Does Shaming Work as a Crime Control Policy Essay

Does Shaming Work as a Crime Control Policy - Essay Example For the past two decades, proposals demanding for the adoption of alternative punishments have received much interest partly because there are presently more than 2 million people in federal and state penitentiaries (Kahan, 2006). Disappointed by the obvious failure of the criminal justice system to trim down offender populations at an acceptable cost, different intellectuals with distinct political objectives have suggested more cost-effective and more efficient techniques to diminish numbers of prisoners and reduce recidivism. Several of these alternative crime control methods are innately stigmatic and do not require imprisonment, like degrading community service, criminal fines, and, most contentiously, shaming sanctions. This paper analyzes and determines the nature and effectiveness of shaming sanctions. Shaming Sanctions: Does it Work? Legal scholars have largely focused on alternatives to imprisonment. Even though general alliances support further implementation of alternative punishments as a major issue, heightened academic debate has revolved around the adoption of shaming sanctions. Shaming sanctions are punishments intended to debase and stigmatize a criminal in public while encouraging a certain extent of public involvement in that debasement and stigmatization (Marshall, 2001). Specifically, a shaming punishment â€Å"exposes the offender to public view and heap[s] ignominy upon him in a way that other alternative sanctions to imprisonment, like fines and community service, do not† (Markel, 2001, 2155).

Importance Of Mobile Banking System In The Maldives Finance Essay

Importance Of Mobile Banking System In The Maldives Finance Essay INTRODUCTION Banks play a vital role in the economic life of a nation. The wellbeing of an economy is intimately correlated to a healthy banking system. Bankers borrowing; lending and related activities make possible the process of production, distribution, exchange and consumption of wealth. Therefore banks are very valuable associates of economic growth. Banks play an imperative role in utilization of the resources of the country. Banks mobilize the savings of the people for the investment purpose. In the absence of bank, a countrys major portion of capital will remain redundant. Mobile banking can be described as a common phrase used for performing balance checks, account transactions, making and receiving of payments etc via a mobile device; commonly mobile phones. Terms such as M-Banking and SMS Banking are commonly used for mobile banking. This report will look in to the importance of introducing a mobile banking system to the Republic of Maldives, A country formed of 1190 coral islands each separated by open sea. According to the MMA (Maldives Monetary Authority- Central Bank) they are gearing up to launch a mobile banking system in the country from 1st Feb 2011. MMA named its upcoming mobile banking system as Keesa a local word used for wallet. In an Interview given to National Television in 2010 (MNBC-One) the Governor of MMA Mr. Fazeel Najeeb quoted The Maldives Mobile banking system designed to bring a revolution to the financial sector and setting an example for the rest of developing countries in the world. (MNBC-One, 2010) OVER VIEW OF MALDIVES ECONOMY The GDP growth averaged 8.0% over the past two decades raising per capita income about US$ 2,800, the highest in the region and moving the Maldives well into middle income status. After contracting by 4.6% in 2005 due to the tsunami induced fall in tourist arrivals, the economy rebounded by 19.1% in 2006 and appears to have remained robust in 2007. The population of Maldives was estimated 2, 98968 according to the preliminary census 2006. Fishing and tourism plays a vital part of Maldives economic progression. According to MMA there are 6 commercial banks in Maldives with 176186 Account Holders. At present there are only two Mobile service providers in Maldives, who provides Service for 259889 Customers. Dhivehi Raajeyge Gulhun Pvt. Limited or Dhiraagu is Joint Venture Company formed between the Maldivian Government and Cable Wireless and commenced its operations in the Maldives in 1988. (Dhiraagu, 2009). Wataniya Telecom Maldives Started out operations in Maldives as a subsidiary of Wataniya Telecom in February of 2005, it has now become the preferred mobile network for Maldivian locals and tourists alike. The companys quest for perfection and dedication to complete customer satisfaction has placed it on the forefront of Telecommunication solutions in the Maldives. (Wataniya Telecom Maldives 2009) Tabulated profile of Maldives Details % No Total population 298968 Between 15 64 years 62.5 186904 In Employment 110231 Workers on Male 10.3 38971 Workers on Atolls 89.3 71260 Employment By Sector Fishing Industry 11 12125 Tourism 23 25000 Government 31 34000 Others 35 39000 Expatriate Workers 70075 Mobile Subscribers 259889 Resident on Male 41.5 106554 Resident on the Atolls 59.5 153335 Bank Accounts 176186 Resident on Male 65 113893 Resident on The Atolls 35 62293 ATM Cards Issued 62275 Source: Ministry of Planning and National Development Key Indicators 2006  ¨ Maldives 2006 preliminary census figures  ¨ Monthly Statistics, February 2008-MMA  ¨ CGAP survey results from Maldives mobile operators  ¨ CGAP survey results from Maldives banks A MOBILE BANKING SYSTEM WILL RE-SHAPE AND AVANCE MALDIVIAN ECONOMY. Referring to the facts and figures given above (Under over view of Maldives economy) and Tabulated portfolio of Maldives, more than 95% of Maldives is covered geographically by the mobile operators in Maldives. Mean while nearly 90% of population owns mobile phone. According to the Ministry of Planning and National Development Ministry the mobile operators also already have the capacity of providing mobile banking service with minimal investment. (Key Indicators, 2006) The mobile banking system will benefit the Economy in following ways Implement state of the art inter-bank settlement and eliminate risk and increase the safety and efficiency in payment systems Introduce full cheque truncation and automate clearing Promote economic efficiency in the country Reduce dependence on cash and paper based instruments by facilitating electronic payments Establish a fully interoperable retail payment system using cards, mobile and Internet Make banking accessible to all citizens of the Maldives, despite adverse geographic conditions Government and banking sector Mobile banking would save costs associated with printing and supplying cash, free up resources currently used by banks to deliver banking services, automate the banking and clearing system, reduce the transaction costs of banking and payments settlements, deliver banking services to the whole country, increase national savings, and revolutionize the financial industry. Fishing industry According to preliminary census figures of 2006, 11% of Maldivian work force is engaged in fishing industry. Exporting different products of fish is also one of the two main sources of income for the government. Its estimated that there are more than 12000 fishermen in Maldives who spend more than 70 percent of their life in the open sea. Therefore introduction of the mobile banking system, all fishermen are led to access the bank and carry out important transaction any time. This will ease and solve lot of existing difficulties for them regarding banking. It will also circulate more idle cash and contribute to the economy as a whole. Tourism Sector Maldives economy is vastly dependent on Tourism Sector. According to former president of Maldives Mr. Gayoom, tourism is life blood of our nation more than 23 percent of economic workforce is deployed in tourism sector. There are roughly more than 25000 people from 190 different islands working. 