Technology as a Facilitator in the English as a Foreign Language Essay Example for Free

Technology as a Facilitator in the English as a Foreign Language Essay Technology has taken over most areas of our lives including schools. Specifically, the arrival of the internet changed the way that language is taught thanks to the possibility of communicating throughout the world and because of the many sources online. This essay will deal with different aspects of computers and internet in the process of teaching and learning English as a foreign language (EFL). First, I will give examples of different technological tools that can be used to teach a language. Second, I will present the advantages of using technology for learning different aspects of a language. Then, I will present the disadvantages of technology. Finally, I will provide recommendations for teachers regarding the use of technology in the EFL classroom. I chose this subject since I have worked in the Hi-Tech industry for over a decade and I am interested in applying the Hi-Tech resources to help my students the best way I can. I believe that nowadays technology is the most essential element in our lives, and is a great tool to use in the EFL classroom. Technology includes computers, software programs, internet, video players, overhead projectors and data show projectors, as well as multimedia (texts, films, video, audio, animation, and graphics). Since students need to experience the language in every aspect possible, technology can be an effective tool to teach languages including EFL. This is important because in the early 80s, Howard Gardner proposed the theory of multiple intelligences. He stated that each student is unique and learns in a different ways. Today, various tools and applications of technology can be used in multiple ways in the EFL classroom regardless of the students’ level or the subject taught. It can provide opportunities that address individual student learning and meet the different learning styles. Language learning and teaching is enabled by the many sources of materials that students can use. First, the internet enables teachers to bring different cultures into the classroom, which is an important element in language learning and teaching. For some tasks, such as listening exercises, computers have advantages over traditional approaches because they provide sound as well as visual input that helps students with contextual clues. Second, a variety of  software programs allows students to practice vocabulary, reading, listening comprehension, grammar, and speaking skills. An environment rich with language: allows the students to interact with each other so that learning through communication can occur (Liaw, 1997, in Patel, 2013). The computer with its different learning strategies and games constitutes an attractive kind of teaching. Third, Case and Truscott (1999, in Green, 2003), report that the independence the students acquire while working on a computer pushes them to read from simple to complex texts since it addresses their personal needs. Most students find it easier to approach a writing task on the computer because it is more enjoyable. One reason is the use of graphics and dictionaries available online that help them write more confidently. Moreover, the use of e-mail is a way to encourage students to write in a new language. According to Trenchs (1996, in Green, 2003), students use e-mails, willingly because they dont feel forced to do so and because they know they are not being graded. The lack of pressure encourages students to share information while doing so in a foreign language. In addition, the use of e-mailing is an excellent tool to improve writing skills as well as vocabulary acquisition. The computer and internet have become the main means for communication on a worldwide level and since communication is considered an excellent tool for promoting language learning, technology is welcomed in the EFL classroom. The students have the opportunity to communicate freely without a time limit or social concerns. Even the weaker students are able to take an active part in class and communicate confidently with their teachers through e-mails. In spite of the importance and effectiveness of technology, when teaching and learning EFL in concerned, there are some disadvantages. First, the computer can be an overwhelming and imposing instrument for both students and teachers. The complexity of the computer possibilities may cause frustration, as students and teachers spend a lot of time struggling and trying to understand how to use it. The search for suitable materials is also time consuming and can be very exhausting. In addition Colaric and Jonassen (2003 in Morgan, 2008) warn teachers from the vast library. In  other words, the search for information and hyper-linking may be a distraction from the learning process. An additional disadvantage is the teachers lack of computer skills and technical knowledge. This usually leads to a complete waste of time in class and adds to both teachers and students confusion. Finally, the cost of maintenance is another disadvantage of using