The Role Of Colonialism During The Emergence Of Black And...

The role of colonialism in the creation of an inherent Brown and Black criminality and the ways in which the early emergence of Black and Brown as a construct occurred by the creation of laws that incriminated them and the egregious discourse against them that resulted in racial violence. Racial violence is a legal and extralegal production and exploitation of group differentiated vulnerability to premature death (lecture 3 1/17/17). The way that Brown and Black people are seen as criminals today has historical roots that are attached to colonialism. Imperialism and colonialism are thus instruments through which an empire is achieved (Bosworth pg. 14). In particular, the sense of cultural and racial superiority that accompanies colonialism†¦show more content†¦To suppress the â€Å"customary taking,† the London Metropolitan Police penalized stealing from private property. With the help of discourse from Patrick Colquhoun, stereotypes against the Irish exacerbated thei r criminalization. Medical terminology was applied to the Irish; they were conceived as a diseased social body within, which the mass of laborers was ‘contaminated’ (Williams pg. 327). The Irish Riot Act passed in 1787 was placed to squander ‘agrarian disturbances’ which considered unlawful assembly a felony punishable by death (William pg. 340). Ideology or discourse makes laws understandable and legal even if the laws are based on racial profiling and discrimination (1/17/17 Lecture 3). Therefore, the neither Irish nor Brown and Black people have access to full entitlement of what laws and democracy are supposed to protect. Property is so deeply embedded it is attached to personhood that it is based on race. The Naturalization Act of 1970 constituted that citizenship is exclusively for White property owner of good moral qualities. Anyone out of the grid is not considered human. This is an inherent contradiction of the constitution (1/17/17 Lecture 3). The ownership of acquired land by Anglos required the removal and containment of people inhabiting the land. The justification of the removal of Natives was that they were not utilizing the land for profit and they were not considered human. Lands rich in copper metal and other resources, were incentive forShow MoreRelated African American Integration and Independence2018 Words   |  9 Pagesyears of political dominion can be found throughout the continent. In 1962 during the heat of these independence movements, the world?s black population watched intently to see if indeed the African race could overthrow their colonial oppressors to bring about a new world order. Half a world away, men of African descent were fighting for an independence of their own. With the American Civil Rights movement in full swing, blacks everywhere stood on the brink of bettering the world for themselves andRead MoreEssay about The Identity and History of the Caribbean2183 Words   |  9 Pages The Identity and History of the Caribbean The Caribbean is a vastly diverse area representing the effects of colonialism, slavery, and the combination of many cultures. Since the arrival of Europeans the Caribbean islands have been going through constant change. The loss of native peoples and the introduction of the plantation system had immediate and permanent reprocussions on the islands. The Plantation system set up a society which consisted of a large, captive lower class and a powerfulRead MoreThe General Act of the Berlin Conference on West Africa2361 Words   |  10 Pagesâ€Å"The brown current ran swiftly out of the heart of darkness, bearing us down towards the sea with twice the speed of our upward progress; and Kurtz’s life was running swiftly, too, ebbing, ebbing out of his heart into the sea of inexorable time. . . . Joseph Conrad- Heart of Darkness Introduction The aim of this paper is to analyze the General Act of the Berlin Conference on West Africa (1884-1885) and the partition of Africa among the main European powers, considering its importance forRead More A Sociological View of Rastafarianism Essay3688 Words   |  15 Pagesthe poor, unskilled black Jamaicans who needed a hope. The social situation which was emerging in the 1930’s which called for this need was as follows. Jamaica was a commonwealth of the British Empire. It had recently, around 1884, received a write in clause to their constitution which stipulated if the new government did not succeed and the economic life of Jamaica were to suffer because of it, the political constitution would be amended or abolished to meet new conditions. Black Jamaicans had a tasteRead MoreA Sociological View of Rastafarianism3718 Words   |  15 Pagesthe poor, unskilled black Jamaicans who needed a hope. The social situation which was emerging in the 1930s which called for this need was as follows. Jamaica was a commonwealth of the British Empire. It had recently, around 1884, received a write in clause to their constitution which stipulated if the new government did not succeed and the economic life of Jamaica were to suffer because of it, the political constitution would be amended or abolished to meet new conditions. Black Jamaicans had a tasteRead MoreGloablization4764 Words   |  20 Pagesmen--Blacks continually struggle for both a voice and