Insourcing and Outsourcing of Companies

1-800-India Nations economic growths have rapidly emerged over the past decades. India is the leader in most global markets due to outsourcing white collar jobs. Workers in other countries like India do many different things such as tutoring, checking baggage, and x-rays for cheaper prices than here in the US, often with better results. Over half of the US jobs are going to India because of insourcing and outsourcing of companies. Majority of our customer service calls are being answered by foreign countries. Rwanda is one of the fastest growing places, due to outsourcing and have grown to 1. 6 million over the last decade. The secret is BPO. Many women have joined the work force and have become head of the households. BPO have tripled in size also have different workforces to chose from due to inexpensive educated labor such as insurance, customer service, and travel reservations. This workforce is cutting the cost of back office work by 50% from major companies in the US. BPO started with a hand full of people, today the numbers have grown to over 17,000 worldwide. This culture has learned to speak English in rapid numbers. The advancement of speaking many different languages gives India a huge advantage for American jobs. Many are becoming middle class and are changing the face of the country. Most of these workers are women. Doctors and other professionals have quit their jobs to work for 1-800-India. They are making more money now than they were making as doctors. Americans earn up to 10 times more than other countries but India are among the best paid groups. Before, India knew no value of the credit card but were thought to help Americans with their line of credit. These professionals take pride in customer care because this is their way to a good life. For every outsourcing job there are at least two more jobs created such as security and construction. Shopping has also become a way of life for the younger generation, being that they are paid more than their family have ever made. Many company workers work around the clock. The laws in India kept women from working nights. The outsourcing industry had to lobby the India government to change labor laws so women could work late shifts. The laws also made sure the women were picked up and dropped off back at home. They provided security while on duty. New jobs were created by transporting thousands of people 24 hours a day. This transportation company has become a big operation which has employed many people there. India still has hundreds of people below poverty lines. Working women stayed home and to support the immediate family. However, the first borne girl was seen as a burden to poor families in the India tradition. The father sees no value in the daughter’s education but except the son having an education. The girls would secretly work and pay for education, today they are the biggest support to their families. I believe this country does not want women to work simply because it takes focus off the households and by not educating women some how gives the power to the man. Moreover, women started educating themselves, started gaining confidence, and then dominated the workforce. Some India families who want their daughters to marry have to get approval from the mothers. The boyfriend must be of the same religious back ground and culture. Most marriages are arranged. India is one of the most married countries in the world. India communities live as normally as Americans. They are working communities juggling work, family, children, and school. Just remember the next time you call customer service you will know who you are talking to and hopefully will become more patient and understanding where our calls are coming from†¦

Boys and Girls Essay

Teachers are in a unique position to cultivate children’s cross gender interactions and friendships. By intentionally planning and supporting certain experiences, educators can encourage children to build a social world characterized by meaningful relationships with peers of both sexes. To purposely increase engagement and interactions between boys and girls, teachers must tune in to the social patterns in the classroom. Systematic observations are useful, such as scanning the room and playground periodically and jotting down which children are playing together and where. Teachers can create opportunities that can bring boys and girls together to communicate, cooperate, play, and learn with one another. It is Important to address these occurrences. Gender exclusion is just as hurtful and unfair as exclusions based on any other characteristics, leaving the child to feel rejected and potentially perpetuating gender stereotyping. Never use race or religion to label a child in any manner. Making sure that every child feels accepted and welcome by supporting a positive classroom environment. In an inclusive classroom children and teachers celebrate diversity and discover similarities and common interests. When taking action to help children focus on these common interests, teachers create opportunities for boys and girls to share positive experiences with one another. When boys and girls work and play together in positive ways, they discover common ground and practice negotiation, cooperation, and communication skills with one another. All of these experiences give the children the opportunity to learn and develop attitudes of respect and acceptance, and to broaden their social competence. With planning and attention to the classroom environment, activities, and routine practices, and with support for the children in their interactions and relationships, teachers can create and foster opportunities for peer experiences between boys and girls. This article is talking about chapter 7-8 in the textbook. It talks about ocial competence and fostering creativity in play between boys and girls. The social skill is to facilitate interaction and communicate with others. Most children tend to group people and things into simple categories in order to make sense of their world. The concepts I have chosen are communicate, interact, and encourage. These are the 3 concepts can help me have a positive and fun environment for the child in my classroom. It will be a positive outcome on how the children learn the difference between genders and acceptance without exaggeration.

A Lesson Before Dying English Literature Essay