technology, especially in schools. So, unless the teacher is well trained in technology, and can solve problems that might occur, a technician will be needed. Schools usually find it difficult to support the purchased technology, and that makes them useless. Hence, in order to turn technology into a teaching strategy, teachers need to be encouraged to acquire the necessary skills in using technology to help improve their teaching. In addition teachers need to be aware of the importance of technology in enhancing learning in the EFL classroom. Once teachers and students learn how to make responsible use of computers, and master the skill of selecting and editing the large range of information for their purposes, language acquisition will become easier. To conclude, having given examples of different technological tools that can be used to teach a language. Then, presented the advantages and disadvantages of using technology in the EFL classroom and finally provided recommendations for teachers regarding the use of technology, it can be said that technology, specifically computers and the internet, has many benefits for language learning when it is used correctly. Teachers can use it to improve the learning environment and the students’ vocabulary as well as reading, listening, and speaking skills. Also, technology in the EFL classroom offers students a range of information, motivation to learn and an enhanced quality of class work. This essay has also shown the disadvantages of using technology when teachers and students do not know how to handle it moderately and wisely. It is extremely important to remember that technology is a great tool in the EFL classroom, but it cannot replace the teacher. References 1.Case, C. and Truscott, D. (1999). Using Technology to Help ESL/EFL Students Develop Language Skills. In: Green, (2003). 2.Green, T. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. http://iteslj.org/Articles/Ybarra-Technology.html/26.4.2013. 3.Liaw, M.L. (1997). Computer Network Technology-A Facilitator in English Language Teaching Learning. In: Patel, S.D. (2013). 4.Morgan, M. (2008). More Productive Use of Technology in the ESL/EFL Classroom. http://iteslj.org/Articles/Morgan-Technology.html./26.4.2013. 5.Patel, S.D. (2013). Computer Network Technology-A Facilitator in English Language Teaching Learning. https://sites.google.com/site/journaloftechnologyforelt/archive/3-2-april-2013/2-computer-network-technology-a-facilitator-in-english-language-teaching-learning./ 26.4.2013 6.Trenchs, M. (1996). Using Technology to Help ESL/EFL Students Develop Language Skills. In: Green, (2003).

Spacetime Structure Implications from Quantum Mechanics

Spacetime Structure Implications from Quantum Mechanics Spacetime Structure Implications from Quantum Mechanics and Relativity Abstract Some idea proposed in the recent Penroses Conformal Cyclic Cosmology (CCC) is discussed in this paper. In CCC it is argued that the concept of time looses its meaning in a Universe filled solely with zero rest-mass particles (i.e. photons and gravitons). This particular idea is discussed, because at least conceptually it can have some implication on our understanding of spacetime and a role of rest-mass. Relativity was a great revolution in our understanding of space and time, sometimes leading to paradoxes. Quantum Mechanics introduced quanta of energy. It occurs that the existence of the minimum quanta of energy can has a strong implication on the spacetime structure. abstract should include at the max. 250 words. The abstract should give readers concise and correct information about the material of the article. It indicates what methodology you have used for your results and how you are concluding these results. The abstract should be restricted into a single paragraph with Times New Roman with Font Size 10, with proper justification. Keywords: quantum mechanics; general relativity; conformal cyclic cosmology Introduction Einsteins Relativity theory has been experimentally verified very thoroughly and also Quantum Mechanics predictions are experimentally very well checked. The philosophical or physical interpretation of mathematical equations of Relativity is commonly accepted. However Quantum Mechanics is a very good working operating tool, whereas the interpretation differs widely amongst physicist and philosophers (outlook of various interpretations can be found e.g. in [2]). Basing on the recent Penroses cosmological proposal [9] it seems that some implications to our understanding of spacetime can be derived from principles and as consequences of Relativity and Plancks law. It can also lead to a specific interpretation of a wave function in Quantum Physics. The Penroses selected idea will be presented at first. Then some considerations influenced by this idea will be discussed. Problems with time measurement In [9] Penrose states that in a spacetime filled solely by photons and gravitons no clock can be built (Only the fact that rest-mass is zero is important. Therefore in the rest of this paper only photons will be discussed. Anywhere in the text when a photon is discussed it is important