Ebt Classroom Management Essay

This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

High School Can Be A Scary Education Essay

High School can be a chilling, daunting clip for pupils, particularly those unfamiliar with the civilization and linguistic communication of their equals. The Introduction to America Program addresses the particular challenges confronting freshly arrived immigrant high school pupils, with small or no English linguistic communication accomplishments, to the Yonkers Public Schools. Due to the deficiency of resources in the school system, these kids frequently fall between the clefts, or worse become victims of intimidation and packs. The Introduction to America plan will function as an early intercession system to topographic point and maintain these pupils on the right way and in a safe environment. It will work to make a comprehensive support system around these pupils through a partnership with the school and local bilingual community.Background and Mission:The JCY-Westchester Community Partners enriches the lives of 1000s of kids, households and older grownups in Westchester County every twelvemonth through a assortment of effectual larning enterprises. One of the most noteworthy properties of the JCY-WCP is the organisation ‘s ability to construct alliances and surrogate coaction with other service bureaus in our metropolis and county, which aids in the efficient and effectual disposal of our plans. Each spring we have a diverseness plan that teaches over 2,000 inner-city school kids tolerance, humanity and how to be an â€Å" upstander † as opposed to a bystander through our one-year hebdomad long Holocaust Remembrance plan. We raise financess for 17 scholarships yearly for high school seniors in Yonkers regardless of race or ethnicity. We conduct intergenerational plans with an asset-based attack by using the accomplishments and life cognition of our older grownup population and seting it into service to assist the kids with the most need. We are proud that JCY-WCP has been functioning the community for over 90 old ages and has evolved to func tion underprivileged people of all ages and cultural backgrounds populating in Westchester County. The mission of the JCY-Westchester Community Partners ( JCY-WCP ) is to heighten the educational experience of kids in Westchester County through effectual learning enterprises and the battle of voluntary wise mans.Demographics and Community NeedsMore than 26,000 pupils from 105 states who speak 42 different linguistic communications comprise the pupil organic structure of the Yonkers Public School system. As most urban school territories do, it faces legion issues and challenges due to its diverse registration and minimum resources. 72 % of the pupil organic structure is economically disadvantaged as determined by the per centum of pupils who are eligible for free or decreased tiffin. The racial composing of the City of Yonkers school population is 25 % African American, 52 % Hispanic, 6 % Asian/Pacific Islander and 18 % White/Other. The population of Yonkers International Baccalaureate High School is 66 % economically disadvantaged based on eligibility for free or decreased school tiffin. Racially the school ‘s is composed of 14 % African American, 43 % Hispanic, 14 % Asian/Pacific Islander and 28 % White/Other. The high demands of many of the kids in the Yonkers Public Schools can non ever be met due to a deficiency of support and resources, and freshly immigrated high school pupils who do non talk English are at a great disadvantage on many degrees. Besides holding to larn a new linguistic communication, they must rapidly acclimatize to a new civilization and tantrum into an American high school. The pupils are given English as Second Language classes which helps them in geting linguistic communication accomplishments but this is limited to two periods ( 1A? hours ) per twenty-four hours. They are so on their ain for the remainder of the twenty-four hours, larning math, scientific discipline, history and any other topics in English speech production categories. This can make a spread in their apprehension due to a deficiency of English linguistic communication accomplishments and this is where our resources fit in to make full that spread. Additionally, one-on-one aid can do the difference in academic accomplishments and will necessarily assist them experience portion of the larger school community every bit good as the pupils experiencing that their school is a safe physical infinite to acquire acclimated.Description of ProgramThe Yonkers Public Schools has a big population of freshly immigrated pupils, and those on the high school degree have excess demands as they are required to larn English every bit good as base on balls all State Regent test before graduating. The Yonkers Public Schools have suffered with inordinate budget cuts which have about eliminated support staff in the schools that would hold been able to help these pupils during their passage. Introduction to America creates a comprehensive academic twelvemonth plan that will make a support system around each pupil so that they feel safe in their new environment and are able to win academically. Students in the plan will be given several resources to help them in experiencing safe and accomplishing in school and in the community. Childs from the Yonkers High School Bilingual Program will be identified by school staff to take part in the plan. ( 20 – 30 pupils ) We will convey in adept advisers who will carry on workshops on a regular footing in their categories to help the pupils with acclimatizing to society, understanding outlooks and experiencing safe. Parents will be invited to fall in in the workshops to understand how their function is relevant. ( Many freshly immigrated parents are unwilling to step frontward and recommend for their kid out of fright and deficiency of cognition ) Subjects will include ( but are non limited to ) : Anti-Bullying attempts ( strong-arming and being bullied ) Dangers of Social Networking Cultural alterations How to acknowledge and avoid packs Health and Safety We will spouse with the school ‘s bing Title III services with particular attending to academic demands. This will supply targeted direction and maintain the pupil on par with grade degree Assure that they take and pass the English Regent Exam Provide extra academic support in pupils ‘ academic country ( s ) of failing Each kid will be paired with an grownup voluntary from the community that speaks their linguistic communication. This voluntary will perpetrate to run into with the pupil one time a hebdomad for the full school twelvemonth. The voluntary will go to the pupil ‘s ESL ( English as a Second Language ) category every bit good as one extra category period. The voluntary acts as a coach to assist their pupil with category work and prep assignments. They help them with pronunciation, interlingual rendition, and to construe cultural differences and nuanced linguistic communication which is hard for new English talkers to understand. This one-to-one attending helps to increase their communications accomplishments and familiarise them with American civilization. They will go to plan workshops with the pupil to move as a transcriber when necessary. The voluntary besides serves as a wise man by making a trusting relationship with the pupil and an enriched environment for larning and academic aid. Additionally, this offers a safe, comfy oasis, within the pupils ain school, where they can present inquiries and portion his/her sentiment this is something that may non be available in their place or with their equals. Students in the plan will besides be paired with specific American high school pupils that are culturally sensitive and want to assist take this pupil â€Å" under their wing † . ( Buddy system ) This brother would be available to: Talk to and reply inquiries about the school civilization Serve as a general affair between the pupil and the school community ( Such as the school nurse, instructors and decision makers ) Aid with voyaging the American school system and accessing services in their ain school. Make a connexion with the general population of pupils, therefore beef uping the feeling of community, increasing tolerance and cut downing intimidation. We will work with School Administration to look into supplying A â€Å" Safe Haven/ Drop – in Center † a topographic point where intimidation and other emphasis can be communicated and supply a feeling of belonging to a group. ( socially- supportive ) Supply appropriate resources for instructors in cultural sensitiveness and diversenessPlan ends, outlooks and resultsOur end is to run this plan in Yonkers International Baccalaureate High School and to function 20 to 30 pupils in the Bilingual Program. We will help them in bettering their linguistic communication accomplishments, attitudes towards school and acclimatization to American civilization, therefore giving them a better opportunity at success academically and beyond. We presently have pupils who speak Spanish, Arabic, Portuguese, Creole, Bengali, Polish and Ukrainian and anticipate more fledglings who speak other linguistic communications as good. The plan ‘s outlooks are to supply the freshly arrived immigrant pupil an enriched environment for larning with: A safe infinite for pupils to inquire inquiries Information and resources non available through the school system Academic aid Mentoring One on one aid Personalized aid or each pupil The plans ultimate result would guarantee each kid a high school sheepskin. Budget Workshops/Consultants 2,500 Volunteer Recruiting and Training Expenses 3,000 Plan Materials and Supplies 1,800 Administrative costs including direction, public dealingss, development, promotion etc. 3,500 Transportation ( workshops ) 1,200 Program Personnel ( Salary and Benefits ) 23,000Entire Expenses35,000RationaleDue to the globalized province of the universe there will go on to be a rise in new immigrant pupil population. This is a critical facet and there will go on to be a big migrate pupil organic structure. The pupil landscape is continually transforming. The issues that these pupils face need to be addressed every bit shortly as possible to guarantee productive educational experience. The Newly Immigrated pupils have to cover with huge sums of transmutations. These alterations need to be addressed by a plan that can ease a positive assimilation in the civilization of the community, school/student life and place life. This plan will be designed to so run into the following kineticss: emotional, school and place environment. These pupils have to be given particular attending to guarantee specific demands are met. This will supply an underpinning to which these pupils can develop and hold the opportunity to prosecute higher instruction and future enterpr ises in a positive mode.Issues Students Face:Parents frequently times both work and are non able to buffer the civilization shock the pupils are sing. Therefore these experiences rely to a great extent on their school experiences. ( Fellow pupils, instructors and staff ) Often these parents are illiterate in their ain linguistic communications. Culture Shock- These pupils experience a clip period of accommodation. Thus interactions and societal exchanges are important to the result of assimilation. Social isolation due to linguistic communication barriers. Invagination and backdown from immediate environment. This response is used as a header mechanism. Unable to pass on with equals will further â€Å" otherize † the pupil. Class engagement is lower, instructors do non hold the clip to individualise educational/classroom experience. Self-esteem is affected as a consequence of non being able to interact with pupil life because their cultural mention point is different. Social disjunction – frequently clip marks of intimidation, the response being farther invagination or societal credence in negative microcosms ( packs ) . To see being a portion of the civilization. Teachers do n't hold the clip or cognition that it ‘s non merely a linguistic communication barrier but cultural differences. At times alienated and ostracized by instructors and school staff, as in inferior pupils High degrees of frustration/ impede on larning Anxiety, hence drop-out rate is higher because important demands are non being metProgram HistoryDuring the 2010-2011 school twelvemonth, for the months of April through June, a smaller version this plan was piloted at Gorton High School, Early College High School and Yonkers High School in Yonkers where pupils worked with bilingual voluntaries in the community. Even with this short clip span, based on conversations with the take parting pupils, voluntaries and school forces, many of the pupils showed an betterment in attitude in their categories every bit good as improved classs on trials and schoolroom assignments. By integrating extra resources and constituents into the plan this coming twelvemonth, we hope to hold a larger impact on pupils ‘ academic accomplishment every bit good as their community engagement. The Yonkers Public Schools are holding enormous budgetary issues and have therefore non been able to fund this plan for the 2011-2012 school old ages, but have been willing to include us in grant chances, as they arise, aiming this population.DrumheadAll pupils deserve the right to see success in school and make their full possible. As a big portion of the hereafter of our state, all immigrant young person should hold the same chances and dream the same dreams as their equals. Since schools serve as a theoretical account for society, they need to further an environment of regard for all. Using a multicultural attack and regard for diverseness in today ‘s schools builds a stronger America. As we learn to understand each other, we learn to go a squad, working for the common end of regard for all world. I hope this survey and others like it will convey greater apprehension, and contribute to the ends of encompassing diverseness and appreciating differences.