He couldnt aˆâ€ ¹rememberaˆâ€ ¹ aaˆâ€ ¹ thing he had done all twenty-four hours. The Writer does n’t stating us straight whether Jefferson is guilty or guiltless. Alternatively, he provides the prosecuting officer ‘s and the defence lawyer ‘s versions of the narrative. This creates uncertainties about Jefferson ‘s artlessness. This pick makes it easier to see the subject that we seldom know without uncertainty whether person is guiltless or guilty, but alternatively must trust on evideaˆâ€ ¹nce. Subject Gaines page 5 â€Å" Old aˆâ€ ¹Grope got aˆâ€ ¹the bottle out ofaˆâ€ ¹ the shaˆâ€ ¹elf, but aˆâ€ ¹he did non saˆâ€ ¹et it on the counter. He could see the boaˆâ€ ¹yaˆâ€ ¹s had been drinkiaˆâ€ ¹ng. † â€Å" Bear had baˆâ€ ¹een drinkaˆâ€ ¹ing, aaˆâ€ ¹nd his eyes were calendered, he walkaˆâ€ ¹aˆâ€ ¹ed falteringly, grinniaˆâ€ ¹ng all taˆâ€ ¹he taˆâ€ ¹ime as he continued around the aˆâ€ ¹counter. â€Å" Go back, † aˆâ€ ¹ Grope told hiaˆâ€ ¹m. † Anaˆâ€ ¹d â€Å" He did n’t cognize what to make. He waaˆâ€ ¹s standing by the spirits aˆâ€ ¹shelf, and saˆâ€ ¹uddaˆâ€ ¹enly realiaˆâ€ ¹zed he needaˆâ€ ¹ed aˆâ€ ¹a drink and neaˆâ€ ¹eded it badaˆâ€ ¹ly. † Jefferson ‘s friends were drunk. It affected their consciousness to their state of affairs which would hold been easy to forestall. Alcohol is clearly has an impact on the black community. Jefferson is unable to construct a solid defence because he was intoxicated and can non retrieve the twenty-four hours of the slaying. Grant is unable to halt contending Griffin because he is intoxicated, and he evades holding a serious conversation with Vivian by imbibing. Alcohol is a subject, most of the imbibing is done to get away world. Subject Page 5 â€Å" A caˆâ€ ¹ornered aˆâ€ ¹animal aˆâ€ ¹likesaˆâ€ ¹ to strikeaˆâ€ ¹ rapidly outaˆâ€ ¹ of fright, a traitaˆâ€ ¹ inheraˆâ€ ¹ited fromaˆâ€ ¹ his ascendants in aˆâ€ ¹the deepest jungle of blackesaˆâ€ ¹t Aaˆâ€ ¹frica-yes, yes, that he can do- but to planaˆâ€ ¹ ? aˆâ€ ¹ To Plan, genaˆâ€ ¹tlemen of theaˆâ€ ¹ jury? aˆâ€ ¹No, aˆâ€ ¹gentlemen, this skull holaˆâ€ ¹ds no aˆâ€ ¹plans. Whaaˆâ€ ¹t you see here is a thingaˆâ€ ¹ that acts aˆâ€ ¹oaˆâ€ ¹n commaˆâ€ ¹and. † Jefferson defense mechanism lawyer provinces that Jefferson could non hold murdered Alcee Grope , because he is excessively stupid. The comparing of a human to an animate being here is agencies by which white people dehumanise black people. Racism is a large subject in the novel it affects how the characters act and how they are treated. This subject affects the whole narrative. Subject Jefferson ‘s defence lawyer, 8 â€Å" I ‘m aˆâ€ ¹the instructor, aˆâ€ ¹ † I said. â€Å" And I taˆâ€ ¹eaaˆâ€ ¹ch what thaˆâ€ ¹e white folks aaˆâ€ ¹round heraˆâ€ ¹e state me to teach-reading, writinaˆâ€ ¹g, aˆâ€ ¹and ‘rithmetic. They ne’er told me hoaˆâ€ ¹w toaˆâ€ ¹ maintain a blacaˆâ€ ¹k male child out of aˆâ€ ¹a liquoraˆâ€ ¹ saˆâ€ ¹tore. † Grant is speaking to his aunt and is being loath to her petition of learning Jefferson. This transition reveals why Grant is hesitating to learn Jefferson. Even though Grant has a high degree of academic accomplishment, he feels unsuitable because his is ain instruction has been based on get the hanging the instructions of white America. Grant knows that he would be assisting to distribute its instructions. Word picture Grant, 13 â€Å" Theaˆâ€ ¹re waˆâ€ ¹as ever intelligence comiaˆâ€ ¹ng back to aˆâ€ ¹theaˆâ€ ¹ quarteaˆâ€ ¹r abouaˆâ€ ¹t person aˆâ€ ¹who haˆâ€ ¹aaˆâ€ ¹d been killeaˆâ€ ¹d or sent aˆâ€ ¹to prison for killing somaˆâ€ ¹eone else: Snowbaˆâ€ ¹all, stabbed to decease at a cabaret in Portaˆâ€ ¹ aˆâ€ ¹Allen ; Claudee, killed by a adult female in New Orlaˆâ€ ¹eans ; Smitty, sent to the saˆâ€ ¹tate peaˆâ€ ¹nitentiary at Angolaˆâ€ ¹a for manslaughaˆâ€ ¹ter. And there weraˆâ€ ¹e others who didaˆâ€ ¹ non travel anyaˆâ€ ¹where but merely dieaˆâ€ ¹d sloaˆâ€ ¹wer. † Sing his pupils chop wood reminded him of himself and former schoolmates. He reflects on the destinies of his schoolmates, who all died immature age. He is remembers his former instructor Matthew Antoine ‘s stating most of his pupils would decease immature despite his best attempts. Grant ‘s schoolmates that stayed in in deep South are unable to populate life to its fuaˆâ€ ¹llest because of legal and economic barriers embedded in racism. This point to a powerful combination of poorness and racial subjugation that African Americans faced in the 40 ‘s Puting Grant, 62 â€Å" I can’aˆâ€ ¹taˆâ€ ¹ state you anything about liaˆâ€ ¹fe, † he aˆâ€ ¹said â€Å" Whaaˆâ€ ¹t do I know about lifeaˆâ€ ¹ ? I stayed here. Yoaˆâ€ ¹u haveaˆâ€ ¹ to travel off to cognize about life. aˆâ€ ¹ There ‘s aˆâ€ ¹no life here. Thaˆâ€ ¹ere’saˆâ€ ¹ nil but ignoaˆâ€ ¹rance here.aˆâ€ ¹ aˆâ€ ¹You want aˆâ€ ¹to know about life? Well, aˆâ€ ¹it ‘s tooaˆâ€ ¹ aˆâ€ ¹late. Forgaˆâ€ ¹et itaˆâ€ ¹ . Just gaˆâ€ ¹o on and beaˆâ€ ¹ the niggaˆâ€ ¹er you were born to be, aˆâ€ ¹but forget about aˆâ€ ¹life. † aˆâ€ ¹ Grant is speaking to his former instructor. There are similarities between his statement that â€Å" theraˆâ€ ¹e ‘s no liaˆâ€ ¹fe † in Baaˆâ€ ¹yonne and Grant ‘s observation on how his schoolmates are deceasing easy by populating hapless. Both believe that the chance to populate life to its fullest is an of import constituent of human self-respect. This explains why Grant is loath to learn Jefferson ; he believes that self-respect is unachievable without chance since Jefferson is on decease row. Word picture Matthew Antoine 65 â€Å" Anythingaˆâ€ ¹ Iaˆâ€ ¹ ought to taˆâ€ ¹ake toaˆâ€ ¹ him? † Graaˆâ€ ¹nt, â€Å" Food, I suppose. aˆâ€ ¹Maaˆâ€ ¹ybeaˆâ€ ¹ someaˆâ€ ¹ clean apparels. aˆâ€ ¹ I caaˆâ€ ¹ n’t thaˆâ€ ¹ink of anything else. † â€Å" I was believing more aboaˆâ€ ¹ut the bible, † Revaˆâ€ ¹erend Aaˆâ€ ¹mbrose Reverend Ambrose asks Grant what he should convey when sing Jefferson. Grant ‘s conversation shows Grant ‘s beliefs about self-respect. He suggests comfortss ; clean apparels and nutrient. While the Reverend believes that Bible are more of import to assisting the doomed inmate. It is non until the terminal that he is able to admit the importance of faith. Conflict Grant, 101 I rubbaˆâ€ ¹ed my aˆâ€ ¹fistaˆâ€ ¹ withaˆâ€ ¹ my left manus, and aˆâ€ ¹graduaˆâ€ ¹ally begaˆâ€ ¹an aˆâ€ ¹to relax. aˆâ€ ¹ â€Å" That laˆâ€ ¹ady yaˆâ€ ¹ou radius of, aˆâ€ ¹boy caaˆâ€ ¹aˆâ€ ¹res a batch aˆâ€ ¹about you, † I said toaˆâ€ ¹ him. aˆâ€ ¹ â€Å" She ‘s waitingaˆâ€ ¹ at that scaˆâ€ ¹hool right nowaˆâ€ ¹ foaˆâ€ ¹r me to convey aˆâ€ ¹her intelligence abouaˆâ€ ¹t a turn you. That ‘s aaˆâ€ ¹ aˆâ€ ¹lady yoaˆâ€ ¹u radius of, boy. That ‘s a lady. Becaˆâ€ ¹ause it ‘s she who keaˆâ€ ¹eps me coming aˆâ€ ¹here. Not aˆâ€ ¹your nannan, non aˆâ€ ¹my aˆâ€ ¹ant. Vivian. If I didn’taˆâ€ ¹ have Viviaaˆâ€ ¹n, I wouldn’taˆâ€ ¹ be inaˆâ€ ¹ this aˆâ€ ¹damn holeaˆâ€ ¹ . † After Jefferson insults Grant ‘s girlfriend Vivian, Grant tells Jefferson that he continues to see the Jefferson in prison non because he feels obliged to his aunt or Miss Emma, but because Vivian encouraged him to. Love has great influence. Vivian ‘s love transforms Grant with simple suggestion. Allow became more dedicated to his occupation and held a Christmas pageant for the kids, something he usually would n’t make. Jefferson easy opened up to Grand because he showed Jefferson kindness and love. Power of love to transform people is a subject in this book. Subject Grant 130 He jusaˆâ€ ¹t sat aˆâ€ ¹there aˆâ€ ¹looking at me. ‘aˆâ€ ¹Go on and shriek, Jefferson. aˆâ€ ¹Go oaˆâ€ ¹n and aˆâ€ ¹scream foraˆâ€ ¹ Guidry, aˆâ€ ¹if that’saˆâ€ ¹ what aˆâ€ ¹you want. ‘ Weaˆâ€ ¹ looaˆâ€ ¹ked at each other, and I could see iaˆâ€ ¹n those large reddened aˆâ€ ¹eyes thaaˆâ€ ¹t he was non traveling to shout. He was full of aaˆâ€ ¹nger – and who coulaˆâ€ ¹d fault him? – But he aˆâ€ ¹was no sap. He needed me, and aˆâ€ ¹he waaˆâ€ ¹nted meaˆâ€ ¹ hereaˆâ€ ¹ , if merely to aˆâ€ ¹insult me. † Jefferson feels self-pity, and he wants everyone else to experience his commiseration. As Grant is seeking to hold a meaningful conversation, Jefferson is n’t being concerted. Having ne’er experience much kindness in his life, he finds it difficult to swear Grant and abuses Grant to maintain distance. Jefferson threatens to shout but Grant knew he was n’t traveling. In the terminal, he decides that he wants Allow around to aim his hatred and choler towards. Word picture Page 130 â€Å" Easteaˆâ€ ¹r was when they nailed Him to taˆâ€ ¹he