representation. Many scholars write about the stereotyping of Blacks in the media (Meyers, 1999; Davis, 1989). Light skinned Black women with classic European features predominate in beauty pageants, music videos, and in the world of modeling. It is with respect to the world of modeling and music that this discussion will examine the globalization and commodification of Black female beauty. I will examine the historical creation of Black beautyRead MoreChicano Murals in Los Angeles3931 Words   |  16 Pagescreator s or sponsors, be it the Church during the Renaissance, government funded projects, or individuals expressing opposition. In Mexico, after the Mexican Revolution of 1917, the government commissioned a vast number of mural projects to transmit its revisionist history of the country, and celebrate the empowerment of the underclass in their recent victory. Predominate themes were cultural reclamation, history, pre-conquest civilization, anti-colonialism, anti-bourgeoisie sentiment, celebrationRead MoreRastafarian79520 Words   |  319 Pagesand thrive This page intentionally left blank Foreword One of the most useful things about Ennis Edmondss Rastafari: From Outcasts to Culture Bearers is that it correctly traces the connection between the emergence of Rastafarianism and the history of resistance and black consciousness that has been part of the Jamaican experience for years. The truth is that there has always been a committed Jamaican counter- culture that celebrates and sees redemption in Africa and rejects the EuropeanRead MoreEssay on Hip-hop, Reggae, and Politics5105 Words   |  21 PagesUnited States saw political and socially oriented folk music discussing the Vietnam War and other social issues. In Jamaica during the 1970s and 1980s reggae developed out of the Ghetto’s of Trench town and expressed the social unrest of the poor and the need to over-through the oppressors. The 1980’s brought the newest development in social and political music, the emergence of hip-hop and rap. This urban musical art form that was developed in New York City has now taken over the mainstream, butRead MoreHistory of the Development of the Short Story.3660 Words   |  15 Pagescontinued to publish the works of the form’s leading mid-century practitioners, including Shirley Jackson, whose story, â€Å"The Lottery,† published in 1948, elicited the strongest response in the magazine’s histo ry to that time. Other frequent contributors during the last 1940s included John Cheever, John Steinbeck, Jean Stafford and Eudora Welty. J. D. Salingers â€Å"Nine Stories† (1953) experimented with point of view and voice, while Flannery O’Connors â€Å"A Good Man is Hard to Find† (1955) reinvigorated the

Inflation And Unemployment Essay - 1260 Words

Historically, the relationship between inflation and unemployment has been studied, debated, and been used as economic indicators to explain the overall health of the economy. Both inflation and unemployment will fluctuate and change based on phases of the business cycle. From a simplistic view, high levels of inflation and unemployment indicate that the economy is not operating at is an optimal level of output. During periods where inflation and unemployment are high, individuals are saving more and businesses are operating at excess capacity. The key is to understand and study this relationship to better understand its overall effect on the economy and how to control levels of inflations and keep unemployment low. Inflation occurs when†¦show more content†¦With these slower growth rates, businesses were operating at excess capacity which increased levels of unemployment and rising inflation. During the mid-1970’s unemployment rates soared to approximately 11 percent inflation rates spiked to approximately 12 (Cashell Labonte, 4). This gave rise to the natural rate hypothesis which explained that unemployment could be more simply viewed under the supply and demand instances. The natural rate was formulated around the idea that as the unemployment rate decreased there was a need to increase wages to combat the increase in prices. Increasing real wages would keep unemployment low and stabilize inflation rates in the long-run. Fluctuations in the unemployment rate can be influenced by many different factors. The demand for employees can vary based changes in technology, population, shifts, and skills need in manufacturing and service industries, and overall growth of the economy (Cashell, 13). Critics of the natural rate believe unemployment cannot be so easily explained by supply and demand. During the mid-1990’s unemployment fell below 4% below the estimated natural rate and economist believed that a spike in inflation would follow, however, this did not occur. During this time period inflation rateâ₠¬â„¢s decreased. Many believed that the reason for both low unemployment and inflation was due to a surging economy leading to high levels of productivity and output while keepingShow MoreRelatedEssay on Global Inflation and Unemployment1279 Words   |  6 PagesEarthTimes and titled â€Å"European inflation climbs unemployment at 12-year high was posted on Friday July 30 2010. The article reports that food and energy costs have played a critical role in driving up inflation in the 16-member eurozone. The rates of unemployment remained stagnant to its highest level during this time. Introduction The recent global financial crisis that affected not only America but also Europe and other parts of the world resulted in massive unemployment. 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Curriculum and Material Development Free Essays