that it is a particle with zero rest-mass.). In order to have any clock a massive particle is needed. A stable massive particle â€Å"ticks† with the specific frequency (It can be derived by combining Plancks formula and Einsteins formula . Detailed discussion is in [9].). (1) . So when there is no massive particles a spacetime looses its metric structure and only the conformal structure remains. On the other hand the black hole evaporation process (known as Hawking radiation) [5] may lead the Universe to such a state in a very long time. Simply speaking if the Universe will be expanding (and therefore cooling) then after some time the background will be cooler than all black holes. Of course the infinite expansion is assumed. There are however some objections, because there may be some matter left, not collapsed to black holes. E.g. some lonely massive particles can resist. Penrose discuses both possibilities: some highly hypothetical process of loosing mass in a very long period and implications of an event horizon. It is not a scope of this paper to discus it more thoroughly. Only to state that a spacetime filled only with zero restmass particles is physically interesting, reasonable and possible. Penrose argument that in such a spacetime no time measurement can be done (and only conformal structure remains) seems true [3, 11]. Briefly â€Å"one can dispense with the geodesics neither of test particles nor of light rays in measurement process† [6]. More discussion on this topic can be found e.g. in [10]. In this paper it is assumed that Penroses proposal is true and if spacetime is filled with zero rest-mass particles or massive particles which cannot influence each other due to event horizon the n time cannot be measured in such a spacetime. Possible consequences of this statement will be discussed. Proper time of a photon, the Observability Principle and tiling a spacetime Let us consider a spacetime filled only with zero rest-mass particles. From Special Relativity it is known that any of such a particle â€Å"feels† no proper time. For example no time passes for a photon between its emission from the Sun and its absorbing on the Earth. Time passes e.g. for people on the Earth, but no time passes for a photon. Sticking to the Observability Principle, which means that anything which cannot be observed does also not exist [7, 8], one can say that for a photon both events take place at the same time (Because time difference between leaving the Sun and coming on the Earth, such as for the people on the Earth, does not exist for a photon and is not observed by a photon.). It means that no time passes in the Universe filled only by zero rest-mass particles just as Penrose concluded in [9]. For the sake of clarity such a Universe will be called a Penroses Universe further in this paper. Fig. 1: To distinguish between different configurations time is needed. In case of no time (inability to measure time) one can say that all possible configurations happen at the same time. Or simply each particle is at the same time in all possible places. It seems important to present some consideration here (which was not stated by Penrose). From the above paragraph it can be concluded that different configurations can be realised in the same time. Here a time is understood as an internal property of a Penroses Universe. The meaning of adjective internal will be clarified throughout the rest of this paper. Of course we are used to measure time for example by comparing configurations of objects (e.g. distance proportions between parts of them, etc.). When we see an egg on a table and next we see smashed egg on the same table we guess that a time has passed. In sake of clarity in a Universe filled with photons solely we should distinct between configurations (able to happen at the same internal time) and events (which happen one after another due to the order of the arrow of time). In a Penroses Universe configurations are possible, but events are excluded by the definitions. So in a Penroses Universe each possible configuration takes place in the same (internal) time. Equivalently they just take place simultaneously. (If there is no time it can be said that everything happens at the same time.) If one considers all possible configurations in a Penroses Universe, one can equivalently say that each zero restmass particle is everywhere at the same (internal) time (Let us notice that we may omit internal because if it is assumed that nothing exists except a particular Penroses Universe then any other reference for some other â€Å"time† cannot exist.). Of course the fact that a photon â€Å"feels† no time when passing from A to B i.e. that it has zero proper time does not imply that it is therefore everywhere in spacetime and, in particular, it does not mean that it is â€Å"simultaneously† on all possible paths between A and B. Indeed, in relativity theory, light moves on well-defined null geodesics. What I am trying to emhasise is that without massive particles it is impossible to discriminate these geodesics [3] and therefore (actually this is the crucial step) following the Observability Principle we