crosaˆâ€ ¹s. And He nevaˆâ€ ¹er said a mumblingaˆâ€ ¹ word. † Grant and Jefferson are speaking about Christmas, and Jefferson refers to Christ. The transition sets up the word picture of Jefferson as a Christ figure. Like Jesus, Jefferson ‘s religious purification concludes in his executing. Death is portion of the immature Jefferson ‘s development into a symbol of innoceaˆâ€ ¹nce and moral pureness. Symbol Jefferson, 139 â€Å" Hoaˆâ€ ¹w do people come up with aaˆâ€ ¹ day of the month aaˆâ€ ¹nd clip aˆâ€ ¹to take lifeaˆâ€ ¹ from anotheaˆâ€ ¹r adult male? Who madaˆâ€ ¹e them Godaˆâ€ ¹ ? † â€Å" Tweaˆâ€ ¹lve white work forces aˆâ€ ¹say a black adult male a must dieaˆâ€ ¹ , and anotheraˆâ€ ¹ aˆâ€ ¹white maˆâ€ ¹anaˆâ€ ¹ aˆâ€ ¹sets taˆâ€ ¹he dateaˆâ€ ¹ and clip witaˆâ€ ¹hout confer withing one blaˆâ€ ¹ack individual. aˆâ€ ¹ Jusaˆâ€ ¹tice? † Grant ‘s relationship with Jefferson has changed his attitude toward capaˆâ€ ¹ital penalty. In the beginning of the narrative Grand was uninterested when watching Jefferson ‘s test. But now, nevertheless, he is disturbed when hearing that a day of the month has been set for Jefferson ‘s decease, believing that no 1 has the right to kill another. He finds it upsetting that white people can make up one’s mind the destiny of black people. Fictional character Grant, 157 â€Å" It wasaˆâ€ ¹ theaˆâ€ ¹ kindaˆâ€ ¹ of aˆâ€ ¹ ‘here ‘ youraˆâ€ ¹ maˆâ€ ¹otheraˆâ€ ¹ or your aˆâ€ ¹big sisteraˆâ€ ¹ or aˆâ€ ¹your aˆâ€ ¹graˆâ€ ¹eat-aunt aˆâ€ ¹or your gaˆâ€ ¹randmother would hold said. aˆâ€ ¹ It was theaˆâ€ ¹ kaˆâ€ ¹ind of ‘here ‘ taˆâ€ ¹hat asked the inquiry, aˆâ€ ¹ When will allaˆâ€ ¹ this terminal? When will aˆâ€ ¹a adult male non haveaˆâ€ ¹ to fight toaˆâ€ ¹ have aˆâ€ ¹money to aˆâ€ ¹get what haˆâ€ ¹e needs ‘here ‘ ? When willaˆâ€ ¹ a adult male be able to laˆâ€ ¹ive withouaˆâ€ ¹t haviaˆâ€ ¹ng to killaˆâ€ ¹ another adult male aˆâ€ ¹ ‘heraˆâ€ ¹e ‘ ? † Grant is inquiring for so he can purchase a wireless for Jefferson. Grant believes that black work forces struggle financially and kill other work forces, particularly in the Deep South. Men suffer more because of racism, and adult females pointlessly try to minimise it. This transition besides shows Grant as holding a sexist position. Word picture Grant, 174 â€Å" Jefferaˆâ€ ¹son, † aˆâ€ ¹ I said eventually, I want to be your friend I want you aˆâ€ ¹to inquire aˆâ€ ¹me quaˆâ€ ¹estions I want you to saaˆâ€ ¹y anything that comes to your aˆâ€ ¹mind, anytaˆâ€ ¹hing you want to aˆâ€ ¹say to me. I do n’t caaˆâ€ ¹aˆâ€ ¹re what I tis say it. I ‘ll maintain it to myseaˆâ€ ¹lf if you wantaˆâ€ ¹ I ‘ll speak about itaˆâ€ ¹ toaˆâ€ ¹ other peoaˆâ€ ¹ple if you want. aˆâ€ ¹ Will you do that for me? â€Å" aˆâ€ ¹He nodded his heaaˆâ€ ¹d. After giving Jefferson a wireless his attitude started to alter ; he became easier to near. Jefferson was able to reconnection with the outside universe. When sentences to imprison he was filled with choler and hatred, but that hatred started to off because the wireless was the most expensive gift he had of all time received. With this Grant to additions Jefferson ‘s trust. Word picture Grant 185 I aˆâ€ ¹teach becauseaˆâ€ ¹ it is theaˆâ€ ¹ merely thinaˆâ€ ¹g aˆâ€ ¹an aˆâ€ ¹educatedaˆâ€ ¹ aˆâ€ ¹blackaˆâ€ ¹ adult male can make aˆâ€ ¹in theaˆâ€ ¹ Southaˆâ€ ¹ today. I don’taˆâ€ ¹ like it ; I hate it. aˆâ€ ¹ aˆâ€ ¹I do n’t likeaˆâ€ ¹ populating here Iaˆâ€ ¹ waaˆâ€ ¹nt to run aaˆâ€ ¹way. â€Å" Thataˆâ€ ¹ is non aˆâ€ ¹a heaˆâ€ ¹ro. A hero does foaˆâ€ ¹r others. He would make aˆâ€ ¹anaˆâ€ ¹ything for peopleaˆâ€ ¹ he loves, because aˆâ€ ¹he knows aˆâ€ ¹it aˆâ€ ¹would do theaˆâ€ ¹ir livesaˆâ€ ¹ better. aˆâ€ ¹I am non aˆâ€ ¹that sort oaˆâ€ ¹f persoaˆâ€ ¹n, but aˆâ€ ¹aˆâ€ ¹I want you toaˆâ€ ¹ be. You could aˆâ€ ¹give somethingaˆâ€ ¹ to her, to me, to those kids in theaˆâ€ ¹ qaˆâ€ ¹ua rter. You caˆâ€ ¹ould giveaˆâ€ ¹ something I neveaˆâ€ ¹r could†¦ The waˆâ€ ¹hite peopleaˆâ€ ¹ out there are stating you do n’t haaˆâ€ ¹ve it-aˆâ€ ¹that you’aˆâ€ ¹re a aˆâ€ ¹hog, aˆâ€ ¹ non a adult male. Buaˆâ€ ¹t aˆâ€ ¹I know aˆâ€ ¹they areaˆâ€ ¹ wroaˆâ€ ¹ng. † Grant is speaking to Jefferson about the potency he sees in him. Allow understands now even with Jefferson ‘s deficiency of instruction, he can excel him by confronting his destiny with bravery and self-respect. Grant knows he can non expose the same bravery because he us excessively selfish.It is merely one time Grant has realized this, that he can truly believe in Jefferson ‘s possible to be a hero. By exposing bravery, and love for others he can turn out white people incorrect. Removing the justification for holding slaves and suppressing black people. Fictional character Grant, 191 You aˆâ€ ¹think aˆâ€ ¹you educated? † â€Å" I went to college † â€Å" Toaˆâ€ ¹ Teach reading, authorship, and, arithmetaˆâ€ ¹ic, Reverend. † â€Å" Whaaˆâ€ ¹t did you learnaˆâ€ ¹ about your ain peoaˆâ€ ¹ple? Whaˆâ€ ¹aˆâ€ ¹at did you laˆâ€ ¹earn her – heraˆâ€ ¹ ’round at that place? † aˆâ€ ¹I did n’t answeraˆâ€ ¹ him. â€Å" No, aˆâ€ ¹you notaˆâ€ ¹ educated, boy, † he aˆâ€ ¹said, saˆâ€ ¹haking his aˆâ€ ¹head. â€Å" You faaˆâ€ ¹r from being educated. You learned your reading, aˆâ€ ¹writing, aaˆâ€ ¹nd ‘rithmetic, but youaˆâ€ ¹ do n’t aˆâ€ ¹know aˆâ€ ¹nothing. Yoaˆâ€ ¹u do n’t even cognize yourselaˆâ€ ¹f. Well? † â€Å" You’aˆâ€ ¹re doiaˆâ€ ¹ng the speaking, Reverend. † aˆâ€ ¹ â€Å" And ed ucateaˆâ€ ¹d, male child, † aˆâ€ ¹he said, beating his thorax. â€Å" I ‘m the 1 that ‘s eduaˆâ€ ¹cated. I know people like you look down aˆâ€ ¹on people likeaˆâ€ ¹ me, but † – he toucheaˆâ€ ¹d his thorax once more – â€Å" I ‘m the 1 that ‘s educated. † A She beenaˆâ€ ¹ lying every twenty-four hours of her aˆâ€ ¹life, youraˆâ€ ¹ aunt in there.T chapeaus how you got through that university. I ve seen her custodies bleed paˆâ€ ¹icking cotton. Reverend Ambrose is stating Grant that he is really more educated than him. Grant may hold a college grade, but the Reverend is educated through experience. He understands himself, his people and their agonies. While Grant does non. Reverend Ambrose Tells Grant what Tante Lou, Grants aunt went through to pay for his college. Besides how her articulatio genuss scarred from praying for Grant. Grant does n’t cognize about any of this. This transition reveals the Reverends idea and why he feels the Bible would be more good to Jefferson instead than comfortss. Word picture Page 215 â€Å" it look like thaˆâ€ ¹e Godhead merely work aˆâ€ ¹for wite folaˆâ€ ¹kaˆâ€ ¹s cause of all time sens one wasn nothin but a litlaˆâ€ ¹e male child I been on my on haulaˆâ€ ¹in H2O to the fiel oaˆâ€ ¹n thaˆâ€ ¹at ol H2O cart humor all them dimaˆâ€ ¹e buaˆâ€ ¹keaˆâ€ ¹ts an that dipaˆâ€ ¹per merely hittiaˆâ€ ¹n an old doaˆâ€ ¹rthy merely traˆâ€ ¹ottin and troaˆâ€ ¹ttin an aˆâ€ ¹me up theiraˆâ€ ¹ hittiaˆâ€ ¹n her humor thaˆâ€ ¹at rope†¦ † Jefferson is reading his journal to Grant. In his diary reveals sophisticated contemplations about whether God prefers white people to black people. Jefferson has gone from eschewing every out to showing his deep ideas and experiencing. In making it helped him to accomplish some self-respect before his decease. Word picture Jefferson, 227 â€Å" The miaˆâ€ ¹nister did non aˆâ€ ¹sleep at all that dark, anaˆâ€ ¹d at twenty-four hours interruption he got upaˆâ€ ¹ knelt beside his beaˆâ€ ¹d to aˆâ€ ¹say his aˆâ€ ¹prayers, so he went to the kitcaˆâ€ ¹hen the warm H2O for his bath. His married woman, aˆâ€ ¹ Mrs. Becky, came