string(98) " teachers report on classroom innovations or other activities they wish to share with colleagues\." THE TEACHING PROCESS The focus here is on the teaching practices that occur within a program, how these can be characterized, and how quality teaching can be achieved and maintained. a. Teaching Model and Principles This book has emphasized the curriculum as a network of interacting system involving teacher, learners, materials, school, administrator, and curriculum planners, and choices ay one level affect other elements in the system. We will write a custom essay sample on Curriculum and Material Development or any similar topic only for you Order Now Thus the choice of a particular curriculum philosophy or ideology implies a particular model of teaching. Roberts (1998, 103) compares two teaching models implicit in many language program: the operative model and the problem problem-solving model: ? Operative is model the teacher is restricted to meeting the requirements of a centralized system, such as the delivery of a textbook as planned, to a set timescale. Such as limited role, limited to that of curriculum transmission, implies training objectives based of mastery of a set of competencies determined by the centralized syllabus. ? Problem solver is model a decentralized curriculum gives teachers greater autonomy in making educational decisions. A diversified teacher to able to diagnose problems and adapt materials and design original learning activities. The former can viewed as a teaching model compatible with a mechanistic model of organization design and the latter to the organic model. In language teaching programs, teaching models are often based on particular methods or approaches. For example: †¢ The communicative approach : the focus of teaching is authentic communication; extensive use is made of pair and group activities that involve negotiation of meaning and information sharing. Fluency is a priority. †¢ The cooperative learning model : students work in cooperative learning situations and are encouraged to work together on common task and to coordinate their efforts to complete task. Rewards system in group †¢ The process approach : In writing classes, student take part in activities that develop their understanding of writing as a process. †¢ The whole-language approach : Students are taught to read and write naturally, with a focus on real communication, authentic texts and reading and writing for pleasure. Rather than drawing approach or method, the teaching model in a program in a program may be based on a coherent set of participles that reflect how teaching and learning should be approached. This is the teaching philosophy of the program and serves as the basis for decisions about classroom methodology. Articulating a teaching philosophy in this way can help clarify decision relating to choice of classroom activities, materials, and teacher evaluation. In the case of a teaching model that is based on an existing teaching model such as communicative language teaching, the philosophy and principles of the model are accepted as givens : teachers are expected to be familiar with them and to put the principles into practice. Teacher teaching in different ways. Even thought two teachers work toward identical goals they may choose different ways of getting there. Teachers bring to teaching their own personal beliefs and principles and these help to account for how they teach. Teachers principles are a product of their experience, their training and their beliefs. Bellows are the example of teacher’ principles cited by Breen are: †¢ selectively focus on the form of the language †¢ selectively focus on vocabulary or meaning †¢ enable the learners to use the language †¢ address learners’ mental-processing capacities †¢ make the new language familiar and manageable †¢ monitor learner progress and provide feedback †¢ facilitate learner responsibility †¢ manage the lesson and the group b. Maintaining Good Teaching Quality teaching can’t simply be assumed to happen. It results from an active, ongoing effort on the part of teachers and administrators to ensure that good teaching practices are being maintained. This involved the establishment of shared commitment to quality teaching and the selection of appropriate measures to bring it about. The following are strategies that address this issue. 1. Monitoring Information needs to be collected regularly on all aspects of the program to find out how teacher are teaching the course, what is working well or proving difficult and what issues teachers need to resolve. Monitoring can take place through formal and informal mechanism such as group meetings, written reports, classroom visit, and student’s evaluations. 