90% of these people are stationed at resorts who basically only travels to their native islands twice a year. There are no personal banking facilities at present in most of the resorts. Therefore to send their earnings to support family and receiving money or accessing to banking services are very complicated presently. With the introduction of Mobile banking system, these existing complexities for banking will be solved. MOBILE BANKING: PROS CONS Mobile banking also have unenthusiastic side, though over all mobile banking system is very efficient and generous to business men and other individuals. Pros Banking everywhere any where: Banking is a basic necessity in todays economic world. Accessing a bank or carrying out a banking transaction is all most part and parcel of every day. Mobile banking allows banking from anywhere and everywhere. Physical presence is not required to make a banking transaction. Therefore mobile banking saves time and energy. Important Notifications: The important notifications such as when an account is debited or credited, it will inform in almost no time. Therefore basic banking functions becomes more simple informative on real time. Important means for Accounts Safe keepings It enhances to minimize unauthorized transactions. Since the account holder will be notified immediately via a text. Therefore to be a victim of a bank fraud makes less likely and in case can act upon fraud quickly. Fast and easy payment: Mobile banking allows paying bills, utilities, insurance or any other parallel payments on time. Important means of banking in case of emergency: Mobile banking allows banking 24/7, and more over no waiting time is required. Therefore it is a vital means of banking-in case of emergency Cons Security: Though there are few viruses and Trojans targeted for mobile phones, mobile phone users can be attacked by a phishing scam. For example when a mobile banking user receives a forged text requesting for account passwords it might goes to a hacker pretending as the banker or teller. Compatibility All transaction might not be able to proceed in any phone and for some of the cheaper -phones mobile banking is not compatible at all. To get most out of mobile banking a good smart phone is necessary. Cost Though mobile banking is relatively cheaper and save times, some of the banks charges extra fee for mobile banking and in most of the cases extra software charges are applicable and add upon banking expenses. LITERATURE REVIEW Mobile banking closes poverty gap (BBC, 2010) This report published in BBC by Jane Wakefield, highlights the importance of Mobile banking to transform the way people in the developing world, transfer money and how it is poised to offer more sophisticated banking service which could make a real difference to people This statement highlights that currently there are 2.7bn people living in developing countries who do not have any means to access financial service or banks. Simultaneously 1bn people throughout Africa, Latin America and Asia own a mobile phone (BBC, 2010) Further this report shed lights on Mobile banking as a very powerful way to deliver saving and money transfer services to the billions of people in countries like Kenya and Uganda where there are thousands of people with no means to any access to financial institutions. Over all, this report makes it more vivid that the success of mobile banking in such countries there by closing the poverty gap. Africas mobile banking revolution (BBC, 2009) This report by Luice Greenwood provides the facts and figures of how a mobile banking system could contribute Africas economy so vitally. It also highlights that Millions of Africans are using mobile phones to pay bills, move cash and buy basic everyday items. Africa has the fastest-growing mobile phone market in the world and most of the operators are local firms. Accordingly the statistical data provided throughout the report, briefs about the countries like South Africa and Kenya mobile banking service providers has touched millions of life by means of savings, security and transfer of cash. The simplicity of mobile banking system in Africa is also lessoning the rest of the world. To set up a bank account by a mobile phone is so easy and straightforward that all it requires is that just a phone and ID card to register anywhere from the country by an approved agent. The system activates the account in seconds and depositing and transferring of cash are right away at the fingers tips This report shows how practical mobile banking system can be and how easy it could be serving the larger population like In Tanzania just 5% of the populations have bank accounts. In Ethiopia there is one bank for every 100,000 people. EMPIRICAL EVIDENCE With the introduction of mobile banking system there has been a lot of progress in the socio- economic factors in many countries. The implication of mobile banking seems like more important for developing countries than developed countries where lots of branches of banks are available at a threshold. Countries like Kenya, South Africa and Tanzania has shown the world how important mobile banking system is for under developed and developing nations. Lessons from the lights of literature review, I personally believe in the importance of the introduction of mobile banking system in Maldives. This technology would contribute to government sector, banking sector, fisheries industry, tourism sector and islanders from all islands as a whole. To overcome the shadows cased on banking sector in Maldives, by its natural geographic obstacles mobile banking can be an important tool. PERSONAL VERDICT Providently I have had an opportunity to work for Maldives Tourism Development Corporations as an Operations Manager. To perform my duties and carry out the responsibilities; I have travelled more than 40 Resort Islands and above 45 inhabited islands across the country. During my career, I personally experienced and felt the difficulties of banking by resort workers and local island natives. Though implementation of Mobile banking system in Maldives will undoubted fully Increase economic efficiency and promote social welfare of nation as a whole CONCLUSION The Maldives may be one of the most difficult countries in the world in which to deliver financial services through traditional branch networks. The country occupies 90,000 square kilometres, 99.5% of water. Its 2, 98,968 people live on 198 scattered islands in 26 atolls, and 60% of the inhabited islands have less than 1,000 residents. Given the highly literate population and high coverage of the mobile phone network, there is great potential to use technology to overcome the barriers of geography, low population density and a small population, and deliver financial service at low cost across the country.