into the kitchen to repair him a bowl ofaˆâ€ ¹ Dioscorea trifida for his breakfast. aˆâ€ ¹When heaˆâ€ ¹ finished hisaˆâ€ ¹ bath, haˆâ€ ¹e sat down ataˆâ€ ¹ the tabular array to eaˆâ€ ¹at. † The Author narrates the narrative in 3rd individual, from experiences of assorted people on the twenty-four hours of Jefferson ‘s executing. Rather than from Grant ‘s position for the bulk of the book. These characters do non look elsewhere in the novel. By concentrating on characters that are disjoint from the narrative, the writer reveals that Jefferson has become a hero in the eyes of the people in the one-fourth. Fictional character Page 237 I am aˆâ€ ¹not with you this minute becaˆâ€ ¹ause- becaaˆâ€ ¹useaˆâ€ ¹ I would non hold been able to standaˆâ€ ¹ . I would noaˆâ€ ¹t hold been able to walk with you aˆâ€ ¹those last aˆâ€ ¹fewaˆâ€ ¹ stairss. I would hold embarrassed aˆâ€ ¹you. Baˆâ€ ¹ut the old maaˆâ€ ¹n will non. Heaˆâ€ ¹ will be staˆâ€ ¹rong. Grant expresses sorrow and shame that he was unable to walk with Jefferson to the electric chair, acknowledging that Reverend Ambrose is really braver than him. By non depicting the minute of executing The Author places the reader in the same place as Grant, unable to accomplish the closing that would come with straight witnessing the executing. This deficiency of closing suggests that Jefferson ‘s household and Grant will ne’er to the full heal from the experience. Word picture Grant,249 I waˆâ€ ¹anted to travel I wanted to travel to- God, whaˆâ€ ¹at does a personaˆâ€ ¹ bash who knowsaˆâ€ ¹ there is onlaˆâ€ ¹y oneaˆâ€ ¹ hr to laˆâ€ ¹ive? And â€Å" He is withaˆâ€ ¹ Reverend Ambrose, beaˆâ€ ¹cause Revaˆâ€ ¹erend Ambraˆâ€ ¹ose believes. aˆâ€ ¹ Do you aˆâ€ ¹believe, Jefferson? aˆâ€ ¹ Is he aˆâ€ ¹with you Jefferson? aˆâ€ ¹ Have I done aˆâ€ ¹anythinaˆâ€ ¹gaˆâ€ ¹ to makeaˆâ€ ¹ you non beliaˆâ€ ¹eve? aˆâ€ ¹If I have paˆâ€ ¹lease forgive me for aˆâ€ ¹being a foaˆâ€ ¹ol. Grant ‘s credence of faith at the terminal shows he understands its importance in people ‘s lives. Grant ‘s struggle with Reverend Ambrose was due to his obstinacy. By admiting that he may be incorrect that Grant is able resolutenesss the issue of faith with the Reverend. By seeing faith ‘s importance in for others he shows consideration and empathy, which were the aˆâ€ ¹qualities that he tried to learn Jefferson. Fictional character Grant, 249 â€Å" Donaˆâ€ ¹Ã¢â‚¬â„¢t tellaˆâ€ ¹ me to beaˆâ€ ¹lieve. Don’taˆâ€ ¹ tell me aˆâ€ ¹to belieaˆâ€ ¹ve in the aˆâ€ ¹same Godaˆâ€ ¹ or Torahs taˆâ€ ¹hat menaˆâ€ ¹ believe in aˆâ€ ¹aˆâ€ ¹who commiaˆâ€ ¹t these aˆâ€ ¹murdeaˆâ€ ¹rs. Don’taˆâ€ ¹ state me to baˆâ€ ¹elieve that aˆâ€ ¹God canaˆâ€ ¹aˆâ€ ¹ bless this state aˆâ€ ¹and that work forces aˆâ€ ¹are judgedaˆâ€ ¹ by their peaˆâ€ ¹ersaˆâ€ ¹ . Who amongaˆâ€ ¹ his peersaˆâ€ ¹ judged him? aˆâ€ ¹Waˆâ€ ¹as Iaˆâ€ ¹ there? Was the aˆâ€ ¹ministeraˆâ€ ¹ at that place? Was aˆâ€ ¹Haaˆâ€ ¹rry Williaaˆâ€ ¹ms there? aˆâ€ ¹Was Farrell aˆâ€ ¹Jarreau? aˆâ€ ¹ Waˆâ€ ¹as my aunt? aˆâ€ ¹Was Vivaˆâ€ ¹ian? aˆâ€ ¹No, his peaˆâ€ ¹ers did aˆâ€ ¹n ot justice himaˆâ€ ¹aˆâ€ ¹aˆâ€ ¹ , and I will notaˆâ€ ¹ belieaˆâ€ ¹ve. † Grant delaies outside the schoolhouse for intelligence of Jefferson ‘s executing, Grant is intelligibly angry. From what he has experienced he has concluded that there must non be a God, because God would non let unfairnesss like Jefferson ‘s executing. The people closes to Jefferson had no say. Jefferson ‘s destiny was decided below the belt by white people. With this experience begun to understand his people a better. Grant is now being educated. Fictional character Grant 251 A Lesson Before Dying English Literature Essay He couldnt aˆâ€ ¹rememberaˆâ€ ¹ aaˆâ€ ¹ thing he had done all twenty-four hours. The Writer does n’t stating us straight whether Jefferson is guilty or guiltless. Alternatively, he provides the prosecuting officer ‘s and the defence lawyer ‘s versions of the narrative. This creates uncertainties about Jefferson ‘s artlessness. This pick makes it easier to see the subject that we seldom know without uncertainty whether person is guiltless or guilty, but alternatively must trust on evideaˆâ€ ¹nce. Subject Gaines page 5 â€Å" Old aˆâ€ ¹Grope got aˆâ€ ¹the bottle out ofaˆâ€ ¹ the shaˆâ€ ¹elf, but aˆâ€ ¹he did non saˆâ€ ¹et it on the counter. He could see the boaˆâ€ ¹yaˆâ€ ¹s had been drinkiaˆâ€ ¹ng. † â€Å" Bear had baˆâ€ ¹een drinkaˆâ€ ¹ing, aaˆâ€ ¹nd his eyes were calendered, he walkaˆâ€ ¹aˆâ€ ¹ed falteringly, grinniaˆâ€ ¹ng all taˆâ€ ¹he taˆâ€ ¹ime as he continued around the aˆâ€ ¹counter. â€Å" Go back, † aˆâ€ ¹ Grope told hiaˆâ€ ¹m. † Anaˆâ€ ¹d â€Å" He did n’t cognize what to make. He waaˆâ€ ¹s standing by the spirits aˆâ€ ¹shelf, and saˆâ€ ¹uddaˆâ€ ¹enly realiaˆâ€ ¹zed he needaˆâ€ ¹ed aˆâ€ ¹a drink and neaˆâ€ ¹eded it badaˆâ€ ¹ly. † Jefferson ‘s friends were drunk. It affected their consciousness to their state of affairs which would hold been easy to forestall. Alcohol is clearly has an impact on the black community. Jefferson is unable to construct a solid defence because he was intoxicated and can non retrieve the twenty-four hours of the slaying. Grant is unable to halt contending Griffin because he is intoxicated, and he evades holding a serious conversation with Vivian by imbibing. Alcohol is a subject, most of the imbibing is done to get away world. Subject Page 5 â€Å" A caˆâ€ ¹ornered aˆâ€ ¹animal aˆâ€ ¹likesaˆâ€ ¹ to strikeaˆâ€ ¹ rapidly outaˆâ€ ¹ of fright, a traitaˆâ€ ¹ inheraˆâ€ ¹ited fromaˆâ€ ¹ his ascendants in aˆâ€ ¹the deepest jungle of blackesaˆâ€ ¹t Aaˆâ€ ¹frica-yes, yes, that he can do- but to planaˆâ€ ¹ ? aˆâ€ ¹ To Plan, genaˆâ€ ¹tlemen of theaˆâ€ ¹ jury? aˆâ€ ¹No, aˆâ€ ¹gentlemen, this skull holaˆâ€ ¹ds no aˆâ€ ¹plans. Whaaˆâ€ ¹t you see here is a thingaˆâ€ ¹ that acts aˆâ€ ¹oaˆâ€ ¹n commaˆâ€ ¹and. † Jefferson defense mechanism lawyer provinces that Jefferson could non hold murdered Alcee Grope , because he is excessively stupid. The comparing of a human to an animate being here is agencies by which white people dehumanise black people. Racism is a large subject in the novel it affects how the characters act and how they are treated. This subject affects the whole narrative. Subject Jefferson ‘s defence lawyer, 8 â€Å" I ‘m aˆâ€ ¹the instructor, aˆâ€ ¹ † I said. â€Å" And I taˆâ€ ¹eaaˆâ€ ¹ch what thaˆâ€ ¹e white folks aaˆâ€ ¹round heraˆâ€ ¹e state me to teach-reading, writinaˆâ€ ¹g, aˆâ€ ¹and ‘rithmetic. They ne’er told me hoaˆâ€ ¹w toaˆâ€ ¹ maintain a blacaˆâ€ ¹k male child out of aˆâ€ ¹a liquoraˆâ€ ¹ saˆâ€ ¹tore. † Grant is speaking to his aunt and is being loath to her petition of learning Jefferson. This transition reveals why Grant is hesitating to learn Jefferson. Even though Grant has a high degree of academic accomplishment, he feels unsuitable because his is ain instruction has been based on get the hanging the instructions of white America. Grant knows that he would be assisting to distribute its instructions. Word picture Grant, 13 â€Å" Theaˆâ€ ¹re waˆâ€ ¹as ever intelligence comiaˆâ€ ¹ng back to aˆâ€ ¹theaˆâ€ ¹ quarteaˆâ€ ¹r abouaˆâ€ ¹t person aˆâ€ ¹who haˆâ€ ¹aaˆâ€ ¹d been killeaˆâ€ ¹d or sent aˆâ€ ¹to prison for killing somaˆâ€ ¹eone else: Snowbaˆâ€ ¹all, stabbed to decease at a cabaret in Portaˆâ€ ¹ aˆâ€ ¹Allen ; Claudee, killed by a adult female in New Orlaˆâ€ ¹eans ; Smitty, sent to the saˆâ€ ¹tate peaˆâ€ ¹nitentiary at Angolaˆâ€ ¹a for manslaughaˆâ€ ¹ter. And there weraˆâ€ ¹e others who