identify all situations that are undistinguishable. It may be concluded that this is somehow similar to rather commonly agreed thought that the reality emerges only in relation to the results of measurements. Fig. 2: In A there is no massive particle. In B there are some. Time exists internally in B. A is a tiny Penroses Universe without time (as far as no interaction with B happens). A (global) time for which we can treat A as Penroses Universe is measured in B, because in A no time exists. It means that on A+B there is a time. Such a picture is not valid in our Universe because efficient clocks exist in it. The apparent contradiction occurs only because we imagine a Penroses Universe from the external point of view (experiencing the flow of the time). If we imagine that nothing exists except a Penroses Universe we would not have to use internal to describe time. Simply no device to measure time flow would exist. Now let us think about a spacetime as a manifold (as in General Relativity). One living in the spacetime approximates the global structure of the whole manifold by observing his neighbourhood. However locally there is no â€Å"absolute time† as Relativity states. Consider now a small tiny part of the Universe (an open subset in the manifold). The Universe is filled by both zero and non zero rest-mass particles (as our Universe we live in). But locally we can find small parts of it which are filled solely by photons. We can treat each such a part as a Penroses Universe as far as no interaction with any massive particle takes place. It is due to previous considerations. We can say that no time passes inside such a part as far as no event takes place. It is understood that events take place in the global Universe. And by the event we mean here some act of interaction between a part being a Penroses Universe and a part of the global Universe possessing at least one non zero rest-m ass particle. Then these two parts can be treated as one part (being then not a Penroses Universe). In other words let us find in our Universe as much as possible very small Penroses photon filled local Universes. These small Universes differ from Penroses one big Universe by the fact that they can be treated as such only as far as they do not interact with some massive part. The idea of tiling the spacetime manifold is sketched on pictures. Fig. 3: An interaction happened from part B to part A. A is no longer a Penroses Universe. Fig. 4: Such a timeless Universe cannot be divided into a massive parts and Penroses Universe parts. No matter how we would tile this Universe each component has no time. In a Penroses Universe it is unclear how the different configurations (spacetime paths) are to be defined. Indeed, just as there is no time measure, so there is no spatial measure (with which one can distinguish, for instance the distance between points on two different paths). Therefore due to the Observability Principle particles in such a universe are as if they were everywhere at the same time. What is needed to talk about any time order is an interaction with some massive particles. Only then e.g. before and after are sensible notions. Discussion on the Double Slit Experiment In the famous doubleslit experiment a photon seems to pass through both slits at the same time. Therefore a wave function has been introduced, because a particle behave as if it were a wave. However if one tries to localise through which slit a particle actually passes, interference image is erased and a particle behaves as a corpuscle. Therefore one says about corpuscular-wave dualism. But due to considerations in previous paragraph one should also be able to say that a photon really passes through both slits (because no time passes for a photon, so two event take place for a photon at the same time). And what is called a collapse of a wave function is just a choosing of a particular path out of all possible. Such a measurement is however possible only if non zero rest-mass is involved. It is known that as a particle becomes more massive quantum properties are less clear and lighter particles behaves more like a waves (photons, electrons). The ability to measure time interval can al so be seen from Eq. (1). In such an interpretation a wave function is not an abstract existence in observer mind. It is a physical being. But as such should somehow depend not only on a particle but also on a spacetime in which is considered. Summarising Relativity Einstein once strongly criticised any physical concept which is â€Å"independent in its physical properties, having a physical effect, but not itself influenced by physical conditions† [4]. Just a proposed interpretation of a wave function should therefore be justified if this wave function interacts with spacetime. Basing on General Relativity we know that the spacetime is influenced by gravitation. So the first simple test for the new interpretation is to check whether gravitation changes a wave function. Fortunately such an experiment was done. Firstly neutron beam was scattered into two beams: each influenced by the same gravitational field. Secondly the whole apparatus was placed