Autism

Autism Essay Autism Essay 3 An Assessment of Autism Autism is a physical disorder of the brain that causes a lifelong developmental disability. The many different symptoms of autism can occur by themselves or in combination with other conditions such as: mental retardation, blindness, deafness, and epilepsy. Children with autism vary widely in their abilities and behavior. Each symptom may appear differently in each child. Children with autism often show some forms of bizarre, repetitive behavior called stereotyped behavior. Each child with autism is unique, with their own individual range of symptoms and behaviors. Broad areas of similarity have been identified so that it is now possible to make some basic general statements about what children with autism are like as a group. Some symptoms and characteristics are: failure to develop normal socialization, problems in speech, language, and communication, strange relationships to objects and events, unusual responses to sensory stimulation, and progress delays. Autism 4 Scientists do not know why some children have autism. Studies have found that people with autism have differences in the structure of their cerebellums. Research is still unclear to be able to draw conclusions to biological and genetic causes. Scientists have only identified one specific genetic connection with autism. A genetic syndrome called, fragile X syndrome. Fragile X syndrome is a recently discovered form of genetically caused mental retardation. Both sexes are affected by fragile X syndrome, with males usually more seriously affected. Children with fragile X syndrome can have behavior problems such as: hyperactivity, aggression, self-injury, and autistic-like behaviors. Severe language delays and problems are common. Delayed motor development and poor sensory skills are also disabilities associated with fragile X syndrome (Jordan Powell, 1995). In the United States, there are at least 400,000 people with autism, about one-third of them are children. Autism is one of the most common developmental disabilities (Harris Weiss, 1998). Autism 5 For reasons researchers don not know, autism occurs about three to four times more frequently in boys than in girls. For children with more severe cognitive limitations, the ratio is closer to two to one. For the group of children with higher cognitive skills, boys are more frequently represented at a rate greater than four to one. Girls, when affected, are more likely to be more seriously affected by symptoms of autism (Quill, 1995, p. 219). To many experts and parents the number of children with autism seems to be increasing at a faster pace than before. In fact, some recent research studies of the occurrence of autism suggest that it is twice as high as previous studies had indicated (Jordan Powell, 1995). Fortunately, the understanding of the needs of children is changing just as is the care applied to the diagnostic process. This is leading to better understanding of the importance of tailoring educational, social, and communication involvement to the needs and strengths of children with autism (Quill, 1995, p. 167). Autism 6 When autism was identified in 1943, it was a disorder that was misinterpreted and puzzled most professionals. Since than, studies have given us understanding into autism as a brain based disorder which children are born with. Though no cure has been found to date to treat children with autism, researchers are on the brink of discovery one (Harris Weiss, 1998). .

