Education Research Paper Example | Topics and Well Written Essays - 1000 words - 2

Education - Research Paper Example There are a variety of post reading strategies that will heighten, enrich and refine interest in a specific topic, but the primary objective of post reading strategies is to further clarify and develop interpretations of readings and text, and to aid students recall whatever they have individually developed in their minds after reading a particular text. There are generally four main types of post reading strategies or activities. These are: a) Those provide students with the opportunity to ask questions with regards to assignments or readings. b) Those that concentrate on text structure c) Those that involve peer and classroom review d) Those that extend learning This paper will be based on the following paragraph from the book Tangerine by Edward Bloor: Antoine studied my face. He said, â€Å"You’re Erik Fisher’s little brother?† I tightened up at the sound of Erik’s name. I mumbled, â€Å"Yes.† Antoine said quietly, â€Å"It’s time to sta rt telling the truth, little brother. Do you understand what I’m saying?† I nodded like I understood. But, I didn’t. Not really. Not until he added, â€Å"Don’t spend your life under the bleachers, little brother. The truth shall set you free.† I nodded with real conviction now. ... Activity 1: Web The discussion web is a graphic illustration that helps students prepare for discussions in the classroom (Kinsella & Widener, 2001). In this case, the students will be required to develop a discussion centered on the paragraph drawn from the book that has been mentioned earlier and to primarily focus on the content. The discussion web is geared towards helping the students examine all sides of an issue and understand all perspectives emanating from that particular issue. Your role (the teacher) in this activity will be that of a moderator and an encourager (Behrens & Rosen, 2008). As a moderator, you will help the students to create a topic and stay focused on it. As an encourager, you will help the students engage participants and ensure that they are free to voice their opinions and points of view. Prepare students for listening or reading by establishing a purpose for reading, activating previous knowledge and introducing important vocabulary. After students have read the paragraph, introduce the web by way of a provocative question. For instance, â€Å"was Paul a dishonest person?† 1. Students will be required (in pairs) to discuss the pros and cons of the question and then complete the web as a unit or team. They will take turns filling in as many NO and YES statements as they can generate. 2. Pairs are rearranged into units of four students, who then compare their webs and come up with one answer to the question. 3. The group chooses and records the most appropriate and strongest argument and gives its reasons for that choice. 4. Each group selects a spokesperson to report (in three minutes) the results, and then students with

The Notion Of Film And Ideology Film Studies Essay

The Notion Of Film And Ideology Film Studies Essay What do you understand by the notion of film and ideology. With reference  All That Heaven Allows and or other films from this unit, write an essay that explores the ideological messages or politics of class or race or gender or ethnicity in the selected film or films. Ever since their creation in the late 1800s, films have been considered an interesting and exciting form of visual entertainment that shows stories unfolding. However, the pre and post world war one era have given films a new purpose, that of demonstrating different ideologies. Ideologies can be defined as the ideas and manners of thinking of a particular group, social class or even individuals. This essay will demonstrate how films explore different ideological messages with reference to All That Heaven Allows by Douglas Sirk. Films have been considered by the bourgeoisie, or ruling class as a timeless expression of the human condition. However, they are seen as commodities that are specific to a historical period in time which privileges capitalism as well as the ruling class, but is made to appear as a common interest of all members of society (Marx 135) through the usage of ideology. In fact, movies tend to present audiences with certain types of behavior, which are either deemed as positive or negative depending on how the characters portray them. These behaviors usually reflect the filmmakers own values which will ultimately highlight the importance of certain institutions. Some argue that a filmmakers responsibility is to show a depiction of reality (Klinger 31). However, the term reality is relative. The merging of ideology and film has permitted the endorsement of the dominant values that society approves of, thus the marginalization of other alternatives (Barthes 44) which means that the public gets what it approves of. This reinforces the values put in place by society and uses films to create utopic versions of their beliefs instead of reality. Moreover, this endorsement induces false consciousness through diversion and misinformation (Marx 72), which ultimately blocks the working class from overthrowing capitalism. This theory assumes that audiences are cultural dopes, meaning that they take in the standardized directives given by society, and carry on these roles without question (Garfinkel 54). For instance, they might express either implicitly or explicitly that a womans place is only at home or that interclass relationships are not possible. However, many movies questioned the values put on a pedestal