Tuesday, January 28, 2020

Authentic materials as supplementary materials

Authentic materials as supplementary materials Plagiarism is a practice that involves the using of another persons intellectual output and presenting it as ones own. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the students file. Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed: ___________ ____________ Dated: / / How to submit Your assignment Students are required to submit their assignment to their lecturer. This should be done in class, but can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer before the due date. How to Collect Your Marked Assignment Your work should be collected from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan ) More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website: http://www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspx TABLE OF CONTENTS CHAPTER I Introduction Research questions CHAPTER II: LITERATURE REVIEW Text book 2.1.1 Textbook Description 2.1.2 Textbook Evaluation 2.2 Authentic materials for ESP course book 2.2.4. The role of reading materials 2.2.1. Definition of authentic materials 2.2.2. The role of authentic materials 2.2.3. Advantages of authentic materials 2.2.5. The criteria of selecting reading authentic materials 2.3. Applying authentic materials in extensive reading program 2.3.1. Applying authentic materials in extensive reading program 2.3.2. Post-reading activities 2.4. Motivations 2.4.1. Definition of motivation 2.4.2. Factors effecting motivation CHAPTER III: METHODOLOGY 3.1 Kind of research 3.2 Participants 3.2.1 The researcher 3.2.2 Selection of the subject 3.3 Data collection instruments CHAPTER IV: RESULD AND DISCUSSION OF THE DATA 4.1 Comparison of experimental and control groups reading proficiency after the experiment 4.2 Comparison of economics reading proficiency in the pre-test and post- test 4.3 Comparison of economic reading proficiency between two classes 4.4 Subjects preference of the post reading activities 4.5 Attitude to the post reading activities 4.6 Discussion and implication CHAPTER V: CONCLUSION REFERENCES APPENDICES Appendix 1: The Pre-Test and Post-Test Appendix 2: Answer to the pre-test and post-test Appendix 3: The post program questionnaires Appendix 4: Result of the pretest and posttest ABSTRACT This research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the assumption that authentic materials could enhance motivation of economic students in reading proficiency. Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The target class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading texts selected from different sources and were chosen by the researcher at the faculty of English and ensured of reliability. The same topics, similar types of exercise and teaching methods were designed by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target grou p with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced. The results of the research state that the role played by authentic materials in language classes, particularly in English for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be used for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for English classes in general and third- year ESP classes in particular at economics faculty at LTV University. CHAPTER 1 INTRODUCTION 1. Introduction In Viet Nam, English for Specific Purpose (ESP) has long been considered as an important subject because of its practicality-related demand. To meet the demand of the real economic-social life, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different discipline areas such as Economics, Construction Engineering, Industrial Engineering, Foreign language and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much attention has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in language learning. Materials not only provide learners a wide range of useful and fascinating information but they also can play a part in enhancing learners motivation- one of the ess ential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St John, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and needs is an obstacle for many teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to boost the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the world of authentic language, while they can bring the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) ) The aim of this research is to investigate the role of authentic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more specific, students of economics at LTV University. To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials and To give recommendations on how to use authentic reading materials efficiently. To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate. The specific objectives of this research are as follows: to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students attitude to the use of authentic materials as a means to enhance motivation of students in post reading activities. This research is organized in 5 chapters, with a list of references and appendices. Chapter one: Introduction and research questions Chapter two: Literature review Chapter three: Methodology Chapter four: Findings and discussions Chapter five: Conclusion Research question Question 1: To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials). Question 2: To test the assumption of the role of authentic materials in enhancing students motivation in reading activities. CHAPTER 2 LITERATURE REVIEW English Reading Textbook 2.1.1 Textbook Description At LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S. The course book consists of twelve units which can be completed in thirty two weeks with three periods of forty-five minutes per week in eight 4 per week 45 minutes class period each. The total time of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is intended for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business communication skills: 1 Getting for information and note taking. 2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations. 3- Scanning and skimming, learning and increasing business vocabulary. Students are required to read book able to participate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term. 2.1.2 Textbook Evaluation Mentioning the issue of evaluating the textbooks Nunan (1988) provides his reader with valuable data resulting from evaluation, which may assist them in deciding whether a course needs to be modified or altered in someway; therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following. Guideline one: Course books should correspond to learners needs. They should match the aims and objectives of the language learning program. Guideline two: Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Guideline three: Course books should take account of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method Guideline four: Course book should have a clear role as a support for learning. Like teachers, textbooks mediate between the target language and the learners. Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986: 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and communication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study. In sum, the textbook is essential for teachers, business men and business students to cater for their needs. With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is easy for them to acquaint themselves with English economic terms and vocabularies related to economics). However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and weakness of a currently used textbook. 