2. Observation Regular observation of teachers by other teachers or supervisors can provide positive feedback on teaching as well as help identify areas that might need attention. Observation may, but need not, involve evaluation. Peer observation can also be used to enable teachers to share approaches and teaching strategies. This might include information on how students complete a learning activity or the type and frequency or questions the teacher uses. Teacher can also make use of self observation to see what it tells them about their teaching. 3. Identification and resolution of problems Timely identification of problems in a program is essential to ensure that small problems do not develop into bigger ones. Good communication systems can help ensure that problems are brought to the attention of teachers or supervisors for timely resolutions. 4. Shared planning Teachers often work in isolation and do not always have the opportunities to benefit from the collective expertise of their colleagues. One way to avoid this is to build on opportunities for collaborative planning, as when teachers work together in pairs or groups on course planning, material development and lesson planning. During the process of planning, potential problems can often be identified and resolved. 5. Documentation and sharing of good practices A great deal of excellent teaching goes on in schools, but much of it is known only to individual teachers or supervisors. Teachers should be encouraged to report on their positive teaching experiences. For example, teacher might write short case accounts of a successful course they taught and share them with other teachers or post them in the Internet. They could write short articles for an in-house newsletter or teacher’ magazine. Classes can be video-recorded to provide input to workshops or teaching-training sessions. Meetings or â€Å"mini-conferences† can be arranged in which teachers report on classroom innovations or other activities they wish to share with colleagues. You read "Curriculum and Material Development" in category "Papers" 6. Self-study of the program Self-study involves a study of a program’s practices and values as part of the process of self-evaluation and review. It is part of the process of demonstrating a commitment to quality and to long-term goals and professional development. A self-study should be undertaken every three to five years and involves teachers, administrator, and students in a process of examining all aspect of a schools’ operations (Kelly 1988) self-study involves a study of a program’s practices and values as part of the process of self-evaluation and review. It is part of the process of demonstrating a commitment to quality and to long-term goals and professional development. A self-study should be undertaken every three to five years and involves teachers, administrator, and students in a process of examining all aspect of a schools’ operations (Kelly 1988). c. Evaluating Teaching If a program seeks to provide quality teaching, it is essential that teachers’ performance be regularly reviewed. An appraisal system may have several different purposes: †¢ To reward teachers for good performance †¢ To help identify needs for further training †¢ To reinforce the need for continuous staff development †¢ To help improve teaching †¢ To provide a basis contract renewal and promotion To demonstrate an interest in teachers’ performance and development The purpose of the appraisal will determine the type of appraisal that is carried out. 1. Developing the appraisal system An appraisal system is likely to have greater credibility if it represents both teachers and administrators views. It should therefore be produced colla boratively and represent all point of view. However, any appraisal system needs to recognize that there is no single correct way conduct of teaching. Teacher have different styles of teaching, and two teachers may conduct their classes very differently yet both be excellent teachers. Therefore, criteria for the complexity of teaching as well as the fact that it is a uniquely individual activity. In language teaching, there are no universally accepted criteria for assessing teacher effectiveness and several different kind of appraisal approaches are used. Criteria are generally established on an institutional basis, drawing on general principles for teacher effectiveness and factors specific to the type of program in which the teacher work. Murdoch (1997) contains a questionnaire designed to the perceived qualities and competencies of good English teacher, and organized according to three areas. . The focus of appraisal Although appraisal usually involves observation of a teacher teaching one or more classes, the focus of appraisal may include a number of other aspects of a teacher’s work, such as: a. Lesson plans b. Teacher-made classroom materials c. Course outlines and handouts d. Class assignments e. Participation in profession development activities 3. Conducting the appraisal A teaching appraisal may be carried out by a supervisor, a colleague, the teacher himself or herself, or students. Appraisal by a supervisor: supervisor often assume the role of appraiser, though many teacher find that they prefer appraisal to be carried by someone other than a supervisor. The presence of a supervisor in the classroom may inhibit the teacher from performing to his or her best. In addition, if the supervisor is largely an administrator rather than a classroom teacher, he or she may not have a good understanding of the classroom