in a way that after scattering the gravitational fields for the first beam and for the second beam were different. By examining the interference pattern it was observed that the quantum-mechanical phase shift of neutrons is caused by their interaction with Earths gravitational field [1]. One can then also speculate that the gravitational field influences a wave function. It can be objected that the proposed explanation of quantum mechanics is contradicted by the conservation of the energy. A particle really going thorough all possible paths would do infinite work. It is not true in the proposed scheme. No procedure could measure such an energy, because those trips take places in a part of a spacetime where no useful time concept exists. If time is immeasurable then the particle can do the work needed to go through all possible paths. However immediately when a working clock is used, a particular path is localised an the energy conservation is saved. It can also be seen from this argument that the Feynmans Path Integral approach is the most natural formulation of Quantum Mechanics. Conclusions The presented arguments lead to the specific interpretation of quantum mechanics. Conceptually the presented considerations show that one can find some guide towards Quantum Physics starting from Relativity and Plancks law. Especially Feynmans Path Integral Formulation emerges in nice way. Some further implication to Cosmology occurs. The Universe filled solely with zero rest-mass particles should be treated as in a superposition state of all possible states. Occurrence of strictly positive masses not separated by event horizon would give the origin to time and states being in a superposition can be reduced to a particular state. It advocates the concept of the Universe wave function. In a black hole singularity time stops and mass density is infinite as is known from Relativity. If one would look at a singularity from the presented point of view one could say that mass density is infinite only for external observer. Because only such an observer has a meaningful concept of time. Infinite density occurs as a consequence of localising all in-falling particles in a point. However as it was explained in the paper if time stops, all particles can occupy the same point in the same â€Å"time† (which exists only for external observer). A possibility of application of the presented scheme will be explored in the future research.

Exploring Why We Enjoy the Anti-Hero Essay -- The Rise of the Anti-Her

There is no doubt that the popularity of the anti-hero as we know it has increased in recent times. With unlikely, yet popular moral gray protagonists like Jack Bauer, Dexter, and Gregory House leading some of the most popular TV shows and characters like James Bond, Lisbeth Salander, Tyler Durden (from Fight Club), and Jack Sparrow being some of the most memorable in movies, it is not surprising that there has been an increased interest to understand what causes this characters to be so popular (Peter Jonason in et al., 193). What is it that makes them as likeable, if not more, than a normal hero? How come we relate to characters that perform actions that, if done in real life, would cause us to see them in a whole different light? My argument is that an increased understanding in the human psyche has enabled us to see through our preconceived moral standards to accept and, in many cases, admire these anti-heros. Under the right circumstances, almost any action is permissible (albeit not necessarily right or wrong). The readers, however, must undergo a process of exposure to the anti-hero and the world she inhabits before they permit her actions. This process of â€Å"disengagement† (presented by Daniel Shafer and Arthur Raney) is what enables the reader to change his preconceived moral standards, at least in the anti-hero’s universe, to actually enjoy the story. Before explaining the big picture, however, I think it is important to understand how the enjoyment of stories can be weighted. The enjoyment of most narratives is measured through the affective disposition theory (ADT). Shafer and Raney explain that: â€Å"ADT is generally considered the most comprehensive theory explaining the process through which enjoyment is derived ... ...mpathy, understand her flaws and what lead her to be the way she is, and feel those appeals to our primitive feelings related to the Dark Triad of personality traits when she kicks some butt, we can finally enjoy the positive emotions which would be condemned as wrong in the real world. Works Cited Funk, C. and Gazzaniga, M. â€Å"The functional brain architecture of human morality†. Current Opinion in Neurobiology 19 (2009): 678-681. Web. Hemley, R. â€Å"Sympathy for the Devil, What to Do About Difficult Characters†. Creating Fiction (1999): Edited by Julie Checkoway. Story Press. Jonason, P. â€Å"The Antihero in Popular Culture: Life History Theory and the Dark Triad Personality Traits†. Review of general psychology 16.2 (2012): 192-199. Web. Shafer, D. and Raney, A. â€Å"Exploring How We Enjoy Antihero Narratives†. Journal of Communications 62 (2012): 1028-1046. Web.