2.2. Authentic materials for ESP course book 2.2.1. The role of reading materials To all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do everyday, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (1998:2) states that Reading without reading comprehension is meaningless. Alderson (2000) defines reading as à ¢Ã¢â€š ¬Ã‚ ¦an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000: 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985: 139) defines materials as any systematic description of the techniques and exercises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St Jo hn (1998:171) show some reasons why materials are used: (i) as a sort of language: (ii) as a learning sport: (iii) for motivation: (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires. 2.2.2. Definition of authentic materials Wallace (1992: 145) defines authentic text as à ¢Ã¢â€š ¬Ã‚ ¦real-life text, not written for pedagogic purposes. (p.145), it is used for native speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photographs, videos selection, and other teaching recourse that were not specially prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions: Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication. 2.2.3. Advantages of authentic materials There are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand. Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get closer to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996:172). When students are highly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002) Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials: that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help bring the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing. Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002) Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter. 2.2.5. The criteria of selecting reading authentic materials Three main criteria for selecting text suggested by Nuttal (1996:170) are useful in application of selecting authentic reading materials. Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts should be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students; the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the conceptual level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel mor e confident more secure when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be applicable to the students knowledge of their foreign culture or to their functional needs. Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in order to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990: 67) as follows: It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as; internet, television, magazines, newspapers, literature and mammal but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selec ting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is: the students feel that they are interacting with quality materials because there is à ¢Ã¢â€š ¬Ã‚ ¦an essential interaction between language and thoughtà ¢Ã¢â€š ¬Ã‚ ¦ Goodman (1988: 12) Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984:192) gives an interesting explanation of what an authentic material really is: It is not that a text is understood because it is authentic but that it is authentic because it is understood. à ¢Ã¢â€š ¬Ã‚ ¦Everything the learner understands is authentic for him. 2.3 Applying authentic materials in extensive reading program 2.3.2 Applying authentic materials in extensive reading program Nuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as à ¢Ã¢â€š ¬Ã‚ ¦real life texts, not written for pedagogic purposes Wallace (1992) They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authentic environment. 2.3.3 Post-reading activities Post reading activities provide students a good chance to review, summarize, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to consolidate or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage: discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial; doing tasks on the language or the structure of the text, summarizing the text either orally or in writing. Jordan (1997:143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its potential for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may be Asking students to do the close exercises which relates the text to individual personal details Asking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to express their ideas in their own of words. Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress. Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant. Asking students to play a role so as to persuade audients to involve in the activities. It is an important stage which assists students in linking up what they have read with their background knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception. 2.4 Motivation So far, the role of motivation in second language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language. 2.4.1 Definition of motivation Crookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ottà ³ (1998) assert that motivation energizes human being and provides direction. Brown (2000: 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be summarized as: (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity. 2.4.2 Factors effecting motivation According to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning. Attitude Belief about your self Goals Involvement Environmental support Personal attributes Based on our discussion with colleagues, we learn that these factors are interrelated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased. CHAPTER III METHODOLOGY 3.1 Kind of research In order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to investigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research. 3.2 Participants 3.2.1 The researcher The researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years 3.2.2 The selection of the subjects Fifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are both males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment. Data collection instruments The experiments were carried out in two classes, which are called target group and control group. The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplement The control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks programmer with three teaching hours of forty-five minutes each. The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to analyze the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading proficiency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test. The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill as Guessing vocabulary from the context Matching a word with its appropriate definition Comprehension Multichoice The test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people. The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher. Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research. Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected; the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach. The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud

Monday, January 20, 2020

Girls who Cried Witch in The Crucible Essay -- Arthur Miller

In â€Å"The Crucible†, the author, Arthur Miller, conveys what he believes Senator Joe McCarthy is doing during the Red Scare. The Salem Witch Trials were true events, while this play uses these trials and adds a fictional twist to show a point. Witchcraft was punishable by death during this time. Once names started flying in town it was like a chain reaction, people were accusing others of witchcraft because they were not fond of them or they had something they wanted. Some definitions state mass hysteria as contagious, the characters in this play deemed it true. In this play, innocent people were hung because some of the girls in town cried witch. To start from the beginning, Abby, Tituba, and the girls were out in the forest one night, dancing, and were caught by Reverend Paris. Abby blamed Tituba for calling the Devil. Tituba then said it was not her, for there are many witches in the community. Tituba named some of the town’s women as witches. From here, Abby got the idea to accuse Elizabeth of being involved in witchcraft. In addition, the chain reaction of mass hysteri...

Sunday, January 12, 2020

Eugenics: the Artificial Selection

S R August 26, 2008 Biology 340 Eugenics: The Artificial Selection In the 1800’s, well-known biologist, Charles Darwin enlightened us with his theory of evolution and natural selection. In short, natural selection states that random genetic changes transpire within an organism's genetic code, such changes are preserved because they are valuable for survival. Darwin’s ideas came from economics applied to biology. By the late 1800’s Francis Galton, Darwin’s cousin, had thoroughly studied his cousins findings and disclosed his beliefs in biology, which he related to human beings.His philosophy was known as Eugenics. Eugenics was an idea was based on ways to control reproduction so that human race can better succeed, in other words, a revised sequel of Darwin’s natural selection, artificial selection. Galton understood that good advancement of mankind was let down by generous outreach to the underprivileged when such hard work motivated people to have m ore children. Galton sought after expanding his eugenics idealism from science to a policy and religion. This science was a form of perfecting the human race through improved reproduction.That alone should have scared people, however, it began to evolve, as Galton desired. Eugenicist aspired the development of advantageous characteristics and abolition of the adverse ones. Eugenics was seen as a means to resolve the combined problems because it located the cause in the flawed germ cells within the embryo of individuals of certain ethnic groups instead of focusing on the structure of society. Eugenicist alleged that inherited disorders with basic modes of inheritance could be construed from derivations of inheritance contained by families, such as polydactyl.Psychiatric disorders, such as manic depression, were also considered when researching inherited disorders. Geneticist understood that behavioral personality had the utmost impact on society. They assumed that people inherited a trait that made them have an affinity to be poor. This was termed as shiftlessness. Other predispositions that were deemed inherited were alcoholism and sexual immorality, which was a notion to be part of the cause to criminal behavior.In the 1920’s restrictive immigration laws were passed because eugenicist believed that undesirable traits were linked to racial and ethnic groups, which was detrimental to society. Furthermore, eugenics was incorporate by Adolf Hitler’s attempt at a master race. His barbaric behavior and massacre of Jews made the initiative of developing a master race became exceedingly ostracized. However, eugenics should not be considered eradicated from society. Some believe that the advancement and encouragement of birth control is considered a major eugenic success.It was seen as a eugenic success because of a sudden increase in population and frenzy to control this. I understand that eugenics may be intended to promote reproduction among the genet ically advantaged. Therefore, in that sense I find it to be acceptable to some extent. The practices that follow this type of positive eugenics, nowadays, is slowly being accepted in society. Such as, in vitro fertilization, a couple may find this option as a gift in life. However, others may argue that adoption is always the best option when infertility is an issue.The fact that there are millions of children that do not have parents, would make me opt for child adoption. As previously mentioned, birth control is considered a eugenic success. In this area I would agree with that generalization. I find that women should take care of themselves form of eugenics that I consider eugenics negative when the attempt is to subordinate fertility amongst the genetically underprivileged. Such an example would be to have an abortion knowing that your child will have a disability.Overall, this subject matter is more complicated and thought provoking that it may seem when once introduced. Howeve r, the evolution of society has made modifications to the early eugenic standards.Work Cited EugenicsArchive. org Image Archive on the American Eugenics Movement http://www. eugenicsarchive. org/eugenics/list3. pl Adams, Mark, ed. The Wellborn Science: Eugenics in Germany, France, Brazil and Russia (New York, Oxford: Oxford University Press, 1990 Neo Eugenics: http://neoeugenics. home. comcast. net/~neoeugenics/ Future Generations: http://www. eugenics. net/links/othrlink. html