On killing Essay Example | Topics and Well Written Essays - 1500 words

On killing - Essay Example Grossman has utilized Milgram’s experiment of obedience as his research base. According to Milgram’s findings, humans obey authority and inflict pain on the subject without the rational evidence, but only due to obligatory requirement. Thus, Freud’s intuitive theory of human nature contradicts with this dichotomy, which emphasis that undue submission and pressure by authority evokes rebelliousness in the subordinates (Grossman, p.142). The author also lays an emphasis on the dichotomy of human intrinsic defence mechanism; this enables individuals to either fight for their survival in a threatening environment or escape from it, which is either due to fear or strategic aversion of killing another human being (Ibid, p.143). Another unanticipated fact about killing in a war is that without a leader’s direction, soldiers often feel without a sense of direction. Hence, become incapable of determining their own action, which shows the abrupt nature of humans to require authority, set path for direction and specific guidelines to react or respond in certain situations (Ibid, p.145). Leaders possess or influence subordinates in both physiological and psychological manner. Their presence can persuade subordinates to act in the most violate manner and can also impede them from violation. The repute of a leader or authority, the nature of demand of killing from the authority and authenticity of leader’s command act as the sound and rational bases for a subordinate to follow the commandment of a leader without consolidating it with his own belief or values (ibid, p.145). In addition, the author has also signified the importance of posture and submission process along with killing or fleeing mechanism in the time of war or life threatening situation. The hostility of a being is detected through its basic nature, posture or level of fear. Thus, one can determine that a baboon and rooster do not tend to attack

Lesson Aids Essay Example | Topics and Well Written Essays - 1000 words

Lesson Aids - Essay Example Each card contains pictures of various servings of food. Five cards consist of the total number of servings from each food group. These cards carry 5 points. 20 cards comprise specific food portions ranging from three servings to one serving. The points attached to these cards range from three to one respectively. There are also three wild cards displaying oil as a food group but students have been taught that oil is not a food group although a small portion is needed to keep one healthy. Therefore anyone picking an oil card will be required to lose a turn for the next round. An oil card may be cancelled when the player gets a card containing the total number of servings from any particular food group (Cancellation of an oil card is the player’s choice). The game begins with each player choosing a card from the 28 stockpile. The player with the highest score on his/her card has the first turn. Each player then picks 5 cards. The first player places one card on the table. In an anti-clockwise manner, the remaining players match the first card using the same food group as displayed on the table ensuring that the recommended daily requirement is not exceeded. The player with the card with the highest points wins that round and ceases the played cards of the opponents. This person plays first in the next round. These ceased cards are put in the player’s basket which would be used to tally the winning score at the end of the game. When a player does not have a card from the food group displayed on the table, he/she is required to take cards from the stock one at a time until a card belonging to that particular food group is obtained. The game ends when either the stock pile is completed or one player has utilized all the cards in his/her hands. The player with the highest points in their basket at the end of the game

How might the development of professional learning communities enhance Essay

How might the development of professional learning communities enhance teaching and learning in Design and Technology in the primary school - Essay Example All these characteristics ensure that a professional demonstrates expertise and dominance over his or her trade. Thus, professionalisation became a common trend among different occupations, and one that has received great attention from sociologists (Wueste, 1997). Whilst professionalisation is generally accepted as an important direction among occupations, it has received various criticism coming from different angles. Andrew Abbott’s main critic about the notion of professionalism are particular claims of theorists that â€Å"the evolution of professions are unidirectional; that the development of individual professions does not depend on that of others; that what professions do—the work as well as the requisit expertise—is less important than how they are orgnised to do it; that professions are homogeneous units; and that the process of professionalisation does not change over time† (Wueste, 1997, p. 8). Related to the last element identified by Abbot, another major critcism relies on the manner that professionalism is instituted. A number of occupations have developed higher levels of training and standards of practice to enhance their claims to professional status. However, Wilensky (1964) said that many of the se groups rested on a knowledge base which was either too general and vague, or too narrow. Their knowledge base was weak and not directly used by them. Professionalism is further complicated by copmeting modes of institutionalising expertise, such as commodification and beurocratic organization (Wuestes, 1997). Thus, a more preferred term was used by Etzioni (1969) to classify these occupations: semi-professionals. The field of education has been historically in constant threat of de-professionalisation (Bottery & Wright, 2000), and teachers may be seen as being prime examples of what Etzioni (1969) call as semi-professionals. Much of the issues are traced to how the educational

Xray Crystallography Research Paper Example | Topics and Well Written Essays - 1250 words

Xray Crystallography - Research Paper Example With the advancement in technology and discovery of X-rays, crystallographers found a powerful source of obtaining complete information about any type of crystal. With a wavelength of the order of 1010, comparable to that of the diameter of an atom, X-rays have the ability to penetrate into the crystal and get diffracted by atom, ions or molecules in their way. With the discovery of this technique in 1940s, the scientists used the specific wave-particle nature of X-rays to determine the arrangement of the constituent specie in a crystal. Crystal and its pattern: Crystal is a three dimensional pattern obtained by the repetition of unit cell, the smallest possible, arranged volume of any crystalline solid. In crystals, the atoms, ions or molecule (the constituent species) are held into their orderly arranged positions by inter atomic, inter ionic or inter molecular forces respectively. The scientists were searching for a way to determine the pattern of their arrangement. Once the patte rn could be known, all the other information about the substance was easy to get. Crystals were not studied, deeply, until the 17th century. â€Å"Crystal symmetry was first investigated experimentally by Nicolas Steno (1669), who showed that the angles between the faces are the same in every exemplar of a particular type of crystal, and by Rene Just Hauy (1784), who discovered that every face of a crystal can be described by simple stacking patterns of blocks of the same shape and size.† (â€Å"X-ray Crystallography. Wikipedia†)... Only X-rays have the ability to penetrate into a crystal and determine the three dimensional pattern by getting diffracted by the constituent particles. The technique of X-ray Crystallography: X-ray Crystallography uses a focused X-ray beam to reveal the structure of a crystal. X-rays strike the particles in a crystal and spread into many specific directions. Censors present around the crystal then cense the angle of diffraction and the strength of the beam reaching them. The pattern produced by the diffraction of X-rays through the closely spaced lattice of atoms is recorded and analyzed to reveal the structure of the crystal. The very basic fact exploited by this technique is that X-rays are diffracted by crystals. With the invention of this technique, Crystallography was completely revolutionized and improved. X-rays and their production: â€Å"X-rays are electromagnetic radiation with wavelengths between about 0.02 A and 100 A (1A = 10-10meters).† (Nelson) They are produce d when electrons from a cathode strike the electrons in the inner shells of transition elements. As these electrons are hit, the energy from moving electrons is transferred to them. Thus, these electrons excite and during de-excitation, these electrons emit radiations of high energy, whose wavelength lies in the invisible region of electromagnetic spectrum. These high energy, less wavelength possessing waves can penetrate into most of the crystals. X-ray Diffraction and Bragg’s law: As X-rays hit a row of particles in a crystal, they are diffracted. Actually, the diffraction is the interaction of separate waves of X-ray beam. It can be considered as the reflection of X-ray beam from the row of constituent particles that are arranged in a crystal. There are