Lorraine Hansberrys A Raisin In The Sun - Society and Family Essay

Society and Family in A Raisin in the Sun      Ã‚   We can learn a great deal by observing a given moment in history. The politics, fashion, and religion of a given society reveal the inner workings of the individuals that combine to make the society functional. While every society is different and unique, there are universal themes that apply to every society; the need to eat and sleep as well as the concept of "family" exist in all societies. In Lorraine Hansberry's "A Raisin in the Sun," we are witness to the common drama that occurs within a family set in a specific historical period.    Much of the political action that occurred during the time described within this play is specific to the era which it portrays. In Chicago and elsewhere, the economic affliction of minority families was in sharp contrast to the affluence of the middle and upper middle class families. The first black American civil rights activist Harry T. Moore and his wife were killed by a bomb planted under their home on December 25, 1951   (AfroAmerican ). W.E.B. DuBois, a prominent black writ... ...e 12].    Carlisle, David K. 1998. Black Combat Units In Korean War Action. [Online]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available:   http://members.aol.com/warlib/dkc2.htm [2000, June 12].    Hansberry, Lorraine. "A Raisin in the Sun". Beatty, J., Hunter, J. P. (Eds.)(1998) Norton Introduction to Literature (7th Ed.). New York: Norton 1381-1485).       MSN Microsoft Network. Encarta. W.E.B. DuBois. [Online] Available:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available: http://encarta.msn.com/index/conciseindex/2E/02E91000.htm?z=1&pg=2&br=1 [2000, June 11].       Lorraine Hansberry's A Raisin In The Sun - Society and Family Essay Society and Family in A Raisin in the Sun      Ã‚   We can learn a great deal by observing a given moment in history. The politics, fashion, and religion of a given society reveal the inner workings of the individuals that combine to make the society functional. While every society is different and unique, there are universal themes that apply to every society; the need to eat and sleep as well as the concept of "family" exist in all societies. In Lorraine Hansberry's "A Raisin in the Sun," we are witness to the common drama that occurs within a family set in a specific historical period.    Much of the political action that occurred during the time described within this play is specific to the era which it portrays. In Chicago and elsewhere, the economic affliction of minority families was in sharp contrast to the affluence of the middle and upper middle class families. The first black American civil rights activist Harry T. Moore and his wife were killed by a bomb planted under their home on December 25, 1951   (AfroAmerican ). W.E.B. DuBois, a prominent black writ... ...e 12].    Carlisle, David K. 1998. Black Combat Units In Korean War Action. [Online]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available:   http://members.aol.com/warlib/dkc2.htm [2000, June 12].    Hansberry, Lorraine. "A Raisin in the Sun". Beatty, J., Hunter, J. P. (Eds.)(1998) Norton Introduction to Literature (7th Ed.). New York: Norton 1381-1485).       MSN Microsoft Network. Encarta. W.E.B. DuBois. [Online] Available:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available: http://encarta.msn.com/index/conciseindex/2E/02E91000.htm?z=1&pg=2&br=1 [2000, June 11].      

Academic Achievement Essay

Academic Achievement This unit will help you: use your prior knowledge to help you understand what you are reading; practice reading for a specific purpose; make decisions about the relevance of a text in terms of reading purpose; read selectively in order to use appropriate information from the text. †¢ †¢ †¢ †¢ The topic of this unit concerns factors that may lead to improvement in academic performance among students. It is based on three major research projects carried out in the United States. The influence of class size on academic achievement (157–159). Task 1: Predicting text content Think about what factors can have an influence on the academic achievement of the students in a school, college, or university. Look at the following list of possible influences and rate the ideas on a scale of 1–5 (1 = very little influence, 5 = very strong influence). Influence on academic performance Resources available (e. g. , computers, laboratories, textbooks) Teacher level (qualifications, experience, etc. ) Student motivation Rating 1. 3 Add and rate some of your own ideas. Then compare your list and ratings with a partner. Focus task. Your reason for reading Text 1-1 is to get some background information to help you write the following essay. English for academic study 18 Academic Achievement 1 Task 2: Reading for a purpose 2. 1 Look carefully at the title of Text 1-1. Do you think that the text will be useful for writing an assignment about academic achievement? Share your conclusions with another student. Read the introduction to Text 1-1 (lines 1–66). As you read, try to make up your mind about how useful this text might be for your purpose. When you have finished reading, circle and complete the following sentence. 2. 2 Task 3: Reading selectively 3. 1 Read the subheading (lines 67–68) and think about your own opinion on the issue. Do you think that smaller class sizes help to improve academic performance? Circle your answer then write one reason for your choice below. 3. 2 Below are some notes that have been made by another student on Text 1-1. Read lines 67–117 and check the points mentioned in the text. a) b) c) d) e) f) g) Reading & Writing 3. 3 Read lines 69–72. What does anecdotal mean? Try to guess the meaning of this word by looking carefully at the whole sentence. If the ideas in this paragraph are anecdotal, think about how seriously you should take them into account when writing your assignment. 19 3. 4 Read lines 97–117 and underline specific information from this paragraph that you might use to help in the completion of the Focus task. Think about: †¢ †¢ 3. 5 how useful you think this paragraph might be in relation to the Focus task; whether you think the sources are reliable. With a partner, compare and justify your choice of information for all four questions. Task 4: Identifying the writer’s purpose 4. 1 Read lines 118–192 and decide on the main functions of this section of text from the choices given below. For each choice, rate the function from 0–5 depending on how sure you are (5 = very sure). Study tip It can be very helpful to recognize why the writer has written a text, or a section of a text, i. e. , what the function of the text is. Function a) To persuade the readers to accept a certain point of view. b) To explain the importance of using research data instead of anecdotal explanations. c) To evaluate the importance of the research carried out into the effect of classroom size on academic achievement. d) To describe the research method used in various parts of the US into the effect of classroom size on academic achievement. 4. 