didaˆâ€ ¹ non travel anyaˆâ€ ¹where but merely dieaˆâ€ ¹d sloaˆâ€ ¹wer. † Sing his pupils chop wood reminded him of himself and former schoolmates. He reflects on the destinies of his schoolmates, who all died immature age. He is remembers his former instructor Matthew Antoine ‘s stating most of his pupils would decease immature despite his best attempts. Grant ‘s schoolmates that stayed in in deep South are unable to populate life to its fuaˆâ€ ¹llest because of legal and economic barriers embedded in racism. This point to a powerful combination of poorness and racial subjugation that African Americans faced in the 40 ‘s Puting Grant, 62 â€Å" I can’aˆâ€ ¹taˆâ€ ¹ state you anything about liaˆâ€ ¹fe, † he aˆâ€ ¹said â€Å" Whaaˆâ€ ¹t do I know about lifeaˆâ€ ¹ ? I stayed here. Yoaˆâ€ ¹u haveaˆâ€ ¹ to travel off to cognize about life. aˆâ€ ¹ There ‘s aˆâ€ ¹no life here. Thaˆâ€ ¹ere’saˆâ€ ¹ nil but ignoaˆâ€ ¹rance here.aˆâ€ ¹ aˆâ€ ¹You want aˆâ€ ¹to know about life? Well, aˆâ€ ¹it ‘s tooaˆâ€ ¹ aˆâ€ ¹late. Forgaˆâ€ ¹et itaˆâ€ ¹ . Just gaˆâ€ ¹o on and beaˆâ€ ¹ the niggaˆâ€ ¹er you were born to be, aˆâ€ ¹but forget about aˆâ€ ¹life. † aˆâ€ ¹ Grant is speaking to his former instructor. There are similarities between his statement that â€Å" theraˆâ€ ¹e ‘s no liaˆâ€ ¹fe † in Baaˆâ€ ¹yonne and Grant ‘s observation on how his schoolmates are deceasing easy by populating hapless. Both believe that the chance to populate life to its fullest is an of import constituent of human self-respect. This explains why Grant is loath to learn Jefferson ; he believes that self-respect is unachievable without chance since Jefferson is on decease row. Word picture Matthew Antoine 65 â€Å" Anythingaˆâ€ ¹ Iaˆâ€ ¹ ought to taˆâ€ ¹ake toaˆâ€ ¹ him? † Graaˆâ€ ¹nt, â€Å" Food, I suppose. aˆâ€ ¹Maaˆâ€ ¹ybeaˆâ€ ¹ someaˆâ€ ¹ clean apparels. aˆâ€ ¹ I caaˆâ€ ¹ n’t thaˆâ€ ¹ink of anything else. † â€Å" I was believing more aboaˆâ€ ¹ut the bible, † Revaˆâ€ ¹erend Aaˆâ€ ¹mbrose Reverend Ambrose asks Grant what he should convey when sing Jefferson. Grant ‘s conversation shows Grant ‘s beliefs about self-respect. He suggests comfortss ; clean apparels and nutrient. While the Reverend believes that Bible are more of import to assisting the doomed inmate. It is non until the terminal that he is able to admit the importance of faith. Conflict Grant, 101 I rubbaˆâ€ ¹ed my aˆâ€ ¹fistaˆâ€ ¹ withaˆâ€ ¹ my left manus, and aˆâ€ ¹graduaˆâ€ ¹ally begaˆâ€ ¹an aˆâ€ ¹to relax. aˆâ€ ¹ â€Å" That laˆâ€ ¹ady yaˆâ€ ¹ou radius of, aˆâ€ ¹boy caaˆâ€ ¹aˆâ€ ¹res a batch aˆâ€ ¹about you, † I said toaˆâ€ ¹ him. aˆâ€ ¹ â€Å" She ‘s waitingaˆâ€ ¹ at that scaˆâ€ ¹hool right nowaˆâ€ ¹ foaˆâ€ ¹r me to convey aˆâ€ ¹her intelligence abouaˆâ€ ¹t a turn you. That ‘s aaˆâ€ ¹ aˆâ€ ¹lady yoaˆâ€ ¹u radius of, boy. That ‘s a lady. Becaˆâ€ ¹ause it ‘s she who keaˆâ€ ¹eps me coming aˆâ€ ¹here. Not aˆâ€ ¹your nannan, non aˆâ€ ¹my aˆâ€ ¹ant. Vivian. If I didn’taˆâ€ ¹ have Viviaaˆâ€ ¹n, I wouldn’taˆâ€ ¹ be inaˆâ€ ¹ this aˆâ€ ¹damn holeaˆâ€ ¹ . † After Jefferson insults Grant ‘s girlfriend Vivian, Grant tells Jefferson that he continues to see the Jefferson in prison non because he feels obliged to his aunt or Miss Emma, but because Vivian encouraged him to. Love has great influence. Vivian ‘s love transforms Grant with simple suggestion. Allow became more dedicated to his occupation and held a Christmas pageant for the kids, something he usually would n’t make. Jefferson easy opened up to Grand because he showed Jefferson kindness and love. Power of love to transform people is a subject in this book. Subject Grant 130 He jusaˆâ€ ¹t sat aˆâ€ ¹there aˆâ€ ¹looking at me. ‘aˆâ€ ¹Go on and shriek, Jefferson. aˆâ€ ¹Go oaˆâ€ ¹n and aˆâ€ ¹scream foraˆâ€ ¹ Guidry, aˆâ€ ¹if that’saˆâ€ ¹ what aˆâ€ ¹you want. ‘ Weaˆâ€ ¹ looaˆâ€ ¹ked at each other, and I could see iaˆâ€ ¹n those large reddened aˆâ€ ¹eyes thaaˆâ€ ¹t he was non traveling to shout. He was full of aaˆâ€ ¹nger – and who coulaˆâ€ ¹d fault him? – But he aˆâ€ ¹was no sap. He needed me, and aˆâ€ ¹he waaˆâ€ ¹nted meaˆâ€ ¹ hereaˆâ€ ¹ , if merely to aˆâ€ ¹insult me. † Jefferson feels self-pity, and he wants everyone else to experience his commiseration. As Grant is seeking to hold a meaningful conversation, Jefferson is n’t being concerted. Having ne’er experience much kindness in his life, he finds it difficult to swear Grant and abuses Grant to maintain distance. Jefferson threatens to shout but Grant knew he was n’t traveling. In the terminal, he decides that he wants Allow around to aim his hatred and choler towards. Word picture Page 130 â€Å" Easteaˆâ€ ¹r was when they nailed Him to taˆâ€ ¹he crosaˆâ€ ¹s. And He nevaˆâ€ ¹er said a mumblingaˆâ€ ¹ word. † Grant and Jefferson are speaking about Christmas, and Jefferson refers to Christ. The transition sets up the word picture of Jefferson as a Christ figure. Like Jesus, Jefferson ‘s religious purification concludes in his executing. Death is portion of the immature Jefferson ‘s development into a symbol of innoceaˆâ€ ¹nce and moral pureness. Symbol Jefferson, 139 â€Å" Hoaˆâ€ ¹w do people come up with aaˆâ€ ¹ day of the month aaˆâ€ ¹nd clip aˆâ€ ¹to take lifeaˆâ€ ¹ from anotheaˆâ€ ¹r adult male? Who madaˆâ€ ¹e them Godaˆâ€ ¹ ? † â€Å" Tweaˆâ€ ¹lve white work forces aˆâ€ ¹say a black adult male a must dieaˆâ€ ¹ , and anotheraˆâ€ ¹ aˆâ€ ¹white maˆâ€ ¹anaˆâ€ ¹ aˆâ€ ¹sets taˆâ€ ¹he dateaˆâ€ ¹ and clip witaˆâ€ ¹hout confer withing one blaˆâ€ ¹ack individual. aˆâ€ ¹ Jusaˆâ€ ¹tice? † Grant ‘s relationship with Jefferson has changed his attitude toward capaˆâ€ ¹ital penalty. In the beginning of the narrative Grand was uninterested when watching Jefferson ‘s test. But now, nevertheless, he is disturbed when hearing that a day of the month has been set for Jefferson ‘s decease, believing that no 1 has the right to kill another. He finds it upsetting that white people can make up one’s mind the destiny of black people. Fictional character Grant, 157 â€Å" It wasaˆâ€ ¹ theaˆâ€ ¹ kindaˆâ€ ¹ of aˆâ€ ¹ ‘here ‘ youraˆâ€ ¹ maˆâ€ ¹otheraˆâ€ ¹ or your aˆâ€ ¹big sisteraˆâ€ ¹ or aˆâ€ ¹your aˆâ€ ¹graˆâ€ ¹eat-aunt aˆâ€ ¹or your gaˆâ€ ¹randmother would hold said. aˆâ€ ¹ It was theaˆâ€ ¹ kaˆâ€ ¹ind of ‘here ‘ taˆâ€ ¹hat asked the inquiry, aˆâ€ ¹ When will allaˆâ€ ¹ this terminal? When will aˆâ€ ¹a adult male non haveaˆâ€ ¹ to fight toaˆâ€ ¹ have aˆâ€ ¹money to aˆâ€ ¹get what haˆâ€ ¹e needs ‘here ‘ ? When willaˆâ€ ¹ a adult male be able to laˆâ€ ¹ive withouaˆâ€ ¹t haviaˆâ€ ¹ng to killaˆâ€ ¹ another adult male aˆâ€ ¹ ‘heraˆâ€ ¹e ‘ ? † Grant is inquiring for so he can purchase a wireless for Jefferson. Grant believes that black work forces struggle financially and kill other work forces, particularly in the Deep South. Men suffer more because of racism, and adult females pointlessly try to minimise it. This transition besides shows Grant as holding a sexist position. Word picture Grant, 174 â€Å" Jefferaˆâ€ ¹son, † aˆâ€ ¹ I said eventually, I want to be your friend I want you aˆâ€ ¹to inquire aˆâ€ ¹me quaˆâ€ ¹estions I want you to saaˆâ€ ¹y anything that comes to your aˆâ€ ¹mind, anytaˆâ€ ¹hing you want to aˆâ€ ¹say to me. I do n’t caaˆâ€ ¹aˆâ€ ¹re what I tis say it. I ‘ll maintain it to myseaˆâ€ ¹lf if you wantaˆâ€ ¹ I ‘ll speak about itaˆâ€ ¹ toaˆâ€ ¹ other peoaˆâ€ ¹ple if you want. aˆâ€ ¹ Will you do that for me? â€Å" aˆâ€ ¹He nodded his heaaˆâ€ ¹d. After giving Jefferson a wireless his attitude started to alter ; he became easier