The Issues of Gender Inequality Essay Example | Topics and Well Written Essays - 1500 words

The Issues of Gender Inequality - Essay Example A typical case that shocked me was the ordeal of a close female friend. In fact, it is without a doubt upsetting and unforgettable. Philip and I looked at the scene helplessly as Jennifer; our best friend and classmate faced the wrath of her fuming father after she refused a proposal to abandon school for a rich man her father forced her to marry. What was even more disgusting was the age difference. We had just joined college together with Jennifer. I looked at her straight in the face and realized something was amiss. Emotions were literarily overcoming the slender and innocent-looking girl. The next day, I sought to inquire from her about what exactly transpired. The young girl spoke candidly; she narrated her ordeal trying to break down the difficulties, as well as challenges she had gone through in the hands of her own parents. Jennifer was categorical that men had a huge influence on female lives (Mary Wollstonecraft). It was heartbreaking to hear from the helpless girl how her efforts and pleas to evade attempts by her father to force her into marrying the wealthy 52-year-old man were always futile. It is beyond any logical reasoning for such a respected man to make a harsh resolve decide for his daughter when and the kind of man she should marry. It is even more complicated bearing in mind that the girl was industrious and focused to achieve her dream plan of sensitizing women in the society regarding the importance of fighting for gender equality (Mary Wollstonecraft). Against expectations, the extent to which the practice had almost become the norm in the neighboring community was even alarming. Philip and I were always against the stereotype that said women are the weaker gender. I have personally seen the positive, as well as negative sides of gender stereotyping and believed they were both harsh and discriminatory against women. It beat logic when some individuals argue that men are wiser than their female counterparts are (Mary Wollstonecraft).  

Vehicle Routing and Container Loading Problem Research Paper

Vehicle Routing and Container Loading Problem - Research Paper Example To optimize on the supply chain operation, researchers developed solutions for the vehicle routing problem (VLP) and also the container loading problem (CLP). It is impossible to optimize the routing process only and fail to optimize the CLP process. Likewise is impossible to develop solutions for CLP without developing VLP solutions. This paper suggests the use of an integrated approach to solve the routing problem. Several methods have been put across by different mathematician to help tackle the routing and packing problems. Some of these methods include the formulation of mathematical models, the use of algorithms as well as the integration of the two methods. This paper suggests the use of an integrated vehicle routing and container packing problem with the use of generic algorithms. G= (VA) which represents the complete graph with V representing the nodes and A representing the arc set, the vertex set V is described by V= and 0 represent the depot and represent the nodes. K represents the number of available vehicles. The vehicles are defined by their length, width and height. These dimensions are defined as HK, MK, WK,LK which represent the height , weight, width and length of the vehicle. the cost of vehicles to travel from point i to j is given by Cijk, the traveling time for the vehicle from the point i to j is given by tijk, the service time of vehicle K at node i is given by Sik, the cargo type is represented by, the length of the cargo is represented by lp, while the cargo width is represented by wp. The weight of the cargo is given by mp. The time taken to load cargo to the track is given by tdpk, while the time taken to unload the cargo is given by tupk. The demand for the cargo at a given node (n) is represented by Dp(i). The number of cargo delivered by vehicle K is given by. Setting the constrains Clients; the model assumes that the clients are distributed within a given geographical area. Some clients are near the deport while others are situated away. Deport: the model assumes that there is one deport to serve these clients Vehicles; the vehicles are the same, that is they are homogenous Vehicle capacity; the capacity constrains for the vehicle are given by weight that the vehicle can carry and the volume of the vehicle. The volume of the vehicle is defined by setting (length by width by height of the vehicle). The correct definition involves defining