2 What is the function (or functions) of Figure 1: Milestone studies in class size (page 159)? a) to summarize the content of the text b) to outline the content of certain relevant research c) to explain the importance of the STAR project d) to compare the data from research about class size Rating Task 5: Understanding referencing in texts Referencing in a text is a way of linking words and ideas together, thus  making the text more cohesive and easier to understand. The following activity will provide practice in this important skill. 5. 1 Look at line 119 of Text 1-1. What information or idea in the text do the words these findings refer to? a) The US Department of Education b) The National Assessment of Educational Progress c) Project STAR Study tip An effective reader makes use of referencing in a text to gain a clear understanding of what the author wishes to convey. 20 English for academic study Academic Achievement 5. 2 What other words or phrases (lines 119–148) refer to the same data? a) b) 5. 3 (line number (line number ) ) 1 What reasons do the writers give for ignoring the data? Complete the list below, using a similar note form. a) b) c) d) e) 5. 4 What factors, according to the writers, made Project STAR better than other poorly designed studies? Complete the list below, using a similar note form. a) b) c) d) e) Text 1-2 A case study: Shining star (p. 160) Task 6: Reading a text for closer understanding (1) 6. 1 What general point is made in the first paragraph of Text 1-2 (lines 1–11)? Find a short phrase that best summarizes this conclusion. Reading & Writing 21 21 6. 2 In the second paragraph, which of the following benefits of smaller classes do Finn and Achilles (1990) identify in their review of the project? Answer true or false and add the line number from where you found the answer. a) Better academic performance in small-sized classes. b) Students benefit at an early stage in small classes. (line number (line number ) (line number ) ) ) c) Students later continue to perform well in normal-sized classes. ) d) Average students make the most progress. e) Minority groups gained the most significant benefits. (line number (line number f) On average, ethnic minority students improved by one-fifth of standard deviation. (line number ) 6. 3 In the final paragraph, which of the findings of Finn and Achilles (ibid. ) in Ex 6. 2 does Hanushek comment on? Put a check ( ) when Hanushek agrees and a cross ( ) when he disagrees. Write N/A if Hanushek does not mention these findings. a) b) c) d) e) f) 6. 4 To what extent do you feel that the analyses of Project STAR will help you with the Focus task? Rate your opinion 0–5 (0 = not at all). Discuss your answer with a partner. Text 1-3 The Asian paradox: Huge classes, high scores (p. 161) Task 7: Reading a text for closer understanding (2) 7. 1 Discuss with a partner or in groups what you know about academic performance in developed Asian countries, and how academic success is achieved. Read lines 1–65 of Text 1-3. As you read, remember to highlight ideas that might be useful for the Focus task. What is your understanding of the â€Å"Asian paradox†? What one word in the text (lines 17–35) gives a reason for this Asian paradox? 7. 2 English for academic study 7. 3 22 Academic Achievement 7. 4 Find other short phrases in the rest of the paragraph (lines 35–48) that might provide further reasons for the apparent academic success of Japanese students. 1 7. 5 Having read the text, have you found any information that might be useful for the Focus task? Task 8: Thinking critically about the text 8. 1 Look at the list of possible influences on academic performance in Task 1 (page 18). Are there any new influences you want to add to the table, and any you want to delete? Influence on academic performance Rating 8. 2 If you added any influences to your table, what rating would you give them, on a scale of 1–5? Task 9: Making use of the text You now have some information that may help with the Focus task that you will be given in order to complete Unit 1 of English for academic study: Writing, if you are studying that course. Reading & Writing Decide now if, and how, you can use the information in Texts 1-1, 1-2 and 1-3. 23 Unit summary In this unit you have thought about using your prior knowledge to help you understand what you are reading and made decisions about the relevance of a text in terms of reading purpose. You have learned to identify the writer’s purpose and to read selectively in order to use appropriate information from the text. 1 Complete this summary about the reading skills you practiced in the first unit with some of the words from the box. understanding meaning expertly prior title critically predictions subheadings selectively purpose It is easier to read a text if you have some knowledge of the topic that the text is about. This will help you to make and will give you a , which you always need when you read. Knowing why you are reading and what you are looking for will help you to both enjoy a text and focus on it better. Reading the and any there might be will help you to quickly know if you want to read a text and how useful it will be to you. It is important to read , especially if you are short of time. Some parts of a text will provide the information you need while other parts will be less important. You will usually read a text quickly first to get a general idea of what it is about and then read more carefully for closer and to be able to think about the content. 2 Look at these possible topics of a reading passage. How much prior knowledge do you have of each topic? Mark each topic as follows: L – I know a lot about this topic, so I could make plenty of predictions. S – I know something about this topic, and so I could make a few predictions. N – I know very little or nothing about this topic, so I wouldn’t be able to make any predictions. a) increasing traffic congestion in major cities b) special education for children with learning difficulties c) the growth in the popularity of baseball in Asian countries d) the intelligence of dolphins e) the origins of development of paper making English for academic study For web resources relevant to this unit, see: www. englishforacademicstudy. com/us/student/reading/links 24 1 1. 1 Academic Achievement. This unit will help you: think about the aims of academic study, and how to achieve them; learn about the different stages of the writing process; identify and learn how to cope with difficulties in academic writing; learn how to consider the knowledge and expectations of your reader; think about different approaches to the organization of your ideas. †¢ †¢ †¢ †¢ †¢ Task 1: Thinking about academic success The following questionnaire, Ex 1. 1–1. 14, will help you think about your views on the meaning of academic success and aspects of academic writing. You will then be able to discuss your views with the rest of the class. What is the aim of academic study? (Please check ( ) one or more. ) to meet intelligent people to ensure having a career or future job to discover more about theories and certain known facts to discuss philosophy to enjoy learning to enable members of society to exchange ideas that are intellectually stimulating* to develop personal growth to contribute to the social and economic development of society to pass examinations to gain a higher-level degree to improve cooperation between different members of world society * intellectually stimulating: encouraging the mind to develop further 1. 