to near. Jefferson was able to reconnection with the outside universe. When sentences to imprison he was filled with choler and hatred, but that hatred started to off because the wireless was the most expensive gift he had of all time received. With this Grant to additions Jefferson ‘s trust. Word picture Grant 185 I aˆâ€ ¹teach becauseaˆâ€ ¹ it is theaˆâ€ ¹ merely thinaˆâ€ ¹g aˆâ€ ¹an aˆâ€ ¹educatedaˆâ€ ¹ aˆâ€ ¹blackaˆâ€ ¹ adult male can make aˆâ€ ¹in theaˆâ€ ¹ Southaˆâ€ ¹ today. I don’taˆâ€ ¹ like it ; I hate it. aˆâ€ ¹ aˆâ€ ¹I do n’t likeaˆâ€ ¹ populating here Iaˆâ€ ¹ waaˆâ€ ¹nt to run aaˆâ€ ¹way. â€Å" Thataˆâ€ ¹ is non aˆâ€ ¹a heaˆâ€ ¹ro. A hero does foaˆâ€ ¹r others. He would make aˆâ€ ¹anaˆâ€ ¹ything for peopleaˆâ€ ¹ he loves, because aˆâ€ ¹he knows aˆâ€ ¹it aˆâ€ ¹would do theaˆâ€ ¹ir livesaˆâ€ ¹ better. aˆâ€ ¹I am non aˆâ€ ¹that sort oaˆâ€ ¹f persoaˆâ€ ¹n, but aˆâ€ ¹aˆâ€ ¹I want you toaˆâ€ ¹ be. You could aˆâ€ ¹give somethingaˆâ€ ¹ to her, to me, to those kids in theaˆâ€ ¹ qaˆâ€ ¹ua rter. You caˆâ€ ¹ould giveaˆâ€ ¹ something I neveaˆâ€ ¹r could†¦ The waˆâ€ ¹hite peopleaˆâ€ ¹ out there are stating you do n’t haaˆâ€ ¹ve it-aˆâ€ ¹that you’aˆâ€ ¹re a aˆâ€ ¹hog, aˆâ€ ¹ non a adult male. Buaˆâ€ ¹t aˆâ€ ¹I know aˆâ€ ¹they areaˆâ€ ¹ wroaˆâ€ ¹ng. † Grant is speaking to Jefferson about the potency he sees in him. Allow understands now even with Jefferson ‘s deficiency of instruction, he can excel him by confronting his destiny with bravery and self-respect. Grant knows he can non expose the same bravery because he us excessively selfish.It is merely one time Grant has realized this, that he can truly believe in Jefferson ‘s possible to be a hero. By exposing bravery, and love for others he can turn out white people incorrect. Removing the justification for holding slaves and suppressing black people. Fictional character Grant, 191 You aˆâ€ ¹think aˆâ€ ¹you educated? † â€Å" I went to college † â€Å" Toaˆâ€ ¹ Teach reading, authorship, and, arithmetaˆâ€ ¹ic, Reverend. † â€Å" Whaaˆâ€ ¹t did you learnaˆâ€ ¹ about your ain peoaˆâ€ ¹ple? Whaˆâ€ ¹aˆâ€ ¹at did you laˆâ€ ¹earn her – heraˆâ€ ¹ ’round at that place? † aˆâ€ ¹I did n’t answeraˆâ€ ¹ him. â€Å" No, aˆâ€ ¹you notaˆâ€ ¹ educated, boy, † he aˆâ€ ¹said, saˆâ€ ¹haking his aˆâ€ ¹head. â€Å" You faaˆâ€ ¹r from being educated. You learned your reading, aˆâ€ ¹writing, aaˆâ€ ¹nd ‘rithmetic, but youaˆâ€ ¹ do n’t aˆâ€ ¹know aˆâ€ ¹nothing. Yoaˆâ€ ¹u do n’t even cognize yourselaˆâ€ ¹f. Well? † â€Å" You’aˆâ€ ¹re doiaˆâ€ ¹ng the speaking, Reverend. † aˆâ€ ¹ â€Å" And ed ucateaˆâ€ ¹d, male child, † aˆâ€ ¹he said, beating his thorax. â€Å" I ‘m the 1 that ‘s eduaˆâ€ ¹cated. I know people like you look down aˆâ€ ¹on people likeaˆâ€ ¹ me, but † – he toucheaˆâ€ ¹d his thorax once more – â€Å" I ‘m the 1 that ‘s educated. † A She beenaˆâ€ ¹ lying every twenty-four hours of her aˆâ€ ¹life, youraˆâ€ ¹ aunt in there.T chapeaus how you got through that university. I ve seen her custodies bleed paˆâ€ ¹icking cotton. Reverend Ambrose is stating Grant that he is really more educated than him. Grant may hold a college grade, but the Reverend is educated through experience. He understands himself, his people and their agonies. While Grant does non. Reverend Ambrose Tells Grant what Tante Lou, Grants aunt went through to pay for his college. Besides how her articulatio genuss scarred from praying for Grant. Grant does n’t cognize about any of this. This transition reveals the Reverends idea and why he feels the Bible would be more good to Jefferson instead than comfortss. Word picture Page 215 â€Å" it look like thaˆâ€ ¹e Godhead merely work aˆâ€ ¹for wite folaˆâ€ ¹kaˆâ€ ¹s cause of all time sens one wasn nothin but a litlaˆâ€ ¹e male child I been on my on haulaˆâ€ ¹in H2O to the fiel oaˆâ€ ¹n thaˆâ€ ¹at ol H2O cart humor all them dimaˆâ€ ¹e buaˆâ€ ¹keaˆâ€ ¹ts an that dipaˆâ€ ¹per merely hittiaˆâ€ ¹n an old doaˆâ€ ¹rthy merely traˆâ€ ¹ottin and troaˆâ€ ¹ttin an aˆâ€ ¹me up theiraˆâ€ ¹ hittiaˆâ€ ¹n her humor thaˆâ€ ¹at rope†¦ † Jefferson is reading his journal to Grant. In his diary reveals sophisticated contemplations about whether God prefers white people to black people. Jefferson has gone from eschewing every out to showing his deep ideas and experiencing. In making it helped him to accomplish some self-respect before his decease. Word picture Jefferson, 227 â€Å" The miaˆâ€ ¹nister did non aˆâ€ ¹sleep at all that dark, anaˆâ€ ¹d at twenty-four hours interruption he got upaˆâ€ ¹ knelt beside his beaˆâ€ ¹d to aˆâ€ ¹say his aˆâ€ ¹prayers, so he went to the kitcaˆâ€ ¹hen the warm H2O for his bath. His married woman, aˆâ€ ¹ Mrs. Becky, came into the kitchen to repair him a bowl ofaˆâ€ ¹ Dioscorea trifida for his breakfast. aˆâ€ ¹When heaˆâ€ ¹ finished hisaˆâ€ ¹ bath, haˆâ€ ¹e sat down ataˆâ€ ¹ the tabular array to eaˆâ€ ¹at. † The Author narrates the narrative in 3rd individual, from experiences of assorted people on the twenty-four hours of Jefferson ‘s executing. Rather than from Grant ‘s position for the bulk of the book. These characters do non look elsewhere in the novel. By concentrating on characters that are disjoint from the narrative, the writer reveals that Jefferson has become a hero in the eyes of the people in the one-fourth. Fictional character Page 237 I am aˆâ€ ¹not with you this minute becaˆâ€ ¹ause- becaaˆâ€ ¹useaˆâ€ ¹ I would non hold been able to standaˆâ€ ¹ . I would noaˆâ€ ¹t hold been able to walk with you aˆâ€ ¹those last aˆâ€ ¹fewaˆâ€ ¹ stairss. I would hold embarrassed aˆâ€ ¹you. Baˆâ€ ¹ut the old maaˆâ€ ¹n will non. Heaˆâ€ ¹ will be staˆâ€ ¹rong. Grant expresses sorrow and shame that he was unable to walk with Jefferson to the electric chair, acknowledging that Reverend Ambrose is really braver than him. By non depicting the minute of executing The Author places the reader in the same place as Grant, unable to accomplish the closing that would come with straight witnessing the executing. This deficiency of closing suggests that Jefferson ‘s household and Grant will ne’er to the full heal from the experience. Word picture Grant,249 I waˆâ€ ¹anted to travel I wanted to travel to- God, whaˆâ€ ¹at does a personaˆâ€ ¹ bash who knowsaˆâ€ ¹ there is onlaˆâ€ ¹y oneaˆâ€ ¹ hr to laˆâ€ ¹ive? And â€Å" He is withaˆâ€ ¹ Reverend Ambrose, beaˆâ€ ¹cause Revaˆâ€ ¹erend Ambraˆâ€ ¹ose believes. aˆâ€ ¹ Do you aˆâ€ ¹believe, Jefferson? aˆâ€ ¹ Is he aˆâ€ ¹with you Jefferson? aˆâ€ ¹ Have I done aˆâ€ ¹anythinaˆâ€ ¹gaˆâ€ ¹ to makeaˆâ€ ¹ you non beliaˆâ€ ¹eve? aˆâ€ ¹If I have paˆâ€ ¹lease forgive me for aˆâ€ ¹being a foaˆâ€ ¹ol. Grant ‘s credence of faith at the terminal shows he understands its importance in people ‘s lives. Grant ‘s struggle with Reverend Ambrose was due to his obstinacy. By admiting that he may be incorrect that Grant is able resolutenesss the issue of faith with the Reverend. By seeing faith ‘s importance in for others he shows consideration and empathy, which were the aˆâ€ ¹qualities that he tried to learn Jefferson. Fictional character Grant, 249 â€Å" Donaˆâ€ ¹Ã¢â‚¬â„¢t tellaˆâ€ ¹ me to beaˆâ€ ¹lieve. Don’taˆâ€ ¹ tell me aˆâ€ ¹to belieaˆâ€ ¹ve in the aˆâ€ ¹same Godaˆâ€ ¹ or Torahs taˆâ€ ¹hat menaˆâ€ ¹ believe in aˆâ€ ¹aˆâ€ ¹who commiaˆâ€ ¹t these aˆâ€ ¹murdeaˆâ€ ¹rs. Don’taˆâ€ ¹ state me to baˆâ€ ¹elieve that aˆâ€ ¹God canaˆâ€ ¹aˆâ€ ¹ bless this state aˆâ€ ¹and that work forces aˆâ€ ¹are judgedaˆâ€ ¹ by their peaˆâ€ ¹ersaˆâ€ ¹ . Who amongaˆâ€ ¹ his peersaˆâ€ ¹ judged him? aˆâ€ ¹Waˆâ€ ¹as Iaˆâ€ ¹ there? Was the aˆâ€ ¹ministeraˆâ€ ¹ at that place? Was aˆâ€ ¹Haaˆâ€ ¹rry Williaaˆâ€ ¹ms there? aˆâ€ ¹Was Farrell aˆâ€ ¹Jarreau? aˆâ€ ¹ Waˆâ€ ¹as my aunt? aˆâ€ ¹Was Vivaˆâ€ ¹ian? aˆâ€ ¹No, his peaˆâ€ ¹ers did aˆâ€ ¹n ot justice himaˆâ€ ¹aˆâ€ ¹aˆâ€ ¹ , and I will notaˆâ€ ¹ belieaˆâ€ ¹ve. † Grant delaies outside the schoolhouse for intelligence of Jefferson ‘s executing, Grant is intelligibly angry. From what he has experienced he has concluded that there must non be a God, because God would non let unfairnesss like Jefferson ‘s executing. The people closes to Jefferson had no say. Jefferson ‘s destiny was decided below the belt by white people. With this experience begun to understand his people a better. Grant is now being educated. Fictional character Grant 251

