressee simultaneously. 4. The poem draws an analogy between women’s oppression and that of the Jewish victims of the Nazi death camps. Do you think this analogy is appropriate? The themes prevalent in this poem are oppression and emancipation. The notion of oppression is evident when Plath uses the metaphors Nazi’ and Jew’ to describe her father and herself. This imago connotes that she is dependent on her father for survival as well as the fact that she is battling an internal war inside her and that she at this point, is a victim because of her father’s abandonment. Her mental suffering is further reinforced by the allusions to the Nazi concentration camps, as it reinforces the fact that she is a victim and that she is unable to escape from the psychological hold that her father has on her. This analogy does make sense in the poem however it is a very drastic and dramatic example.