2 How important is it for you as a student to develop the following characteristics while studying at university? (Check ( ) H for High importance, M for Medium importance, L for Low importance. ) H M L knowing your strengths and weaknesses thinking about how to further develop your abilities thinking about how to approach a particular task using a logical, reasoned approach to study approaching your subject in depth being interested in finding things out learning how to study communicating results successfully Study tip Working with information is a good way of helping you develop ideas. Doing a questionnaire is one example of this, but you can do this yourself by setting clear goals for reading text, e. g. , having several clear questions you would like to answer. Reading & Writing 83 1. 3 What is academic writing? (Please check ( ) one or more. ) a mechanical exercise groups of grammatically correct sentences the clear expression of ideas, knowledge and information a form of self-expression a way of exploring, addressing and expressing academic issues a way of communicating results or information. 1. 4 To write well academically, how important are the following? (Check ( ) H for High importance, M for Medium importance, L for Low importance. ) H M L reading a lot studying grammar studying vocabulary imitating other writers writing a lot inviting others to comment on your writing going back and thinking again about what you have written rewriting repeatedly until you are satisfied understanding the process of writing meeting the needs of your reader 1. 5. How important do you think the following are when writing academic texts? (Check ( ) H for High importance, M for Medium importance, L for Low importance. ) H M L grammatical correctness spelling and punctuation (using periods, commas, etc. ) an appropriate style overall organization vocabulary good ideas good use of sources (appropriate citation, bibliography) relevance of subject content English for academic study response to the task 1. 6 In which of the following ways can you support your ideas when writing academic texts?  using personal anecdotes* using facts using statistics 84. Academic Achievement using examples using the news using information from books, articles, reports, the Internet using analogies** using the views and attitudes of others using research data * anecdote: a short, often amusing account of something that has happened ** analogy: to make or draw an analogy between two things is to show they are alike in some way 1. 7 Which of the following contribute to successful academic writing? Presenting information clearly and precisely analyzing questions and issues clearly and precisely distinguishing between relevant and irrelevant material recognizing key assumptions* identifying competing points of view demonstrating excellent reasoning and problem-solving abilities adopting a critical stance** understanding the context for which you are writing * assumption: if you make an assumption that something is true, you accept it is true without any real proof or evidence ** critical stance: to take a critical stance is to have a strong viewpoint on something after examining and judging it carefully 1. 8 When persuading your professor or other members of your academic community that your argument is valid, how important are the following? (Check ( ) H for High importance, M for Medium importance, L for Low importance. ) H M L analyzing questions stating facts reasoning your argument logically from facts explaining key terms using language appropriate to a particular subject area using other points of view to  strengthen your argument or research demonstrating the weaknesses of other people’s arguments acknowledging the limitations of your own argument or research supporting your argument with examples frequently summarizing your argument referring to well-argued conclusions 1. Reading & Writing 85 1. 9 Should you always think of academic writing as communicating with another person? Why/Why not? 1. 10 What do you do, or what do you concentrate on, when you are given a writing task: a) while you are still writing your first draft? b) when you have finished your first draft? c) before you hand in your final draft? 1. 11. What type of academic writing have you done in the past? 1. 12 What difficulties do you have with writing in English or in your own language? 86 English for academic study Academic Achievement 1. 13 What do you do when you have difficulties? 1 1. 14 Do you enjoy academic writing? Why/Why not? When you have finished the questionnaire, compare your answers with those of other people in your group. Discuss your answers, and keep notes of the discussion. Do you find that you all have very similar views and experiences? Or are your views and experiences very different? Are there any general trends among students in the group? Material adapted from White, R. V. (1994). Writing English for academic study series and Richards, R. (2001). Presenting critical thinking as a study strategy for UK higher education. Text 1 Academic achievement (pp. 157–161) You will have an opportunity to read these extracts from articles in the Scientific American during this stage. This will help you identify information that is relevant to the title of your essay. Task 2: Microskills: Planning The essay that you will prepare in this unit is on the following topic: Before you begin writing, you should spend some time: †¢ †¢ †¢thinking about exactly what the question is asking you to write about; generating ideas about the topic; this is called brainstorming; organizing your ideas into a plan. Reading & Writing As part of this preparation, you should read Texts 1-1, 1-2, and 1-3 to identify relevant information. You might also find that some of the ideas generated by the questionnaire and discussion in Task 1 will help you. 87 2. 1 Discuss what you think the key words are in the essay question: a) with a partner; b) with the whole group and your instructor. 2. 2 Spend five minutes writing down all the ideas you can think of that are relevant to the essay topic. Write notes, not complete sentences, so that your ideas flow. The order of your ideas is not important at this stage. Study tip Discuss the ideas you have written in Ex 2. 2: a) with a partner; b) with the whole group and your instructor. 2. 3 2. 4 Decide which of your ideas you are going to use in your essay. Writing down ideas quickly in note form is a very good way of unlocking your understanding. As long as you let your ideas flow and don’t try too hard, you will be surprised by what you already know. a) To help you, ask yourself these questions about your readers: †¢ What knowledge about academic study do they already have? †¢ What do you think they are interested in reading about in your essay? b) When you have decided which ideas you are going to include, organize them into a logical order in a plan. You may want to develop some of the ideas further and you may want to add a new idea. †¢ Group together ideas that seem to belong to the same paragraph. †¢ Think carefully about the order in which you will arrange the paragraphs. 2. 