The Hope House Hosting the Treatment Works March Event this Year Article

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Film - Movie Review Example , Lee decides to take the law in his own hands in the film and his character is portrayed as one distrusting unfortunate black man who could not trust the white jury in the court. Lee is later arrested for the double murder but despite many efforts made by the local black leaders to convince Lee to take their help instead of relying on a white lawyer, he remains unmoved and sticks to his chosen lawyer in the hope that this would save him from the clutches of racial discrimination. With the help of making sensitive social issues like racial discrimination and capital punishment important features of the storyline and starring a very dedicated cast, the director of this movie successfully manages in making one of the most compelling motion pictures of all times and getting the right level of enthusiasm and attention from the viewers. Instead of wasting the time of the viewers with running some eye-popping action and bloodbath scenes on the screen, this movie basically aims at conveying some meaningful messages while taking care to stay away from focusing on an over and over again repeated sort of a plot. The interesting point is that the messages are not conveyed to the public like pastries served in plates, rather it is up to the public to smartly dig underneath the propaganda portrayed in the movie by intelligently relating with the well though out plot. In â€Å"The Time To Kill† the American Legal system is not portrayed positively in most instances. First, Lee himself is shown as distrusting the white judges in the court, thereby he ends up hiring a white lawyer for himself and rejects the help offered by the black community. Secondly, there is one scene in the movie in which Brigance, the white lawyer hired by Lee, explains to the judges the trauma done to Lee’s daughter by the rapists. During explaining the sadistic acts, Brigance asks the jury, â€Å"Now imagine she’s white.† (Ebert). This is a highly distrusting sort of a statement which clearly shows

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Local or National Healthcare Policy or Regulation Problem - Essay Example For instance, the victims were found not be involved in physical activities that assist in cutting down body fats (Natarajan, 2010). In addition, their lifestyles were questionable. Through the information found in the report, healthcare policy makers can be able to embark on ways in which to assist the obese people. Obesity viewed as a failure of an individual by uncontrolled eating, lack of exercise among other poor health practices (Natarajan, 2010). The author of the article was biased with regard to the subject of obesity. The author outlines the factors that influenced obesity to be only personal factors like reckless eating habits and lack of physical exercise. Nevertheless, obesity is also genetic, and at times, it is a medical condition. Even when an individual tries to cut down fatty foods, the individual is still termed as obese (Natarajan, 2010). Therefore, lifestyle cannot be considered the only reason for obesity. Therefore, when addressing the issue healthcare managers and policy makers should not be biased and should not blame the victims for their health condition. Instead, the individuals should be addressed appropriately without hurting their feelings. The author supports the information in the article by providing some statistical evidence of how the obese people conduct their lives. As a result, a number of obese victims were found to live a reckless life and were lazy to get involved in physical activities. The author further adds that if the condition is not controlled healthcare providers will undergo an extra cost in dealing with obese people. In addition, the author adds, people should understand the factors that enhance obesity to control the problem. Obesity raises a number of health concerns, and if proper assistance provided the issue can be tackled (Natarajan, 2010). Obesity is a global concern and the healthcare providers and policy makers should address the issue with

Discussing psychologist perspectives and their use Essay Example for Free

Discussing psychologist perspectives and their use Essay Cognitive- This approach is portrayed by two theorists; Jean Piaget and George Kelly. This perspective refers to age-related changes in knowledge and acts of knowing plus understanding. Research shows that this approach is the best treatment practised for almost every single disorder, another positive point to this perspective is that its really quick with lasting changes; it also helps people become more confident and boost people with learning difficulties self-esteem. Its also very easy and works for a majority of people. The negatives to this perspective are that it can be seen as non-person centred, its not effective for lower functioning clients, and some clinicians feel that it doesnt address other issues. This can be used in health and social care through helping individuals who misread situations, as this approach mainly helps people with learning difficulties so it can help certain individuals come to terms with some irrational thoughts they may have. Biological- This perspective is about the view of personality that focuses on the way behaviour and personality are influenced by neuro-anatomy, biochemistry, genetics or evolution. This perspective also helps people understand how and why we have a certain diseases. The positives to this approach; the more we know about the brain, the more we should be able to explain how we operate and to understand what makes us tick. Also the main strength to the biological approach is that chemotherapy, ECT and psychosurgery can be used to treat the symptoms of abnormal behaviour directly and in a very short time. The negatives to this approach are the risk of side effects- e. g. in case of chemotherapy there is the risk that patients may become psychologically and physically dependent on the drugs involved. Symptoms often recur when the treatment stops, so many patients have to be re-admitted to hospital. It also raises serious ethical issues. Other things people look upon as negative is the fact that its hard to determine the extent to which genetic inheritance influences behaviour. This perspective can be used in health and social care through the use of developmental norms, this means making sure that a young child is developing properly, so that their behaviour and understanding matches that if their chronological age.