School Library Essay Example for Free

School Library Essay Library can be define as a collection of books and other literacy materials kept for reading, research, study and consultation. A library is a collection of information, sources, resources and services, organized for used and maintained by a public body, an institution or a private individuals. In the more traditional sense, the library means a collection of book. It supports the teaching, learning and research for the user who is comes to the library. The library has three types of library such as National Library, Academic Library, School Library, Special Library, Digital Library, Mobile Library and others. For each library have their function. The function of library such as to analyze, describe, preserve and make available for use it collection of material intended in subsection. The activities will involve in library such as purchase, give and exchange, donation and others. The activities that are produce in library will give the advantages for the user. Library also provides the several of collection such as encyclopedia, journal, book, magazine, and so on. The library are most important place that can be use to search the information. The library emphasizes instruction, reference services, on site and remote access to information in print and electronic formats, development of information literacy, and management of collections. The library provides resources and support for the Universitys major functions such teaching, research, scholarship, creative activity, and community service. 2. 0 MISSION The Library supports the academic programs through instruction, collections, technology and services which enable students and faculty to access recorded knowledge and information resources. This support empowers our constituencies to develop the information and technological competencies necessary to achieve their educational, research and professional goals; succeed in the workforce; apply lifelong learning skills and participate in a diverse society. 3. 0 VISSION To achieve a world class library status, catalyst to scholarship and excellence to the University’s teaching, learning and research attainable through physical and virtual means. 4. 0OBJECTIVE * 100% support the learning, teaching, researching and knowledge development programs. * Making the library well establish in services aspect, different of collection, latest technology and updated information. * To generate the workers to be skillful, responsible, commitment, motivated, ethics, proactive, brilliant, and well educated. * Building appropriate and comprehensive collection that are properly housed, controlled and effectively used. * Make library as a excellent information centre from services aspect, collection diversity, latest technology and information source and steady. * Create trained work force, having various skill, ethical high, proactive and team spirit through training, education continuously and increase in career. * Provide space for customer convenience, staff, and material and equipment placement. 5. 0FUNCTION * To build up as complete a collection of material emanating from or relating to country as appropriate. * To analyze, describe, preserve and make available for use its collection of the material intended in subsection. * To render bibliographic services and serve as the national bibliographic agency. * To serve as the national centre for the conservation and appreciation of its collection of the material intended in subsection. 6. 0ACTIVITIES * Purchase * Donation * Give and exchange 6. 1Purchase Purchasing refers to a business or organization attempting to acquire goods or services to accomplish the goals of the enterprise. Though there are several organizations that attempt to set standards in the purchasing process, processes can vary greatly between organizations. A grip applied manually or mechanically to move something or prevent it from slipping. The library facilitates the acquisition of bibliographic materials for the official use of and retention of officers and staff of the MRB by purchase of information materials (book, journals and e-journals, articles, audio-visual materials, etc. ) for official purposes only. The library also facilitates interlibrary loan among local libraries for information materials not available in its collection. 6. 1. 1Book and Journal Purchase Send suggestions to the Chief Librarian, or submit â€Å"Requisition forms† which are available in the library. Please take note that book orders may take 3 – 4 months to fulfill (from time of order to processing). 6. 1. 2 Document Delivery (Article purchase) Document delivery and interlibrary borrowing services are available without charge to research officers. However, officers are requested to check the Library catalogue (OPAC) as to whether the information material required is already available (in the MRB Library) before sending in requests. Requests may be sent by email or the normal requisition forms. 6. 2Give and exchange Give and exchange service is provided by the library to various institutions within the country and abroad. At the moment exchange partners in the country have reached about 65 institutions including academic library, school library and government library. 6. 3 Donation Donations of funds are always welcome, and may range from a simple cash gift to various forms of planned or deferred giving such as endowments, annuities, and bequests. Donations of books, journals, and other materials broaden our collections, enable us to meet the demand for multiple copies of heavily used titles, and also help us replace lost or damaged copies. Your donation might include: * Books on any or all subjects * Manuscripts, letters, and diaries. * Music recordings and scores * Videos and films * Photographs * Maps * Subscriptions to electronic resources All donation offers receive serious consideration by the Library. Donations of material are accepted with the understanding that the University becomes the sole owner, and reserves the ultimate right to determine retention, location, level of cataloguing, access, and other considerations related to its use or disposition. 7. 0LEGISLATION Legislation means the act or process of making a law or laws. Legislation is important in the library to make sure the patrons follow the rules in the library. There is the legislation in the library such as: * Conduct prejudicial to the proper use of the library is forbidden. * Silence shall be observed in the public areas of the library. Hand phones and pagers should be switched to silent mode before entering the library. * Eating, drinking and smoking are strictly prohibited in the library. * Southern College identification cards are non-transferable. * Bags, briefcases, helmets, umbrellas etc. are not allowed in the library. It should be kept in the locker room. * Reservation of a seat is not permitted. * All users are required to be properly attired as specified by the college. The library reserves the right to ask users, who are not suitably dressed to leave library. * Final year students who fail to clear and fines or return materials borrowed from the library on completion of their courses will have their certificate suspended. * Staffs who have applied resigned will have their library privileges terminated, since 2 weeks before their last working day. If they fail to return materials borrowed from the library, their salary will be suspended. * The library bears no responsibility for any loss of personal belongings or properties on its premises. * All library materials must be kept clean. Making, defacing or multiplying library materials is an offence. * No littering in the library. * All users are encouraged to check their library record in Library Online regularly. * The library reserves the right to amend their rules from time to time. 8. 0COLLECTION The Library has a multilingual and multi-format collection that is related to the academic and research programs of AMDI. Materials in the collection are classified according to the Library of Congress Classification Scheme. Presently the collection is categorized as follows: 8. 1Open Shelf Collection. A large proportion of the books in the collection is on Medicine and its related fields. These books are classified according to the National Library of Medicine Classification System and books in other disciplines are classified according to LC. Books on the shelves are arranged according to the assigned Call Numbers. As of today, the collection consists of 7,000 copies and can be loan out by eligible patrons. 8. 2 Fiction Collection The Fiction Collection consists of light reading material and story books in BM and English. The books are arranged on special shelves according to the authors shorten name. The loan limit is 2 copies and duration is according to the loan privileges of the patron. 8. 3Reference Collection This collection consists of reference material such as bibliographies, directories, encyclopedias, dictionaries, etc. Materials in this collection are marked with a letter r in the call number. This collection is only for reference use within the library. 8. 4Brochures The collection consists of small books and brochures that are less than 50 pages. These materials are placed at the Loan Counter. Use of the material is limited within the library. 8. 5Serials. This collection consists of Current Journals, Bound Journals, Serials Monograph, Annual Reports and all other serials publications and magazines in electronic format (CDROM and online). The use of such materials is limited within the library except for Serials Monograph which can be loan out. Patrons are allowed to photocopy articles that are in this collection. However, photocopying of materials is subject to the Copyright Act 1987. a) Current Journal Collection Current Journal Collection consists of current subscribed publications that are arranged according to journal title. Current issues are displayed at the shelves and back issues are arranged and placed on top of the shelves. b)Bound Journals Back issues of journals with complete issues are bound and arranged on a separate shelf. The arrangement is in alphabetical order according to the journal title. As of today the Library has 1,520 journal titles (27,000 copies) comprising subscribed journals, serials monograph, annual reports and others. c) Electronic Journal Collection Some journal titles are in CD-ROM or via online. The collection consists of 1,200 full text titles. The materials in this collection can only be access within the Library. Printing or transferring of information to diskette is allowed. A minimum charge will imposed for this purpose. Certain titles can be access online. For further information, please contact the Document and Serials Publication Unit at extension 3469 or 3471. 8. 6 Control Access Collection The Controlled Access Collection is made up of materials that are heavily used. Theses, research reports, training collections, pictorial collections, examination questions, official publications and small size publications are placed in this collection. This collection can only be used within the Library. All materials are searchable through the online catalog by author, title or subject heading. 9. 0TYPES OF LIBRARY There are six types of library * National library * Academic library * Special library * School library * Digital library * Mobile Library 9. 