situation, resulting in misperceptions about different aspect of the lesson. In order to provide some consistency to appraisals, checklists are often used. Appraisal by a colleague: peer appraisal is generally less threatening for a teacher than appraisal by a colleague and may result in more constructive feedback. A colleague will often have a better understanding of the difficulties a teacher faces and perhaps be able to suggest useful easy of addressing them. †¢ Self-appraisal : teacher themselves are often in a good position to assess their own teacher and self-appraisal is perhaps the threatening form of teacher assessment. Self-appraisal may take a variety of forms : o Lesson reports : The teacher may use structured descriptions of a lesson whit an evaluation of each component. Teaching journal : The teacher keep a regular journal about his or her class, and describe and reflect on different aspects of planning and teaching the course. o Audio/video recording : The teacher may record a number of lesson of his or her class or arrange to have someone else record them, review the recordings, and comment on the strengths or weaknesses of the lesson. o Student appraisal : Student are in a good position to assess the effectiveness of teaching, although the extent to which they are able to do so depends on the type of feedback instrument they are given. Although students often critical, they usually have a good sense of whether a teacher prepares his or her lesson, teacher relevant content, provides lesson that are engaging, relevant and at an appropriate level of difficulty. 4. THE LEARNING PROCESS Learning is not the mirror image of teaching. The extent to which teaching achieves its goals will also dependent on how successfully learners have been considered in the planning and delivery process. The following factors may affect how successfully a course is received by learners. . Understanding of the course Understanding of the course very important to ensure the learners understanding to the goals of the course, the reason for the way it is organized and taught, and the approaches to learning they will be encouraged to take. b. View of learning Learners enter a course with their own views of teaching and learning and these may not be identical to those of their teachers. Al Corso and Kalantzis (1985) found that teacher rates the usefulness of ommunicative activities highly, whereas their learners tended to favor more traditional activities such as grammar exercises, copying written material, memorizing, and drill work. Course may assume a variety of different learner roles, such as: †¢ Manager of his or her own learning †¢ Independent learner †¢ Need analyst †¢ Collaborator and team member †¢ Peer tutor c. Learning Style Learning styles may be an important factor in the success of teaching and may not necessarily reflect those that teachers recommended. In a study of the learning style, Willing found four different learner types such as: Concrete learners These learners preferred learning by games, picture, films and video, taking in pairs, learning through the use of cassettes, and going on excursions †¢ Analytical learners These learners liked studying grammar, studying English books, studying alone, finding their own mistakes, having problems to work on, and learning through reading newspapers †¢ Communicative learners This group liked to learn by observing and listening to native speakers, taking to friends in English, watching TV in English, learning English words by hearing them and learning by conversations Authority-oriented learners These students liked the teacher to explain everything, writing everything in a notebook, having their own textbook, learning to read, studying grammar, and learning English words by seeing them d. Motivation Beside of learning style, motivations also important to find out what the learner’s motivations are for taking the course. e. Support Support mechanism provided for learners are another component of course delivery. These include the kinds of feedback learners will get about their learning and opportunities that are provided for faster or slower learners. CONCLUSION In this paper we are discussed about â€Å"providing for effective teaching† which have four factors, which are: ? Institutional factors Institutional factor has correlation about the institution organizational, institutional quality, good internal communication between administrator and the teacher also professional teacher and opportunities for developing teacher’s ability. ? Teacher factors Teacher factor discuss about teacher’ skill and qualification, the aspect for supporting teacher to do their responsibility. ? Teaching factors Teaching process is the way to monitoring process teaching-learning based on the model and principle which chosen by its institution, than maintenance when found the error process and also evaluating teaching. ? Learners factors The last factor to achieve quality teaching is learner factor. Learner factor is the way to know what the learner need, how to choose the appropriate learning style, giving motivation and also support to the pupils REFERENCE Jack C. Richards. 2001. Curriculum Development in Language Teaching. Cambridge University Press How to cite Curriculum and Material Development, Papers