by society (Grant 33) through different film aspects such as the colors used, the costumes as well as the mise en scene. The movie All That Heaven Allows by Douglas Sirk in 1955 is categorized under melodrama, a genre known to exaggerate both plot and characters in order to appeal to emotions. Melodramas usually portray clichà © romantic or domestic situations that mostly only appeal to female audiences. This particular genre reinforces stereotypes of genders, race, class and ethnicity. Sirk, however, uses melodrama in the movie to show the failure of the ideologies that took place in the 1950s, an era characterized by conformity, conservatism, conformity, materialism as well as anticommunism (Barry 45). The movie portrays the internal and external conflicts that an affluent widow named Carey Scott with two college aged children, Kay and Ned, goes through as she attempts to break out of her bourgeois type lifestyle through a love affair she has with Ron Kirby, her Gardner. It is clear from a number of different scenes in this film that the usage of colors, reflections and characters are important to depict a theme of stereotypical gender roles in a visual manner. The mise en -scene pushes the idea of women being trapped in the confines of their own homes. Several shots of Cary through the reflection of the triangular shaped objects of her house such as windows; picture frames and even TV sets refer to a prisoner held in a cell. Moreover, her house is a cluttered mess filled with furniture and memorabilia that refer back to her previous marriage with the father of her children, the successful businessman. A set of white flowers is placed all over the house representing Careys frail beauty as well as mental state while also setting a tone of melodrama. This approach to reflection and echoing are set to imply a feeling of despair and sadness. Moreover, the dà ©cor of Careys house falls in line with that same idea of sadness. The colors present in her house are very minimalistic and use the gray scale that uses mostly blacks, whites and greys. Interestingly enough, these are the colors that Careys character is seen wearing throughout the movie, with the exception of the riskà © red dress. According to Haralovich (Lehmann 7) different colors put into scenes can help express thoroughly the dominant ideologies behind a movie. One can therefore think of Carey as part of the house, as trapped in as the walls. Further more, the use of mid and close up shots, combined with the reflective shots create a mise-en-scene that not only illustrates Carys physical and emotional disposition but also how that affects the representation of women in relation to their stereotypical gender roles. Although gender equality was a concept that was almost attained during the Second World War (1939-1945), the majority of the films in the 1950s reused pre war ideas about a womans place in American society (Benshoff 490), a womans place was back at home. Even though Carey tries to break out of the conformity in which she lives in and the social predicament shes in due to the fact that Kirby is considered as beneath her, the traditional notions of gender politics are reinforced. Carey is asked to give up a life she started with one man, her now deceased husband, to start a new one with a different man, Kirby. To be able to further pursue her relationship with Kirby, it seems that she must abide by his lifestyle, and submit to his wishes, as he is the man. This clearly reflects the bourgeoisie gender ideology that women are to sit and wait around for a man to come build up their lives for them. This was Kays case, even though she was studying to earn a degree in Freudian psychology, which meant that she could venture out into the working world on her, own, she was waiting to be wooed by a possible suitor to eventually get married. This upper class ideology had an influence on Ron Kirby that grew over time through his exposure to Careys world. Kirby feared that by giving in to everyone of Careys requests, he would be forced to live by her ways, in her world, losing all his masculinity. Rons masculinity was already put into question. Although he does appear to be the breadwinner like how a man should stereotypically be, his masculinity appears somewhat artificial. Throughout the movie, the costumes he is wearing are very working class but seem proper at the same time. His shirt and pants always matched, and his red flannel shirt always seemed to be tucked in, in a neat way. He was very well groomed, with his hair slicked back, unlike any man who actually dabbles in groundwork. In a later scene, he instructs Carey to defy the normal conventions and become her own master, just like a man is. This completely contradicts his behavior towards moving into Careys house. In this scene, he tries to treat her as an equal but fails to respect that idea when he feels that this will threaten his manhood. Ron here demonstrates a more flexible view of appropriate behaviors for men and for women.  