1National Library A national library is a library specifically established by the government of a country to serve as the preeminent repository of information for that country. Unlike public libraries, these rarely allow citizens to borrow books. Often, they include numerous rare, valuable, or significant works. National libraries are usually notable for their size, compared to that of other libraries in the same country. Some states which are not independent, but who wish to preserve their particular culture, have established a national library with all the attributes of such institutions, such as legal deposit. Many national libraries cooperate within the National Libraries Section of the International Federation of Library Associations and Institutions (IFLA) to discuss their common tasks, define and promote common standards and carry out projects helping them to fulfil their duties. National libraries of Europe participate in The European Library. This is a service of The Conference of European National Librarians (CENL). 9. 2Academic Library An academic library is a library which serves an institution of higher learning, such as a college or university libraries in secondary and primary schools are called school libraries. These libraries serve two complementary purposes: to support the schools curriculum, and to support the research of the university faculty and students. The support of teaching requires material for class readings, and for student papers. In the past, the material for class readings, intended to supplement lectures as prescribed by the instructor, has been called reserves. In the period before electronic resources became available, the reserves were supplied as actual books or as photocopies of appropriate journal articles. Traditionally, one copy of a book was made available for each 10 students — this is practical for large classes only if paperback copies are available, and the books reused from term to term. Academic libraries must decide what focus they take in collecting materials since no single library can supply everything. When there are particular areas of specialization in academic libraries these are often referred to as niche collections. These collections are often the basis of a special collection department and may include original papers, artwork, and artifacts written or created by a single author or about a specific subject. 9. 3Special Library A special library is a term for a library that is neither an academic nor school library, nor a public library. Special libraries may include law libraries, news libraries, government libraries, corporate libraries, museum libraries, and medical libraries. Special libraries are also sometimes known as information centers. Special libraries often have a more specific clientele than libraries in traditional educational or public settings, and deal with only a specialized or particular type of information. They are developed to support the mission of their sponsoring organization and their collections and services are more targeted and specific to the needs of their clientele. 9. 4School Library A school library or school libraries media center is library within a school where students, staff, and often, parents of a public or school have access to a variety of resources. The goal of the school library media center is to ensure that all members of the school community have equitable access to books and reading, to information, and to information technology. A school library media center a use all types of media is automated, and utilizes the Internet as well as books for information gathering. School libraries are distinct from public libraries because they serve as learner-oriented laboratories which support, extend, and individualize the schools curriculum. A school library serves as the center and coordinating agency for all material used in the school. 9. 5Digital Library A digital library is a library in which collections are stored in digital formats as opposed to print, microform, or other media and accessible by computers. The digital content may be stored locally, or accessed remotely via computer networks. A digital library is a type of information retrieval system. 9. 6Mobile Library A bookmobile or mobile library is a large vehicle designed for use as a library. They are designed to hold books on shelves so that when the vehicle is parked the books can be accessed by readers. They usually have sufficient space that people can also sit and read books inside them. Mobile libraries are often used to provide library services to villages and city suburbs without library buildings. They also service those who have difficulty accessing libraries, with retirement homes being common stops. They may also carry other information or computer equipment, such as might be found in a library. Some libraries also use their bookmobiles to deliver materials, such as audio books and large print novels, to homebound patrons who dont have anyone to go to the library for them. 10. 0PROFESSION * Chief Librarian * Library Director * Senior Librarian * Librarian * Cataloger * Indexer 10. 1Chief Librarian The Chief Librarian shall, on appointment, provide the staff member with a written position description which sets out the general responsibilities of the position held by the staff member. The Supervisor shall assign the specific duties of the staff member, bearing in mind the position description. The supervisor shall also determine, at least annually, performance expectations which shall be appended to the position description. The Chief Librarian may revise the staff members position description following consultation with the incumbent and, if requested by the incumbent, with the Association. The revision shall take into account the qualifications and experience of the incumbent. The Chief Librarian may transfer a staff member to a different position in the University Library and, if so, shall provide the staff member with the position description for the new position. Prior to such transfer, the Chief Librarian shall consult with the incumbent and, if requested by the incumbent, with the Association. 10. 2Library Director Plan and manage all aspects of library operations: budget, personnel, services, program planning, development and assessment, facilities and equipment. Implement university vision through long-range planning. Plan and implement new and enhanced user-services, including information literacy and remote access for populations at off-campus instructional locations. Create library policies in collaboration with library faculty members. Coordinate collection development and management of library collections Collaborate with Office of Information Technology on integration of emerging technologies and provision of electronic resources to the university community. Lead in an open and collaborative manner. Integrate the core values of respect, compassion, integrity, justice and service in all aspects of interaction. 10. 3Senior Librarian Under direction, to supervise and perform a full range of professional services in a major functional area within the library, and to do related work as required. Supervises children’s section of the library; selects books and other media for children and young adults; plans and presents programs, story hours, puppet shows and book talks; teaches children the use of library tools; advises parents on use of library facilities; establishes communication with teachers; reads book reviews and compiles bibliographies; gathers statistics and prepares report; reads relevant literature and reviews; supervises pages; attends and participates in professional meetings. Supervises cataloging of books and other library materials; does original cataloging as required; supervises book process; plans, supervises and reviews the work of cataloging clerk, book processor, and mender; works with other professionals in maintenance of collection and completeness of catalog; compiles monthly and yearly statistical reports; occasionally works at the reference desk; attends and participates in professional meetings; reads relevant literature. 10. 4Librarian. A librarian is an information professional trained in library and information science, which is the organization and management of information services or materials for those with information needs. Typically, librarians work in a public or college library, an elementary or secondary school media center, a library within a business or company, or another information-provision agency like a hospital or law firm. Some librarians are independent entrepreneurs working as information specialists, catalogers, indexers and other professional, specialized capacities. Librarians may be categorized as a public, school, correctional, special, independent or academic librarian. 10. 5Cataloger The cataloger is responsible for original cataloging of monographs and other formats in Slavic and other European languages in all subjects. The Library is a member of the Program for Cooperative Cataloging, and descriptive cataloging is performed in accordance with national standards. Subject analysis and classification assignment follow Library of Congress standards and local practice. Authority records follow NACO standards and are contributed to the national authority file. The cataloger also investigates and participates in implementation of solutions for providing bibliographic control for all types of resources including electronic resources. In addition to cataloging traditional materials and in support of the Catalog Department’s endeavor to integrate bibliographical control for digital resources, the cataloger may participate in activities to implement non-MARC descriptive standards and contribute to the development of new metadata services for the Library’s growing collection of digital resources. The cataloger collaborates with other catalogers and Library staff to establish and maintain local policies and procedures for bibliographic and metadata services, projects, and other activities that affect the library’s integrated library system, search engines, and overall access to the collections. He/she keeps abreast of the current trends and best practices for bibliographic and metadata services in the field. The cataloger also serves on library committees, participates in library-wide programs and activities, and is expected to be active professionally. 10. 6Indexer Search engine indexing collects, parses, and stores data to facilitate fast and accurate information retrieval. Index design incorporates interdisciplinary concepts from linguistics, cognitive psychology, mathematics, informatics, physics and computer science. An alternate name for the process in the context of search engines designed to find web pages on the Internet is Web indexing. Popular engines focus on the full-text indexing of online, natural language documents. Media types such as video and audio and graphics are also searchable. Meta search engines reuse the indices of other services and do not store a local index, whereas cache-based search engines permanently store the index along with the corpus. Unlike full-text indices, partial-text services restrict the depth indexed to reduce index size. Larger services typically perform indexing at a predetermined time interval due to the required time and processing costs, while agent based search engines index in real time. 11. 0CONCLUSION.