Star Wars and Religion Essay -- Star Wars Film Movies Religious Essays

Star Wars and Religion Methodology In conducting my research on Star Wars, I wanted to make sure that I kind of found a variety of sources. I decided to do my field report on Star Wars originally because I was aware that I needed to include an interview component in this report. I immediately thought of my R.A., who just happens to be an incredibly huge Star Wars fan. I knew that I would have to investigate some element of the movies and religion has always been a very controversial topic within the Star Wars "universe". To research the topic I went through the IU Libraries Database and retrieved articles about Lucas and his beliefs about religion and about pop culture spirituality and the movies in general. I also held an interview with my R.A., Veronica Lloyd on the subject. She proved to be a very good source of knowledge on both sides of the issue at hand because she is a religious studies major as well as a Star Wars fanatic. Description I found that though the movies are a pop culture phenomena, there are still unanswered questions. Even the biggest of fans are not certain about what the relationship between religion and Star Wars is. In the interview with Veronica, she mentioned that "it's kind of a mixture of things" (Lloyd, 161), maybe it's really something that will never be decided upon, but that hasn't stopped anyone from exploring the issue from all angles. I discovered a very interesting interview done by Bill Moyer with George Lucas, where he asks some of the questions that we all want answers to, but even Lucas doesn't know everything. It's interesting to me that the author and film maker does not know the answers to questions about his own work, but I understand the reasons why he doesn't. Lucas ... ...port. I think a more detailed form would serve to cover more angles, but also that there are so many angles to this topic that maybe too many would just be too much. I was interested in the topic and I think that helped to make the research and interview process easier to accomplish. I also think that I have a little more respect for the work of George Lucas and for those that know they are the true fans, they deserve the title. Works Cited Baker, Barbara J. "The Star Wars Trilogy". Magill's Guide to Science Fiction and Fantasy Literature. 1996. (*for general plot summaries) Johnson, Brian D. 1999. "The Second Coming". Maclean's. 24 May. Vol 112. Issue 21. p 14. Lloyd, Veronica. 2001. Interview by Jenny Hettenbach, 30 November, Bloomington, Indiana. Tape recording. SW1. Moyers, Bill. 1999. "Of Myth and Men." Time. 26 Apr. Vol 153. Issue 16. p 90.

History of Parental Involvement in Education Essay examples -- Parent

History of Parent Involvement Prior to the 1850’s, before public education existed, parents and families were responsible for the education of their children. During the late 1800’s and early 1900’s education in schools became wide spread. As public education grew and teachers became professionals many began to believe that professionals alone should be responsible for educating children (Stein and Thorkildsen). As years went by, families showed some concern about this new view on who should be in charge of their children’s education. Parents began to show their concern for this division in education in the 1987 when the National Congress of Mothers, the foundation for the Parent Teacher Association, was formed (Stein and Thorkildsen). Since 1987 many more steps have been taken in an effort to evaluate the importance of parent involvement in education and to encourage parents to be involved in their child’s schooling. Family Structure Parent involvement in a child’s schooling has proven to be beneficial to the child regardless of the situation. The amount of the effectiveness of the parent involvement is directly related to the structure of the family that the child comes from. A National Household Education Survey (NHES) from 1996 shows that children from dual parent homes are more inclined to excel academically and become involved in extracurricular activities. More so, they are not as likely to repeat a grade or be given a suspension, especially if their fathers show interest and become involved (Nord). In 38.5 percent of dual parent households parents actively help their child with homework three or more times a week (National Center for Education Statistics). In today’s ever changing society dual parent ho... ... EBSCO Database. Retrieved March 8, 2002 from Eric Database. U.S. Department of Education. (1991). Other middle grade resources, Parent involvement at the middle school level. National Committee for Citizens in Education. Retrieved February 18, 2002 from the World Wide Web: www.middleweb.com/ParntInvl.html This is a well designed web site that provides resources for parents and teachers of middle school aged children. Articles, news stories, diaries, chats, newsletters, and hot links are available on this web site. Wherry, J. (2002). Selected parent involvement research. The Parent Institute. Retrieved April 11, 2002 from the world wide web : http://www.par-inst.com/edresources/research/research.shtml This bit of selected research comes from the parent institute web site. The information provided on this page is supported by numerous references.