Ã‚  Decision-making was considered to be a task left for men, and it is clear that during and even after her first marriage, Carey made no decisions of her own at all. The economic expansion of the 1950s allowed certain individuals to upgrade their social statuses, forcing certain women to quit their jobs and become submissive, but many still belonging to the working class had to work in the same equal manner as men, all while maintaining a strong figure. This was seen through the depiction of one of the parties hosted by Rons friends. The women lifted the tables and arranged them without using or expecting any help from the men, who also didnt feel the need to aid. Kirby somehow puts Carey in a sort of transitional phase where he does not want her to be as submissive as the women in her social class, but also does not want her to be as independent as the women in his. He does allow her certain privileges when he takes her to the store late at night, a moment when a woman should be at home and not out. Although the idea of gender roles in this movie is important, it cannot stand-alone, as it is irrelevant without that of conformism The opening scene of the movie, a high angle view of a peaceful New England town with rows of an infinite amount of uniform houses, sets the color palette as well as the perfect encapsulation of the conformity, obsessed American in the 1950s. The citizens of this town are portrayed as typical upper class suburban, uptight families, who live by their conformity. The film constantly stresses Ron and Careys opposing lifestyles through their friends. Carey is constantly surrounded by her upper class professional and pretentious cliques, who follow each other like sheep. They live by strict rules and etiquette. An excellent personification of this conformity is Sara Warren, one of Careys friends who serves both as an excellent model example of what a perfect bourgeois woman should be, as well as a reminder to both the audience and her friends the importance of staying within their social confines, by stressing the importance of appearances. Although her friends are well educated, they lack a finesse that would allow them to understand Careys outcries. During one of the earliest scenes, at the Stooneybroke country club, her friends anxiously await for her arrival with Ron. She decides to wear a low cut red dress as opposed to her usual black and grey attire. In fact, the other womens proper blue, grey, white and black gowns, in contrast to Careys fire truck dress accentuated the bourgeoisies cold, stiff and uninviting nature. The harsh white lighting reflects their neediness to want to know everything, which ultimately showed in their behavior towards Carey and her dress. Her attempt to stand out from the rest of her peers backfires when she is not only heavily critiqued but also mistaken for someone who is selling their sexuality. Careys friends, especially Mona, remind Carey where her place in this society is and that she is taking a big risk by attempting to stand out. The long shots taken during this scene, distances the audience from the partygoers. It scales the room, following Carey to further extend into a panoramic view th at shows off the excessive and lavish mise en scene.    This external attempt of breaking out of the norm, by asserting her autonomy and individuality, is not clearly understood by her neighbors who do not have access to the reality beyond their confines. In fact, Ron Kirby is seen as a threat to their conformist ways, his penetration into Careys life shows her another attainable, easier lifestyle, different from their own. However, the way her clique ganged up on her forced her to conceal the misunderstood dress with a large black coat, leaving her head down in shame. This emotion is highlighted through the usage of the casted shadows of dark blue that seemed to follow Carey in a uniform way. This particular scene shed some light on Sirks critique of this conformist society through the red color, as it begins to appear in a heightened way. McCarthyism paved the way to a growing dear of the people who are different and did not abide by the social norms put by 1950s America, like the communists in Soviet Russia (Doherty 215). However, this is not to say that red, here, represents communism, it only implies that like communism, it presents an alternative lifestyle and ideology different from that of the bourgeoisie. Furthermore, Rons autonomic world is celebrated through that same vibrant color. It becomes more noticeable as the shadows that follow Ron while he is working have more of a red hue as if they not only reflect his red shirt but his charismatic lifestyle. The emphasis is also actually put on the color, through the medium frame shots taken by Sirk in which the red shirt takes up half of the screen. Moreover, the clambake party hosted by Rons friends not only had the same conformity free vibe that Ron emits but also represented a huge contrast with the bourgeoisie ideology of conformity. At the Andersons everything is improvised, the makeshift table is made out of wooden planks and is covered by an old looking checkered tablecloth. The drinks are spontaneous and improvised, like the furniture and the partygoers are of different age, job groups and even do not partake in the same hobbies. It seems a little chaotic because nothing seems to be set in stone, or can be dependent on. The question that comes at play is whether these ideologies shown are actually understood. Bourdieu explains that the socio-cultural background of the audience plays a large part in the way elements in media texts such as films are comprehended (Blewit 367). The cultural capital transmitted from a parent to their child defines the type of cultural competences that would therefore either allow or limit the comprehension of such element. In conclusion, it seems that All That Heaven Allows by Douglas Sirk explores the ideology of not only gender roles but also conformity set in the 1950s in America. It uses the melodramatic genre as a way of concealing the critique buried deep within the mise en scene of the movie. In this way, Sirk was allowed to pick apart the different functions of gender roles and conformity and show their failures.