Loss Of Innocence Lord Of The Flies English Literature Essay

Loss Of Innocence Lord Of The Flies English Literature Essay The book lord of the flies was published in 1954 by the Nobel-prize winner William Golding during the period of the cold war and the atomic age but the book situates during the World War II that has happened some year before the publication aside from the fact that William Golding had participated during this war in the royal navy participating in the sinking of the German ship the Bismark and participating in the invasion of Normandy making more clear the way he puts the characters and how they change into more savage beings aside for stating his idea of how the culture the man creates fails showing the influence of the context at that time. The purpose of this extended essay from the novel The lord of the flies by William Golding is to show to what point the loss of innocence of the main characters of this novel that change from good educated kids to savage people when they get in a virgin island doing a lot of things that kids should not do, making the loss of innocence a progressive thing This topic was chosen because it is very important how people even children can change into a totally different kind of people especially in one characteristic which is present in all kids and that is the innocence.In this novel the innocence is one of the many characteristics that change but in this case it changes into a form of savagery that is not normal in children that came from the city but because of the circumstances it changes into that way. Abou the topic the loss of innocence I will talk about different points that will help to understand it as how this children were before lossing their innocence ,how they were when they loose it , the way they lose it and the pros and cons of this loos of innocence This extend essay will be divided in two. In the first part it will be seen the author , historical context, the influences of Wiliam Golding and his style of writting and in the second part a discussion of the loss of innocence that is present in the novel. We could generally get to realize that the kids of the novel were force because of their surrounding to become savage people and loss their innocence to stay alive in that deserted island by doing a lot of things that a kid would not normally do. Chapter I Context Biography of the author The author William Holding was born in his grandmother `s house in cornwall were he spent many childhood holiday there. He grew up at his family home in Marlborough Grammar School (1905 to retirement). His father Alec Golding, was a socialist and a teacher with a strong commitment to scientific rationalism, William and his elder brother Joseph study in the same school were their father taught. His mother Mildred was a woman that supported the moderate campaigners for female suffrage. In 1930 William went to Oxford university as an undergraduate at Brasenosed College where he study natural sciences for two year before moving to English literature Golding took his B.A second class in the summer of 1934, and later that year he wrote his first book named Poem, this book was published in London by Macmillan Co, through the help of his Oxford friend, the anthroposophist Adam Bittleson.Golding during all his life was an avid animal rights activist Golding married Ann Brookfield on 30 September 1939 and they had two children, their names were Judy and David. In 1985 Golding and his wife moved to Tullimaar House at Perranaworthal, near Truro,Cornwall, where he died of heart failure,8 years later, on 19 June 1993. He was buried in the village churchyard at South Wiltsshire (this place is near the Hampsire and Dorset country boundaries. He left the draft of a novel, the double tong, set in ancient Delphi, which was published later. Influences World war II changed thinking about mans essential nature, one of this man was him. Before the war people believed that man was essentially good-hearted and society was often evil. However, the atrocities of the war made it very difficult to many people to believe any longer in the supposedly good and innocent nature of human beings as the predominant part of people. You can see the influence of this shift in thinking in Goldings works. Some of Goldings favorite childhood authors were Edgar Rice Burroughs with Tarzan of the Apes, Robert Ballatyne with Coral island and Jules Verne with Twenty thousand leagues under the sea  [1]   Each of these books portrays man as a basically, normal good creature who struggles to avoid the evils of society. Golding yearned to be similar to the characters in the stories and fables he read They held me rapt, Golding once said of the books he read. I dived with the Nautilus, was shot round the moon, and crossed Darkest Africa in a balloon, descended to the center of the earth, drifted in the South Atlantic, dying of thirst. It always sent me indoors for a drink-the fresh waters of the Amazon.  [2]  When he was twelve Golding decided to be a writer. He planned a twelve-volume work on trade unions but he could never complete the enormous plan. As said before with his love for books and reading and his early attempts at writing, Golding of studied literature in college. The book was not considered a success at first, it was not until the 1960s, when it captured the attention of college and high school students that critics began to acknowledge Goldings talent. Even now there are differing opinions about the novel. Some believe Goldings writing is bombastic and didactic, that he does not allow you to have any opinion but his. Other critics see him as the greatest English writer of our time. You will find that part of the fun of his book lies in deciding for yourself what you think. Golding has continued to write in spite of the controversy over his work. It would seem that the criticism, rather than frightening him, only challenges him to continue writing. In the same way, Golding challenges readers to think about what he considers most important: the true nature of human beings. The three novels that followed Lord of the FliesThe Inheritors, Pincher Martin, and Free Fallbrought him more success, while the controversy over his talent, or lack of it, continued. Eventually Golding stopped teaching to write full time. In 1983 Golding was awarded the Nobel Prize for Literature.  [3]   When World War II began in 1939, Golding joined the Royal Navy. He saw action against German warships, he was in antisubmarine and antiaircraft operations, and in 1944 he was involved in the D-Day naval support for the landings on the beaches of Normandy. He continued to read the classics even as he acquired a reputation for loving tense combat. And his war experiences changed his view about mankinds essential nature. Because of the atrocities he witnessed, Golding came to believe that there was a very dark and evil side to man.  [4]  The war, he said was unlike any other fought in Europe. It taught us not fighting, politics or the follies of nationalism, but about the given nature of man.  [5]  After the war Golding returned to teaching in a boys school, which may explain why the characters in Lord of the Flies seem so real. Ralph, Jack, Piggy, Simon, and the other boys are based on the faces and voices of children Golding knew. Thus his reading of the classics, his war expe rience, and his new insight into humanity laid the groundwork for his writing. His first three novel were very much alike the novels he read and he call them as rubbish imitations, these novel have never been published. His fourth novel was Lord of the flies, and when it was finally accepted for publication in 1954, it had been turned down by a lot of publisher around twenty of them In his writing style it can be seen that it is exiting and fast- moving with a lot of aspects that is shown in it, one of them is the length of the sentences depending in the situation, he use long sentences if he wants to move slowly, this sentences are deliberately use to slows the reader ´s pace so that the reader feels relax and to do not expect some of the things that are coming next in the story. This is done to make a sensation of surprise in the reader. On the other side he uses short sentences to make the story impacting as he uses them when something important and shocking is happening in the the story in other words a moment of tension. There is also the use of symbols, this symbols, the majority of them are objects that are in the nature each of them meaning something important as justice or violence. Aside from this he is an author that writes with a great control over sensitivity as he writes the deaths of animals or people in very descriptive and gruesome way as he w as a person that saw the horrors of war, he