Dophus Raymond Essay

In the book, To Kill a Mockingbird by Harper Lee, the people of Maycomb are prejudice. According to them, the only way a white man would be able to like a black man more than a white man is if he was an alcoholic or had some type of dysfunction. This applies to the majority of the people in Maycomb. Dolphus Raymond, however, is not part of this stereotype. He doesn’t have a dysfunction and only pretends to be an alcoholic. Mr. Raymond is both caring and sly. When Dolphus Raymond sees Dill come out of the courthouse crying, he tries to comfort him and help him feel better. This shows that Dolphus Raymond is caring. Dolphus Raymond then calls Dill to come to him and says, â€Å"Here, offering Dill his paper sack with straws in it. Take a good sip, it’ll quieten you. †(Lee, 200) This shows he is caring because he gives Dill some of his Coca-Cola to help him. Mr. Raymond reaches out to Dill when he is crying to help him feel better. Then, after Scout asks why he pretends to be an alcoholic he says,† Wh-oh yes, you mean why do I pretend? †¦. Some folks don’t-like the way I live. Now I could just say to hell with ‘em, I don’t care if they don’t like it. I do say I don’t care if they don’t like it, right enough-but I don’t say the hell with ‘em see? †(Lee, 200) This shows that even though people don’t like the way he lives, he still pretends to be an alcoholic for people to latch on a reason why he lives the way he does. Also, even though it’s fake, he gives them a reason to understand why he lives a certain way.. Dolphus Raymond is sly as well. When Scout finds out whiskey isn’t in the sack she says,† You mean all you drink in that sack’s Coca-Cola? Just plain Coca-Cola? † â€Å"Yes ma’am, Mr. Raymond nodded. (Lee, 200) He pretends to drink whiskey to help people latch on a reason why he likes blacks more than whites. Dolphus Raymond pretends to drink whiskey, but everyone else is the town thinks it is whiskey. People don’t understand his ways, so they just blame it on his drinking because they don’t understand how he could like a black man more than a white one. He walks around pretending he is drunk. † When I came into town, which is seldom, if I weave a little and drink out of this sack, folks can says Dolphus Raymond’s in the clutch of whiskey-that’s why he wont change his ways. (Lee, 200) People think he has poor judgment because he pretends to be drunk, so they believe he won’t be able to change his ways. He is also acting like an alcoholic and like a drunk, so people can have a reason to understand why he lives his life the way he does. Dolphus Raymond isn’t an alcoholic or a drunk. He shows how caring and sly he is when he talks to the kids outside the courthouse. The people of Maycomb just can’t understand his reasoning concerning blacks and whites. They expect him to live prejudice like them. He has to pretend to be disorderly, so people can have a reason for his actions and preferences.