5 Discuss your plan with your partner. When you look at your partner’s plan, ask yourself: †¢ †¢ †¢ †¢ †¢ What is the overall idea in the essay? Does the plan follow a logical sequence of ideas? Are the ideas grouped effectively into paragraphs? Is the main idea clear in each paragraph? How many paragraphs will the essay contain? If the answers to these questions are not clear from looking at your partner’s plan, ask her/him to explain. Perhaps the plan needs to be changed or developed more. Note: Remember your plan is your guide; when you think more and start writing, you may need to change it, so keep evaluating it. 2. 6 Think about your partner’s comments on your plan and try to improve it. Write the first draft of your essay. At this stage, you should try to write between 400 and 600 words. Study tip  It is always helpful to get another opinion. This will not only help you improve your essay writing, but also get you used to the idea of modifying and redrafting that is so important in university study. 2. 7 English for academic study 88 Academic Achievement 2. 8 When you have finished your first draft, find another student who has also finished and exchange drafts. a) Read your partner’s draft carefully. Respond to the questions on the Peer Evaluation Sheet for Unit 1 on page 141 of this book. b) When commenting on your partner’s draft, remember that constructive criticism is more helpful when giving advice. The phrases below for making polite suggestions should help you to express your comments in a constructive manner. 1 Giving Peer Feedback PHRASES FOR MAKING POLITE SUGGESTIONS †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It might be a good idea if you †¦ It might be a good idea to †¦ I agree with you, but you could †¦ Right, but you could †¦ This is/That’s good, but you could †¦ My advice would be to †¦ Do you think a better approach might be to †¦? Why don’t you †¦? How about this? Perhaps you could †¦ Maybe it would be better to †¦ I think it would be better if you †¦ Can I/May I make another suggestion? I would recommend that you †¦ Have you thought about (verb + ing) †¦? What about †¦? Remember: Peer feedback should be supportive and helpful—provide constructive criticism. Task 3: Microskills: Introductions 3. 1 Quickly write down what you think are the important points to include in an introduction to an academic essay. Reading & Writing 89 3. 2 Discuss your ideas and explain why you have chosen these points: a) with a partner; b) with the rest of the class. Study tip EAS Writing contains suggestions for individual work as well as pair, group, and class discussion. Make full use of this varied interaction to develop your ideas. 3. 3 Answer the following questions: a) What function or purpose does the introduction of an essay have? b) What should an introduction contain? 90 English for academic study Academic Achievement 3. 4 Look at the following sentences from an introduction to an essay on The problems of population growth. a) Decide which would be the most logical order of these sentences: 1 This growth has created many problems, especially in the capital cities. This essay will discuss the situation that has led to the development of these problems and describe some of them. The population of the world has been growing rapidly over the last thirty years. It will then suggest some possible solutions to the problems and evaluate their viability. The problems include housing, pollution, unemployment, and food and water shortages. b) Compare what you think with another student and also say why you decided on the order you chose. c) Together with your partner, try to identify an obvious pattern to the introduction and decide what the function of each sentence is. 3. 5 Read carefully the following five introductions for an essay entitled Academic success in one’s own culture and try to evaluate their strengths and weaknesses. % % â€Å"(! ‘%, & ! % ! ‘ (! ) %& ‘, &( % ! ‘ #%† % & â€Å"% ( ‘ â€Å"! ! % ! ‘ â€Å"(!’% & ) %, &# ( ‘ â€Å"! &,&’ ‘ ‘ & #’ ‘† â€Å"(! ‘%, ( ‘ â€Å"! &,&’ & â€Å"% ! %† #% %, & â€Å"† ‘† & && , & â€Å"(‘ ‘ &( && ! % ! && & â€Å"! † ‘ â€Å"&’ #†%’ ! ‘ † & † ! , &'( ! ‘& ! % % &† % ) ! ‘ ‘†%& ‘† † ‘ ! ‘ & † ! ! ,†( ! !’ % † ‘ ! & ‘ ‘ ,†( &( ! ,†(% ) %, , % â€Å"&’ ! , % &'( ! ‘& ‘%, ‘† ! ‘ % † â€Å"* ) % &† &'( ! ‘& #% % ‘† &'( , ! & † & & && , * & % &† ‘†%& ‘ ‘ % â€Å"& , % ‘ ‘† &( && ! ! ! ) %, † , * & & ‘† ) &( && ! &† ‘, / ( &&0 ! ! & &† ‘, & ! â€Å"‘ â€Å"! , â€Å"% â€Å"! 1& â€Å"*! â€Å"! â€Å"% (‘ &† ‘ * † ,1& (%’ % â€Å"% â€Å"% â€Å"&’ ! & &'( ! ‘& ! ‘ %&’ &’ â€Å"(% &( && ‘ ‘ ‘ % $( % ‘† ! â€Å"† & â€Å"% ! !’ % % & â€Å"† ‘† &'( , ! ‘ & â€Å"! &’ ‘ ‘ ‘ ‘! â€Å"% &'( ! ‘ ‘† ! â€Å"† † â€Å"% â€Å"! ‘% (‘ ‘† &# & ‘ â€Å"( / &( && 0 !’ â€Å"! â€Å"(% ( ‘ â€Å"! &,&’ ! â€Å"! #’ † ‘% ‘ â€Å"! ( ‘(% * ,& ‘& â€Å"(% &'( ! ‘&1 &( && % â€Å"% ‘ & && , * & % &( && ! * ! ! ! ‘ ‘ % ‘ ‘†%& Reading & Writing 91 ( ‘ â€Å"! & â€Å"! † ‘ & ‘†%& â€Å"! ‘% (‘ ! ‘† ‘ ) â€Å"# ! ‘ † &† ‘, ( ‘ â€Å"% ‘ % ‘ # â€Å"# â€Å"( % – ‘ % #†Ã¢â‚¬Ëœ ! ‘ ) â€Å"† , +’ ! ! ( ‘ â€Å"! ! % ‘ # â€Å"# , #%†) ‘ % ( ‘(% † ‘( & & && , * & % ‘ ( ‘ â€Å"! &,&’ ! % ‘ & &( && ! â€Å"(% â€Å"(! ‘%, ! , ‘†%& ‘† & % ‘ ! â€Å"(! & ‘ & ‘†# ! ‘ â€Å"! ‘& #†%’ ! # ! & â€Å"! ‘ † â€Å"* ! !’ ! ‘ ! ‘ † & ‘ #† , † ‘ â€Å") %! !’ ‘ &,&’ † ( ‘ â€Å"! &(##à ¢â‚¬ %’ &,&’ ! ‘ & ‘ %&’ *†( ‘† ! ‘ !! â€Å"% ! &* % ! ‘ & $( &’ â€Å"! !’ & $( &’ â€Å"!. * ‘ ! † ‘ &% % & &( && ! # !. & & â€Å"&’ # ! & * ! &* % ‘ ‘ ‘ & ‘† % ( ‘ %† % (! ) %& ‘, % & â€Å"† % &†! ‘† & , &† ! # ! & &† ‘, ‘ % &’ † ‘ ! % % & &'( ! ‘&1 (‘(% ‘ ,† ‘ ! % ! ‘ % & â€Å"† % % #%† , ‘* ! &( && ! ‘ % (‘(% ‘ % % ( ‘! â€Å"&’ † ‘ * ‘† ! ‘ % #% &’ â€Å"(& † # ! , ! % , ‘ & & (& ( † (# ‘ â€Å"! ! ‘& â€Å"! ‘ â€Å"! & % â€Å"† % â€Å"% ! , # â€Å"# ‘ ( ‘ ‘† #% # % â€Å"% # && ! & â€Å"† + & † % ! ) ‘† &'( , % â€Å"% ‘ , † ! ‘ & â€Å"† ! %’ & % ( &’ ! & ‘ & & ‘ ‘ ‘ , â€Å"% ‘ ‘ ! ! † &'( , ! &( ‘& & && , ! ‘ â€Å"! & â€Å"‘ ) ‘ â€Å"! ‘† &'( , ! ‘% & ‘† % (# ‘ !! † &( && ! â€Å"(% ( ‘(% Edited extracts from authentic student mater ial 3. 6 Imagine you are writing an essay on the following three topics. Write a suitable introduction for each one of them. (Note that you are not going to  write the whole essay. ) a) The education system in one’s own country. b) Traveling broadens the mind. Discuss. c) The rapid development of electronic communications may mean that people will have fewer social skills. Discuss. 3. 7 When you write the second draft of your essay What are the aims of academic study and how can they be achieved? make appropriate changes to the introduction, and other parts, according to your peer feedback session. Study tip Spend time on your introduction as it plays a crucial role in the essay. It should provide the reader with a clear indication of the main areas you are going to discuss. 92 English for academic study Academic Achievement 1 Unit summary In this unit you have reflected on your attitudes and approach to academic writing skills. You have thought about the different stages of the writing process and practiced planning, writing a first draft, and giving peer feedback. You have also looked at how to write effective introductions to your essays. 