also like to do the mirror technique as he like to contrast the thing that are shown with opposite words as dark and light, isolation and friendship. Finally he like the use of imagery to enhance the situation to make it more clear to the reader of what is going on. Chapter 2: There are many evident themes in the book the lord of the flies by William Golding. One of the most evident themes trough the novel would be the loss of innocence. It is shown as the story progresses that the innocence of the children is disappearing as the education they received is only a way to maintain the real essence of man that is evil. Because of the lack of civilization an education in the island where the children are trapped the become violent, cruel and primitive showing the real essence of man that the author likes to use in his novels. The loss of innocence is evident in most characters of The Lord of The Flies. But first of all this means that this characters at a timet hey were innocent, this can be seen in the first chapters of the of the book when it is said that this children, Ralph and the others, were good sons and daughters , that they studied in a private school ,they liked to play that they were part of the high society meaning that they had money , as part of the high society in England they were children that were teach with good manners for example, to drink a cup of coffe in the afternoon.All of this meant that they were very educated children that will always do the correct thing nad that they would not hurt anyone but, when the accident with the plain occur that leads them to crush within a virgin island this changed in a progressive a notorious way as the the time passed by because this savagery was needed to survive within the islands there were no easy things to get as in the civilization were th ey only had to ask for the things to they parents as most children an in contrast in the island thy were by themselves trying to survive so they had to hunt animal to eat making a huge contrast in the behavior they had in the civilization and the behavior they had to have in the island, as the children that were portraded swimming in the lagoon in Chapter 3 that when crushed in the island they only wanted to be rescue that turned The painted savages in Chapter 12 who have hunted, tortured, and killed animals and human beings and that now they do not want to be rescued anymore.The autor, William Golding, as a man that hated war is trying to show with this that civilization can not delete the evil nature of the human being that it is shown in the worst moments of the life of the man and that this civilization can only hide and control this evil side that all man have. The process of innocnece degradation can be seen in the spar between Jack and Ralph appears to be constantly stirring. It occurs in the begging of the novel with the election of Ralph as chief all the way to the hunting of pigs. It seems that all Jack wants to do is hunt and kill even before they have any shelter to protect them from the elements. For example in chapter 3 it was said by Jack, We want meat (pg 54). Jack says this on more than one occasion. It is also evident that the boys are becoming more and more savage. For example in chapter eight during the successful hunt of a pig Jack says, Pick up the pig. , This head is for the beast referring to the sows head (pg 137). The head of the pig was impaled upon a spear through the ground as an offering for the beast. Towards the end of the novel it has become self-evident that the innocence of the boys has been completely lost. It at one point had gotten so bad that instead of hunting for food for the necessity of food, human bein gs were killed. For example, in chapter 11 a young boy named Roger, a sadist, rolled a boulder down a hill during a feud and killed piggy. Another example of loss of innocence can be provided in chapter 10 where Simon goes to tell the boys of the real beast while the boys are in a chant screaming, Kill the beast! Cut his throat! Spill His Blood!. Simon is stabbed with a spear and dies. Society is a key element lacking in The Lord Of The Flies causing the new erratic behavior among the boys. The boys in lord of the flies were unable to retain the much-needed innocence to preserve peace amongst the boys. The ideal supervision and stability of the grown-up world that was lacking caused the instability among the boys and the epitome of the downfall of innocence of mankind at its most primitive state with a huge contrast of what the children were before and what they are now, as when Ralph is first introduced, he is acting like a child, splashing in the water, mocking Piggy, and laughing. He tells Piggy that he is certain that his father, a naval commander, will rescue him, a conviction that the reader understands as the wishful thinking of a little boy. Ralph repeats his belief in their rescue throughout the novel, shifting his hope that his own father will discover them to the far more realistic premise that a passing ship will be attracted by the signal fire on the island. By the end of the novel, he has lost hope in the boys rescue altogether. The progression of Ralphs c haracter from idealism to pessimistic realism expresses the extent to which life on the island has eradicated his childhood. Also you can see that there is a lot of symbolism that represents the loss of innocence as in the island is coded in the early chapters as a kind of paradise, with idyllic scenery, fresh fruit, and glorious weather. Yet, as in the Biblical Eden, the temptation toward corruption is present: the younger boys fear a snake-thing. The snake-thing is the earliest incarnation of the beast that, eventually, will provoke paranoia and division among the group. It also explicitly recalls the snake from the Garden of Eden, the embodiment of Satan who causes Adam and Eves fall from grace. The boys increasing belief in the beast indicates their gradual loss of innocence, a descent that culminates in tragedy. We may also note that the landscape of the island itself shifts from an edenic space to a hellish one, as marked by Ralphs observation of the ocean tide as an impenetrable wall, and by the storm that follows Simons murder. Altought the lack of moral during thier actions is a bad thing , this has pros and cons the pros is that this help them to survive in the island since there is no place to be a educated and a formal man becouse if you are this way there you will get killed an eat by a wild animal or by other things so in a way here applies the survival of the fittest as a principal law to survive, the advantage of the lack of moral in that place is that they will not feel guilty for the killings of animals or people since you need to eat but on the same side the cons of this is that they will lose all social skills, and civilizad ways they have learn trought their lives, in case they are rescued and bring back to the city this will not permit them to have a normal live there as they adapted all to the island.So in way this lack of moral helps them but at the sametime it puts them on danger. Conclusion: In conclusion the loss of innocence is an evident theme trought the novel the lord of the flies of William Golding that is shown throught this characters in an progressive way as the lack of moral that brings down the innocence makes them do horrible things as cannibalism and other things that are worst as the time passes, but aside form the fact that this brings their moral down, this have advantages that helps them to survive in this chaotic situation full of danger. With this the author William Golding tries to show that no matter who you are or what your education you have recieved because when people are in a difficult moment of their lives ,their evil side appears losing all the civiliziced way of behaving as this part is always present in all human people despite their social-economic class , this idea of the human society that the author has is the result of his experiences of war as he presenced killing and other horrible things throught this stage of his life changing his way of seeing things into a pessimistic view of people as he probably did in war things that he is not proud of because this situation makes people change his way of thinking and do things that they would not normally do. This topic could bring new investgiation in the possible future ,in the same book, about the savagery vs civilization, this topic is related in a great way about the loss of innocence since it is about the conflict beteween the impulses that exist in all human beings one of them the instinct to live in a peacefull way by following rules and the other being to act in a violent and animalistic way to survive and to gain supremacy over other people.