Income and Wealth Equality Essay

Discuss whether the most effective way to have income and wealth equality is to tax income more progressively. Income is a stable flow of money, often a salary, which someone works for but this can also be made through interest on savings. This flow of money is often very unequal from person to person due to wage differentials, this then creates inequality. Wealth on the other hand is a stock of assets which have a market value, which may change over time e.g. houses or cars. These are often inherited but can be bought by someone through their income. Wealth and income often found together however someone who is wealthy doesn’t always have a large income. Their relationship with inequality is also very different with a lot more inequality found in wealth as a fifth of wealth is concentrated among the richest one per cent of households however there is still some in income. One way the government can stop this inequality is through a progressive taxation system that aims to tax the poorest people very little but make the money up by taxing the richer. This would work at several boundaries with someone income being taxed higher when it exceeds a certain limit. This then creates equality as the richer people have less money and the poorer have more from not paying tax and then the unemployed get benefits. This then reduces the budget deficit as the tax payers pay for people benefits, helping to reduce the class system. However one problem with this is that it may cause the highest earners to leave the country to avoid paying tax and companies moving their headquarters abroad where they will pay less tax. This happened in the 70s with the rolling stones but is also happening with corporations such Amazon and Costa and this something that may happen more if the richer are taxed too much. This is also taking money out of the economy as they spend their money abroad, out of the flow of income in the UK. Another problem with this system is that it creates ‘the poverty trap’. A type of government failure, this is when there is no incentive for people to get off benefits as they won’t make any more money. To stop this there may need to be a re-evaluation of the system as the replacement ratio is too high. This can also create poor attitudes, with generations of people not working. This is also found in the work place with some people refusing pay rises as they will have to pay more money in tax as they go through a tax boundary. However more recently this has happened with child benefits as these are being reduced depending on how much someone earns another reason why someone would refuse a pay rise. Wealth is often harder to tax however it is often caused by income so the tax system previously described may be used to reduce wealth and thus stopping inequality. This system can also be found in wealth though, with inheritance tax being used progressively. For example any money above 325,000 is taxed at 40%. This then creates a source of revenue for the government but also stops people inheriting huge sums of money, stopping inequality. However this system has its flaws as the tax has to be paid first, it could also be argued as unfair as someone who works for their money is entitled to leave it to who they want, especially as it was already taxed when it was earned. This system has also caused many pensioners to move abroad where what they leave is taxed less. The money inherited is also often used by entrepreneurs to fund businesses so the system may also reduce the possibility for future in income tax. This systems also sonly raises  £2.9bn a year, a mere 0.18% of GDP, which sometimes ends up being spent on court cases as people argue against the system. One alternative system for reducing inequality is by providing incentives for people to get into work. This could be done by changing the minimum wage as it would reduce the replacement ratio. This can also be achieved by reducing the unemployment benefits or making them harder to get. Reducing benefits would also lower the budget deficit as the government can save money. However this could be hard on people who genuinely can’t work due to long term illness or disability. Another way of increasing the work force is by increasing spending on training of workers but also in the education system. This will create better skilled and qualified workers, allowing them to make more money and giving them more job opportunities. This type of supply side policy can be expensive but there should be future benefits as their will be more money made from income tax. They would also create job opportunities for teachers or other people to teach skills. Other examples of this include apprenticeships and part time work schemes that together should create a job for everyone, reducing the tax bill. However they won’t work for everyone as there is always someone who will be left behind and It may also be hard to change the mind set of people who are used to not working. These types of policies would also all stop inequality as the poorer people would have employment opportunities giving them a higher source of income. However there are very little alternatives to redistribute wealth as it is impossible to give people items of value as those who are in poverty often don’t even have a house. The government may be able to provide schemes for people to work for their homes and other areas of wealth. It is also hard for them to find things of wealth at an affordable rate especially as it is normally found through work done by relatives. This is why it is unlikely to be done as it wouldn’t be very sustainable and effective however in theory the re distribution of wealth could be done. In conclusion the progressive tax system has its benefits as it provides a simple way of reducing inequality by taxing the rich and giving the poor money, bringing them closer financially. However in my opinion the system is the easy solution with short term benefits rather than long term gains that might happen through providing incentives rather than disincentives for people. However the problem with wealth is greater as it can’t be easily moved but through redistributing income wealth will consequently be redistributed as ultimately income is the main cause of wealth.