1 Match the words and phrases in the box to their definitions below. They are all procedures and techniques that form part of the writing process. drafting brainstorming peer feedback organizing ideas adopting a critical stance a) Generating and noting down initial ideas about a topic without ordering them b) Putting ideas together in a logical sequence c) Deciding on and expressing your viewpoint after examining and judging possible opinions d) The process of writing and putting your essay together. Most essays will have two or more drafts and will be revised and edited after each draft. e) Comments on your essay from other students 2 Complete the sentences below on writing an academic text using some of the words from Ex 1. a) When you are given a writing task, it is important to start by b) When you write the first draft you should. c) Before you hand in your final draft 3 After working on this unit, write down ways in your notebook of how you improved your knowledge of academic writing. Reading & Writing For web resources relevant to this unit, see: www. englishforacademicstudy. com/us/student/writing/links 93 Academic Achievement Text 1-1: The influence of class size on academic achievement 1 THE INFLUENCE OF CLASS SIZE ON ACADEMIC ACHIEVEMENT Education is a pillar of modern society and the subject of endless, often passionate arguments about how it can best be improved. In the U. S. , there is heated 5 debate following revelations that the country’s secondary school  students perform poorly relative to many Asian and European students. The news coincided with increasing concern over the nation’s urban and 10 lower-income suburban schools, too many of which are languishing at achievement levels far below those of middle-class and upper middle-class suburban schools. Of all the ideas for improving education, 15 few are as simple or attractive as reducing the number of pupils per teacher. With its uncomplicated appeal and lack of a big, powerful group of opponents, class-size reduction has lately developed from a sub20 ject of primarily academic interest to a key political issue. In the United States, more than 20 states and the federal government have adopted policies aimed at decreasing class sizes, and billions of dollars have been 25 spent or committed in the past few years. The demand for smaller classes is also growing in Canada, Australia, the United Kingdom, and even Japan, whose record of secondary school performance is the envy of 30 most other developed countries. The most obvious drawback to class-size reduction is the huge cost. It requires more teachers, more classrooms, and more classroom equipment and resources. These 35 expenses can dwarf the price of alternative schemes, such as testing teachers or increasing their pay as a means of attracting better candidates. The state of California, for example, has been spending more than 40 $1. 5 billion annually over the past several years to reduce class size to 20 or fewer for children in the four- to seven-year-old bracket. On the other hand, if smaller classes really do work, the economic benefits could be huge. 157 Reading & Writing Text 1-1: The influence of class size on academic achievement cont. 158 English for academic study smaller classes. Finally, some analysts believe that the very youngest age group in smaller classes are more likely to develop good study habits, higher self-esteem and possibly other beneficial cognitive traits— which may very well persist for years, even 95 after the students have gone back to more normal-sized classes. One way investigators have attempted to analyze the effects of class size is by reviewing existing data, such as records kept by the 100 U. S. Department of Education. These show that between 1969 and 1997, the average number of pupils per teacher in American public and private elementary schools fell from 25. 1 to 18. 3, a decline of greater than 105 27%. In secondary schools, the number also fell, from 19. 7 to 14. 0. Of concern, however, is the fact that despite these steep drops in pupil-teacher ratios, the improvement in academic performance was negligible. Data 110 from the National Assessment of Educational Progress—a series of tests that is the only United States-wide indicator of student knowledge in reading, mathematics, science WHAT ARE THE BENEFITS and other subjects—show no significant OF SMALLER CLASS SIZES? 115 gains. In some specific age and subject categories, such as 17-year-olds and science, Educators have a multitude of explanations performance actually decreased slightly. for why smaller class sizes might be expect70 ed to improve academic performance, although frequently the ideas are anecdotal. WHAT THE RECORD SHOWS Fewer students in the classroom seem to translate into less noise and disruptive However, these findings do not necessarily 75 behavior from students, which not only gives the teacher more time for class work but 120 mean that class size makes no difference. For a variety of reasons, most researchers, also more freedom to engage students creincluding the writers, pay little attention to atively—by, for example, dividing them into these figures (Figure 1). For instance, groups for specific projects. In addition, schools strive for more than just high test 80 smaller classes make it more likely that the teacher can give greater individual attention 125 scores; they also usually try to keep their dropout rate low. In fact, the dropout rate to struggling students. Smaller classes also for students aged 16–24 fell from 15 to 11 allow teachers to encourage more discuspercent over the period. Because dropouts sion, assign more writing, and closely examgenerally come from the low end of the 85 ine their students’ written work. In other words, much of the benefit of reduced class 130 achievement distribution, a reduction in dropout rate could be expected to pull down size may depend on whether the teachers average test scores in the upper grades. adapt their methods to take advantage of They would accrue not just from the benefits of a better-educated workforce but also from other sources, such as the avoided medical costs and sick days of a healthier, more informed populace. The surge of interest in smaller classes 50 has spurred fresh analyzes of the largest, most conclusive study to date, which took place in Tennessee in the late 1980s. At the same time, new data are flowing from 55 various initiatives, including the California program and a smaller one in Wisconsin. These results and analyzes are finally offering some tentative responses to the questions that researchers must answer before 60 legislators can come up with policies that make educational and economic sense: Do small classes in fact improve school achievement? If they do, at what age level do they accomplish the greatest good? What kind of 65 students gain the greatest benefit, and most importantly, how great is the benefit? 45 90 Academic Achievement Text 1-1: The influence of class size on academic achievement cont. 1 FIGURE 1: MILESTONE STUDIES IN CLASS SIZE PROJECT STATE STUDENTS PARTICIPATING APPROX. COST SMALL CLASS SIZE KEY FINDINGS STAR 1985–89 Tennessee 10,000 $12m 13–17 Significant performance benefit of 0. 2 standard deviation; larger gains for minority pupils Small performance gain of about 0. 05 to 0. 1 standard deviation; no greater gains for minorities Significant performance advantage of 0. 2 standard deviation; larger gain.