The Character of Dee in Alice Walkers Everyday Use Essay -- Alice Wal

The Character of Dee in Alice Walker's Everyday Use Alice Walker skillfully crafts the character of Dee Johnson in the short story "Everyday Use." From the first paragraph, Walker begins to weave the portrait of Dee, who at first seems shallow in many aspects. Dee becomes a more complex character, however, as the story unfolds. Blessed with both brains and good looks, Dee emerges as someone who is still struggling with her identity and heritage. Dee's physical beauty can be defined as one of her biggest assets. The fact that Maggie sees Dee "with a mixture of envy and awe" (409) cues the reader to Dee's favorable appearance. The simplistic way in which Walker states that "Dee is lighter than Maggie, with nicer hair and a fuller figure" (410) gives the reader the idea that Dee's beauty has made it easier for her to be accepted outside her family in society. We are left with the impression that Dee's appearance is above average. Walker plays on Dee's physical beauty to contrast the homeliness of Maggie and her mother. Walker goes so far as to describe her feet as "always neat-looking, as if God himself had shaped them with a certain style" (411). In describing Dee's feet, Walker is giving the impression of perfection from head to toe. Dee's outward beauty has "made her transition from poor farm girl to that of an educated, middle-class black woman possible" (Allen-Polley 11). Needless to say, Dee doesn't seem comfor table with her past and therefore has a difficult time accepting her future. It is as though she is not really connected with her family anymore. She simply needs them to fulfill their positions in her recreated past. Dee's motivation in returning home seems to be not just seeing her family ... ...ng part of one's life. The character of Dee has many facets. She is blessed with good looks and a strong desire to succeed, but her blind and self-serving desire for success does hamper how she perceives her past and her heritage. By hiding "everything above the tip of her nose and her chin" (415), she deftly manages to disguise herself from anyone who might discover true ancestry. She refuses to accept her past as it really happened. She wants to be able to create the images to her liking. The past is something that cannot be recreated to suit our new ideas, however: It is a part of us that cannot be changed. Sources Allen-Polley, Kathryn. "Dee's Heritage." Ode to Friendship. Ed. Connie Bellamy. Virginia Wesleyan College, 1998. Walker, Alice. "Everyday Use." Harper Anthology of Fiction. Ed. Sylvan Barnet. New York: Harper Collins, 1991.

Opportunities for Students to Practice Speaking in Class

This class is composed of 30 students in Grade 6 aged from 13 to 14, whose English level is quite deferent. About 20% of them are good at English, and they are active and participant in class, while 40% of them are poor at English, so they often remain quiet In class and sometimes can't follow the teacher. And the rest of them are of average level. They want to learn English well and are trying as hard as possible, but sometimes they are shy in class and like to be audiences rather than getting involved n class activities themselves.In this lesson, I want to focus on helping students compare and describe life in different places by using different sentence patterns to express past and present events. In addition, during the whole lesson hope to crate more opportunities for students to practice speaking in class as well as encourage the weak and average students to speak out their Ideas bravely. Sample 1. Context: At the beginning of the class, I showed students two maps of Kitty's ol d and new flat and asked them, â€Å"Did she live near or far away from school? However, one of the students answered, â€Å"Yes, she lived far away from school. Comment: Since this was the second period of a new lesson, I intended to check how much the students had learned about the text in the previous period, so I started it with an alternative question. However, the student didn't answer it right, which was beyond my expectation. To grade 6 students, the lead-in sentence seemed to be too complicated with alternative question for them to grasp though they were simple. They weren't able to respond correctly both In content and grammar. Appropriately In engage grading plays a vital role In a language teacher.Therefore, Instead of Glenn a confusing lead-in instruction, I could have simply elicited a question, † Did Kitty live near school? Which would be easy for them to answer without feeling nervous after answering it wrong. And I can lead in the new lesson in an more effec tive way. Sample 2 Context: in the final part of the lesson, I asked students to work in pairs and talk about their deferent school life by using the given sentence patterns and key words. While one pair was doing the practice in front of the whole class, another pair of dents was still talking to each other about the class activity.In order to keep the class under control, I neglected the two students who were doing the practice and simply said In a loud voice, † Let's listen to them carefully and no chatting! † However, embarrassed. Comment: Although classroom management is a must for an effective lesson, my tone of instruction to keep