Saturday, January 4, 2020

Never Trump Should We Refuse to Vote for Donald Trump

Should #NeverTrump conservatives - those opposed to the presidential nomination of reality television star Donald Trump - refuse to vote for Trump even if it means electing Hillary Clinton as the next president? Here we will explore the origins of the Never Trump movement, and why many conservatives will refuse to vote for Trump in 2016. Against Trump In January, 2016 conservative magazine National Review released an issue dedicated to opposing Donald Trump for President. This was the first major publication to come out against Trump in a major way with articles from conservatives William Kristol, Mona Charen, John Podhoretz, Glenn Beck and a dozen others detailing their opposition to his candidacy.The issue was notable for dropping shortly before the Iowa Caucuses kicked of the presidential race. After the Against Trump issue, National Review was subsequently removed as a debate sponsor for an upcoming GOP primary debate.While the magazine made a definite splash, it was ultimately written off as the last gasp of the dying Republican establishment. #NeverTrump A month later - after Trump won contests in New Hampshire, South Carolina, and Nevada - the #NeverTrump movement caught on when Aaron Gardner tweeted out the hashtag flagging an article written by talk radio host Erick Erickson. I reached out to Gardner - a political consultant and writer based out of Colorado - for background on the history of the movement: #NeverTrump began as a line in the sand for movement/activist conservatives. Erick Erickson wrote a post detailing why he could never vote for Trump, much of which echoed my own thoughts for months, as expressed in Twitter. I tagged the post shortly after it was published with the #NeverTrump hashtag and worked to get it trending on a Friday night. The response was amazing and over the next 12 hours there were over 500,000 tweets, #NeverTrump was trending worldwide, and the altright [Trump-backers] freaked out. They started to counter with #AlwaysTrump and got their anonymous accounts, alleged to be Russian troll accounts, to push the tag. Twitter took the tag off of the trending lists, but it has continued getting 100s of thousands of tweets per day. Unfortunately, certain forces aligned with Ted Cruz also worked to diminish #NeverTrump as they saw it hurting Cruz and helping Marco Rubio. If only theyd had a bit of forethought. The hashtag started trending on Twitter and would become the battle cry for anti-Trump forces throughout the remainder of the republican contests. The movement did not back a specific candidate to oppose Trump and instead emphasized strategic voting and partnerships to deny Trump the required number of delegates and force a contested convention. The first candidate to embrace the concept was Marco Rubio ahead of the March 15th contests when he signaled to his supporters that they should back Gov. John Kasich in the winner-take-all primary in Ohio. (The favor was not returned by Kasich or Ted Cruz, and Rubio lost crucial Florida and dropped out of the race.) On Team Never Trump, Mitt Romney - the 2012 Republican nominee - backed Rubio, Kasich, and Ted Cruz in different states on the same day. It wouldnt be until late April when an alliance of sorts would be formed between the two remaining non-Trump candidates. As Trump was on his way to dominating 6 contests in the northeast, and finally winning beyond just a plurality, it became obvious that the only way to stop Trump would be through an open convention that led to multiple rounds of voting by the GOP delegates. With polls showing Trump building leads in key upcoming contests in Indiana and California, Cruz and Kasich struck a deal. Cruz announced he would pull out of competing in New Mexico and Oregon, while Kasich announced he would not compete in Indiana. Both made the case for denying Trump a first-round ballot victory, but the late-forming coalition may be a case of too little, too late. Trump, as Republican Nominee So, what of the Never Trump movement if Trump wins the Republican nomination and sets up a battle against Hillary Clinton? For many, the Never Trump movement takes the first word very literally. Never. A refusal to back Trump extends beyond the primary and into the general election. Writing for Bloomberg View, columnist Megan McArdle shared the responses she received from Never Trump supporters: The #NeverTrump voters are appalled, repulsed, afraid and dismayed that their party could have let this happen. They wrote in the strongest possible language, and many were adamant that they would not stay home on Election Day, but in fact would vote for Hillary Clinton in the general and perhaps leave the Republican Party for good. These sentiments are widely held within activists conservative circles, and polls show that Donald Trump would get obliterated in a general election. But do people who are part of the Never Trump camp now stay in the Never Trump camp if the only other option is Hillary Clinton? Do they change their minds? Certainly, some will make the reluctant case for Trump. Some will support Trump and not admit it. But I would expect a fairly large contingency of Never Trump backers to remain opposed to Trump, even vocally. Many will try to guilt-trip Trump opponents into backing the reality show star or else effectively support Hillary Clinton. But conservatives should not feel guilt-tripped into backing down. And heres why: Conservatism: It isnt just that Trump is insufficiently conservative. Does even a single conservative bone in his body exist? He certainly doesnt speak the language. His liberal political history is well-known, and his current political opportunism apparent.Competence: This isnt a case of Romney/McCain/Trump arent conservative enough, Im staying home. Those men were competent. Conservatives werent thrilled with the idea of Jeb Bush being the nominee, but Jeb is at least competent, admirable, and accomplished. Trump has no interest in learning even the basics of the issues, promising only to learn them if he gets elected first.Character: What can be said about Trumps character? His behavior during the campaign is enough to give him general election nightmares, but his tabloid past is enough to make Bill Clinton blush. While the media has generally been soft on Trump, that will change in a general election. Character matters.Temperament: Trump has not shown the temperament to be presid ent. He too often is vindictive and childish, and threatens everyone who disagrees with him. The President has to be capable of making rational decisions, often quickly. Does that shoe fit? In the end, there is no obligation for anyone to support Trump. It will be his duty to convince enough reluctant people to back him in a general election. This is what Mitt Romney and John McCain and Bob Dole all ultimately failed to do and the blame belonged to them, just as it would belong to Trump. In the end, Never Trump will likely be a success. Hopefully, it succeeds in a primary and Republicans and conservatives nominate an actual Republican or conservative. Unfortunately, its more likely to succeed in a general election.