Plagiarism in Higher Education Essay Example for Free

Plagiarism in Higher Education Essay Al Ain Women’s College, Higher Colleges of Technology, Al Ain, United Arab Emirates Abstract Purpose – The purpose of this paper is to investigate the impact of the modern information society on attitudes and approaches to the prevention of plagiarism and to examine a less punitive, more educative model. Design/methodology/approach – The approach taken is a literature review of plagiarism in contemporary society followed by a case study of the education department of a tertiary-level college in the United Arab Emirates. Findings – The authors advocate a move towards a less punitive, more educative approach which takes into account all the relevant contextual factors. A call is made for a truly institutional response to a shared concern, with comprehensive and appropriate policies and guidelines which focus on prevention, the development of student skills, and the proactive involvement of all relevant stakeholders. Practical implications – This approach could inform the policies and practices of institutions who wish to systematically deal with plagiarism in other contemporary contexts. Originality/value – This paper could be of value to policy makers and administrators in tertiary institutions, particularly in English as a second language contexts, who recognise the limitations of traditional approaches to plagiarism and wish to establish more effective practices. Keywords Copyright law, Information society, Dishonesty, United Arab Emirates Paper type Literature review Plagiarism in political discourse Politicians, more than anyone else, need to portray an image of integrity, honesty, and independent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it. Yet politicians commonly use speechwriters who have the speci? c task of conveying their thoughts, personality, and personal sincerity (see for example, Philp, 2009). It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Deval Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Vol. 3 No. 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/17537981011070082 I was on the stump. [Deval] had suggested that we use these lines and I thought they were good lines [. . . ] I’m sure I should have – didn’t this time [. . . ] I really don’t think this is too big of a deal (Obama cited in Whitesides, 2008). Published by kind permission of HCT Press. Plagiarism has been de? ned as â€Å"the unacknowledged use of someone else’s work [. . . ] and passing it off as if it were one’s own† (Park, 2004, p.292) and it is interesting to speculate whether such an excuse would be accepted from a student by an educational institution’s plagiarism committee. Accusations of plagiarism in politics have been made before, of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1987, another presidential hopeful was forced to abandon his ambitions for high of? ce largely because he had plagiarised a speech by the British politician Neil Kinnock and because of â€Å"a serious plagiarism incident† in his law school years (Sabato, 1998). Ironically, the candidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarising can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (UAE) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCT), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their ? rst language, should be held to higher standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the great works of their predecessors (Lackie and D’Angelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a desire to standardise academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on â€Å"nearly universal access to the Internet† (Scanlon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of â€Å"copying [. . . ] in a digital world of computers, word processing, electronic sources and the Internet. † However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students’ cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading â€Å"free† ? lms, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using  services such as search engines, social networking sites, podcasts, RSS feeds, discussion boards, etc. with Dealing with plagiarism 167 EBS 3,3 168 hyperlinks allowing them to jump from site to site as though the internet were a single-uni? ed source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. i. am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Obama’s knowledge or consent ((The) ABC News, 2008). They are not surprised when this video is then embedded in countless webpages, with the lyrics of the song posted on music sites without any attribution of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the â€Å"postmodern, self-cannibalizing popular culture† (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the UAE found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of UAE students are similar to those of other students around the world (Croucher, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a â€Å"creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name† (Scollon, 1995, p.1). The multiple contributors to Wikipedia pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes â€Å"fair use† is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled author’s rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes, the â€Å"rules about intellectual property are in ? ux. † Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its de? nition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnson’s (2007) argument that in the digital age, writing an original essay outside of class for assessment purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace? As Johnson argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at all, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic ? elds of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or â€Å"Winning hearts and minds in war on plagiarism† (Jaschik, 2008). In education, plagiarism is â€Å"seen as a transgression against our common intellectual values, carrying justi? ably bad consequences for those guilty of the practice† (Isserman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism â€Å"circumvents the learning process† (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Isserman (2003) notes: [.. . ] ownership over the words you use [. . . ] is really at the heart of the learning process. You can read a dozen books about the cold war, but if you can’t explain what you have learned to someone else in your own words, no real learning has taken place [. . . ] and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are missing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore â€Å"denying them the opportunity to learn lessons, improve their study skills, and improve their knowledge and understanding† (Lancaster University, 2009, p. 3). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors in? uencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning, cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Roig, 1997). If the tertiary experience is vastly different to students’ previous educational experience, the motivation for plagiarism again increases. In the UAE, it is likely, for example, that the students’ primary and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not de? ned or academic processes made explicit, then such students will ? nd it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably EBS 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, poorly scaffolded, or based on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicated institutional policies with vague de?  nitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. , 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the UAE do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldomly, even though the evidence suggested they must have received plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Auer and Krupar, 2001). They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism. Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as â€Å"Are these your own words?†) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codi? ed if any institutional initiative is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001; Liu, 2005). Moreover, the cultural conditioning of English as a second language (ESL) and EFL students has been cited as another contributing factor. Moder (1995 cited in Lackie and D’Angelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, â€Å"value memorization and imitation as the mark of an educated person† which may mean that plagiarism is viewed as being less signi? cant. Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that â€Å"it is  based on incorrect information and is presented often via unwarranted jumps in reasoning and con? ation of separate issues. † More pertinently, perhaps, she goes on to argue that: [. . . ] even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize. There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239). Dealing with plagiarism ESOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be detected because of more prominent differences in language level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. g. using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? ), the amount of material that has been plagiarised, the inclusion of the source in the list of references, the degree to which the plagiarised material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarised material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a â€Å"crime† – the breaking of a rule that has inevitable consequences (Blum, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their classmate’s fate from the sidelines. Academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional framework for dealing with plagiarism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours. 172 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) noted that â€Å"all stakeholders within the institution must understand and appreciate why the framework is necessary and how it protects their own interests. † A case study Park (2004, pp. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context. The Education Department at Abu Dhabi Women’s College (ADWC) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the â€Å"rules† of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the student’s academic career at HCT. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks – one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students’ ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimises the students’ need to seek help through illegitimate means. These handbooks are the basis of communication within the ADWC Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turnitin, was originally adopted by the department as both a defence against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unfortunately access to this subsequently became unavailable. Now, suspicious text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism checker in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, â€Å"the deterrent effects of actually checking for plagiarism are quite impressive (p. 836). † The departmental approach has included a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention. It should be noted that the relatively small size of the department (one chair, six faculty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and infraction detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students’ ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re?  ective practice. This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily accomplished as theory has to ? t the student’s individual circumstances. In addition, the student’s right to submit and receive feedback on a ? rst draft of every paper (Assessment Handbook, 2009, p. 7) allows plagiarism, deliberate, or accidental; to be detected and remediated at an earlier stage before punishment becomes the only option. The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of the submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be monitored. Faculty responsibilities and input All faculty in the Education Department, regardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching quali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is inseparable from the content area in which those ideas are conceived and manipulated. This can be a very different orientation to that of colleagues in other departments whose subject area specialisation takes precedence. Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the unfamiliarity of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarship, so ongoing instruction in both is a routine aspect of teaching and learning in the department. This increased student awareness of appropriate academic writing processes reduces their motivation to misappropriate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help. Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students. Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is testimony to the effectiveness of: . proactive strategizing; . clear documentation; . reasonable and appropriate expectations; 174 . . . . . awareness raising; sustained faculty vigilance and involvement; support for the development of student skills and cognitive growth; decreased student opportunity and motivation to cheat; and the pervasive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to â€Å"devise a student plagiarism framework that best suits [our] own culture and circumstances†.