the class under control was not very friendly. I shouldn't have interrupted the students because it broke their chain of thought suddenly and they didn't know what to do in that situation. Instead, I could have monitored the class in an more effective way by walking to them and asking them to stop talking with my body language.Sample 3 C ontext: In order to have a smooth transit from Kitty's life in different places to students' real life in different schools, I created a situation by saying, † Tom is a photographer( stress on the first syllable) for our school newspaper, and he has taken many photos about our school life. Please look at his pictures on the PPTP and think about the life in your primary school. Let's work in pairs and finish the speaking activity together. Comment: Accuracy in word pronunciation when giving a clear instruction is a basic requirement for a language teacher.Here, I gave an inaccurate stress on the word : photographer. The correct stress should be on the second syllable instead of the first one. Enough attention should be paid next time I speak out the word. Sample 4 Context: In a drill related to the key sentence patterns of the lesson, I showed students two pictures of a swimming pool and the sea and elicit a dialogue for them to practice as follows: T: What did Kitty and Ben do when they lived in the city enter? S: When they lived in the city center, they swim in the swimming pool. T: They swim? S: Oh, they swam in the swimming pool.T: Now they live in the suburbs. Where do they swim? In the sea. S: Now they swim Comment: In order to make the student aware of his mistake in grammar, I repeat the mistake with rising intonation and stress on the mistaken word so that he can pay attention to it and correct themselves immediately. Here I tried to get students to self-correct with echo correct clearly and effectively and I got instant expected feedback. Sample 5 Context: Two pictures were shown on the PPTP about Kitty and Ben getting up when they lived in the city center and when they live in the suburbs.There was a clock elicit the following questions: T: Look at the picture. What time did Kitty and Ben get up in the past? S: They got up at seven o'clock in the past. T: Did they get up late? S: Yes, they did. T: Now look at this picture. What time do they get up now? S: Now they get up at half past six. T: Do they get up late now? S: No, they don't. They get up early. T: Can you finish the sentence now? When they lived in the city center, they Now they live in the suburbs, and they After answering these questions, students can finish the sentence easily and correctly.Comment: In order to check whether students have understood the target sentence structure â€Å"When they lived †¦. , they got up I elicited several concept checking questions to make sure that they have grasped the meaning of a new sentence structure. I broke down the meaning or concept of the target structure into a number of simple questions for students to have a clear idea of it. Besides, I also showed the employed sentence on the PPTP to make the pattern of the grammar clear so that the students can memorize it better.Sample 6 Context: Two pictures were shown on the PPTP. One was a TV set and the other was the sky full of bright stars. T: Now let's look at the t wo pictures. (Teacher points to the pictures). They are about Ben and Kitty's life at night. This time let's do a pair work in two minutes. (Show students the pattern of pair work) Let's go! SSL: What did Kitty and Ben do at night when they lived in the city center? SO: When they †¦ , they SSL : Now they live in the suburbs. What do they do at night? SO: Now they K, time is up. Let's come back.Any volunteers? (Students raised their hands). K, good. Stand up please. Comment: Although it is not always necessary to use Instruction Concept Questions, they can often make sure that the learners know exactly what they are asked to do in class step by step. Here I broke down my instructions into a series of simple chunked statements so that students could understand and respond to them quickly. As a result, they could be more involved and participant in the class activities and contribute more to the class. Candidate Name: Lion Gonzalez

“Lord of the Flies” William Golding Scenes Essay

In an essay about his novel â€Å"Lord of the Flies†, William Golding wrote: â€Å"The boys try to construct a civilisation on the island; but it breaks down in blood and terror because the boys are suffering from the terrible disease of being human†. Discuss your own response to the novel in light of this statement. When the boys all arrive on the island, due to their plane crashing while on the way to be evacuated, they find themselves in beautiful surroundings, a place which appears to be completely uninhabited with only them, no girls or adults. While on the island they attempt to establish a society among themselves. Quite early on in the novel the reader is introduced to the three main characters of Golding’s novel, Ralph, Jack and Piggy, and immediately we are struck with their contrasting personalities, which shape the way things turn out on the island from the very beginning. As soon as they’re on the island Piggy and Ralph discover the conch, a shell that becomes both the boys’ only symbol of hope and democracy. When they first discover it in the sea, and finally retrieve it, it is Piggy, who first suggests the idea of using it to call a meeting, â€Å"We can use this to call the others. Have a meeting.