How Women Are Portrayed in Lynx and Cosmo Essay

‘Men act and women appear. Men look at women. Women watch themselves being looked at’ – John Berger, ‘Ways of seeing’. For my research investigation I intend to explore to what extent specific media products use similar representations of women to appeal to their target audiences. The examples I have chosen to focus on are the iconic, international women’s fashion and lifestyle magazine ‘Cosmopolitan’ and Lynx’s controversial ‘beach campaign’. I will therefore be exploring what similarities and differences they embed due to their oppositional target audiences and content. Throughout my research the main theory I will be linking to my texts is that of Laura Mulvey, her theory explores ideas of sexism and male gaze within the media industry. Hearst the publisher of Cosmopolitan describes the magazine’s target audience as ‘Fun, Fearless Females’, the alliteration of the ‘F’ sound connotes a sense of attitude and fierce behaviour. Alongside the brand proposition ‘celebrates†¦a passion for life and inspires young women to be the best they can be’ consciously supporting women by portraying a sense of empowerment and ambition. In contrast, Unilever, owners of the Lynx brand state their brand prospect is that all their products are ‘designed to give our customers the edge in the mating game’ establishing itself as ‘UK’s leading male grooming brand!’. Cosmopolitan are iconic for telling their audience about two main topics; lifestyle and sex. Just by looking at the magazine covers, it is clear that these two topics dominate. I researched the April 2012 cover of Cosmopolitan, it follows the generic conventions of a typical magazine format for a women’s fashion and lifestyle magazine. In terms of the colour scheme – the pink fonts and neutral clothing convey a sense of femininity and perhaps the everyday domestic lifestyle of women, although the lifestyle aspect of the magazine seems overpowered by the topic of sex. The cover features an attractive women – in this case the iconic Megan Fox, posing some mildly alluring body language, showing a lot of skin, all whilst looking directly at the camera (audience) with a sexy, serious facial expression with the eyebrow promiscuously raised, and suggestive parted lips. Although the model is simply posing the latest fashion, the low cut, tightly fitting dress connotes an over sexualised view of the celebrity who is universally known as a sex symbol in the media world, taking her place in FHM’s sexiest women each year and continuously playing the role of the sexy female in various popular films. It is clear that Cosmopolitan use bold sexual connotations surrounding women, although argue that their intentions are in fact to empower women through their sexuality. Notice the models strong body language , the hand on hip look used alongside taglines such as ‘Naughty or nice? You decide†¦Ã¢â‚¬â„¢, and sexual puns are even added in regarding none sexual subjects such as career advice ‘You on top’, these are bold sexual connotations implying that woman should dominate to get what they want, mostly regarding the topic of sex. Perhaps fighting the controversial debate of sexism towards women in media by surprisingly embracing La ura Mulvey’s theory of ‘male gaze’. Cosmo put across the idea that if men find women attractive then it should accredit them by making them feel good about themselves, knowing that they look sexy and attractive. The magazine are conscious to do this in a sophisticated manor, opposed to other trashy and over sexualised magazines. Mediaknowall.com state that ‘Women’s magazines have moved on and offer visions of independence and confidence as well as beauty and domestic concerns, yet women are still encouraged to look good’. Body image and size have become a growing issue in society in result of magazine content. The overuse of petite, photo shopped models throughout magazines has resulted in these images becoming the dominant ideology. Over the years images printed in women’s magazines have contributed to this universal feeling to look good and be a certain size. Lynx are known for their voyeuristic product advertisement, this element of the company is what attracts their buyers, yet is also their downfall. Lynx have been publicly criticized for their overuse of objectifying women, using sexualized and provocative imagery and overall blunt sexism. The BBC news state that ‘in 2011 six of Lynx’s advertising campaigns were banned after mass numbers of complains were made’ they added that ‘the 113 complaints said it was sexually suggestive and demeaning to women’. I researched Lynx’s recent TV advertisement and accompanying print advert titled ‘The cleaner you are, the dirtier you get’. Although I believe this is one of Lynx’s milder sexualised adverts even the title itself contains a sexual pun, suggesting the promise of sex if you shower with the product. The girl on the print advertisement is no doubt an attractive young female, fitting the iconic ‘blonde bombshell’ look. The girl’s enticing facial expression creates the impression she is inviting the audience (male) into the shower with her. Although the girl’s expressions look confident, there is a contrast between this and her body language. For example the way she has to cup her bikini top to stop it from falling. This vulnerability of the woman standing half nude for a male audience completely visually depicting her as a female, making her a passive object of male visual pleasure. A comment by Jean Killbourne (a popular media activist) backs up my point by stating that ‘women’s bodies are often dismembered into legs, breasts or thighs, reinforcing the message that women are objects rather than whole human beings’. Killbourne suggests that women have become dehumanised into erotic objects for male pleasure. One element of Lynx’s campaigns which continues throughout is the idea of fake portrayal. In each advert the male role is played by your everyday, not overly-attractive man, contrasted with the female role being a desirable, young beauty. In an everyday world the changes of the male role attracting that type of woman are very slim. Despite this the main message that Lynx put across to their audience throughout their advertisements is that if men wear the product – women will find them irresistible – False portrayal. Of course this element adds humour to the advertisements, although all at the expense of objectifying women in the process and promoting the gender role of the dominant male. Bibliography Websites: www.mediaknowall.com Hearst, http.//www.hearst.co.uk/magazines/Cosmpolitan/5-about.htm Cosmopolitan, http://www.cosmopolitan.com/celebrity/exclusive/megan-fox-april-cover-cosmopolitan Exploring the media: representations and responses