† This is the first attempt to organise things on the island. Once a meeting is called we see straight away the contrast in the two boys of which contention for leadership will hang. Jack Merridew appears to be stronger, more outspoken, determined and his strict ruling is seen when ruling over his choir, as head chorister. Demonstrating his authority to the rest of the group as if presenting them with a warning, showing them that people will obey him, even it was unenthusiastic, monotonous obedience, and that he has that power over this small group of choir boys. His society of which we later see, is not one of democracy, unlike Ralph’s, but a dictatorship, held together by fear. Demonstrating Ralph’s nature and ideas, â€Å"Seems we ought to have a chief to decide things† He continues to pursue his original ideas of getting some kind of order within the group, but immediately, after hearing the mention of chief, Jack Merridew takes it upon himself to assume that he should be chief. This complete arrogance and assumption displayed by Jack creates the first tension between Jack and Ralph, although Jack seems to have forgotten they are no longer in a normal, civilised environment of home, but stranded on a desert island, in the need to be rescued. In order to make a fair decision, it is a vote which decides who will be chief on the island, although Jack seems the obvious leader, it is Ralph’s authoritative silence and the fact that he has the conch, which seems to win him the title of chief. Despite Jacks obvious embarrassment of being declined the right to be chief, â€Å"Jack’s face disappeared under a blush of mortification.† Ralph through his kind-heartedness and generosity feels it necessary to offer Jack something, â€Å"The choir belongs to you of course.† This perhaps in a peace offering, or rather to prevent later disruption of peace due to Jacks obvious annoyance at not being chief. Jack decides that his responsibility of the choir will become hunters. We see that later this is one of the greatest weapons that Jack uses in order gain more people into his society or â€Å"tribe†, by the fact that he has that power to determine whether they get meat or not. Ralph begins to think what needs to be done on the island, and starts to set tasks and rules. Now apparent to the reader that Ralph the new chief of the group has begin to set up some sort of society, one which is fair, orderly and democratic – a civilisation, an attempt to mimic the society which he, and the rest of the group were brought up in and so used to. â€Å"We’ve got to have rules and obey them. After all, we’re not savages. We’re English†¦Ã¢â‚¬  This is a good indication of Ralph’s society, the one he wants to try and create as well as the one he came from. In order to form this society they are in need of more rules and lots of organisation. Ralph decides that the most important thing on the island would be the fire which they should keep burning at all time, in order for them to have any chance of being rescued, because naturally a rescue is of paramount importance, for all of them, â€Å"We’ve got to have special people for looking after the fire. Any day there may be a ship†¦Ã¢â‚¬  The idea of having a fire burning constantly, is of course a very good idea, but as a lot of the ideas which follow this one, everyone is eager to help initially, but after the excitement and ‘glamour’ wear off, so does interest in the task at hand and the number of people contributing to helping dwindle down to almost nothing, â€Å"When the meeting was over they’d work for five minutes then wander off or go hunting.† This is a prime example of how things deteriorate within society due to the lack of interest and commitment, but we as human beings, are of course the first to complain to others when something is not done. This is demonstrated through the boys, and in the end its Ralph, Piggy, Sam and Eric who are left to complete the jobs. The failure to keep the fire going is another example, â€Å"You let the fire out† This lost them the chance they had of an early rescue, because Jack thought it more necessary to kill a pig over being rescued. One could say that they were so caught up in the moment, at the prospect of having a relatively decent meal, or at least an alternative to fruit, that they did not notice the ship, and forgot to keep the fire going or that they were drawn into partaking in the ritual of killing the pig. Ralph obviously furious at this diminishment of responsibility, a task that is not hard, yet of such great importance was neglected. One could say that the remainder of the rules Ralph sets up in a desperate attempt to create a society of which he leads as a result of democratic voting, slowing diminishes from here onwards, even if it is in the simplest of tasks. Quite obviously if all members of the group worked together, things would happen much more quickly and efficiently because on the island some things can not be done single-handedly, â€Å"How could I, all by myself?† This is another good example of how people sometimes cannot do everything by themselves and require help from others, but as Piggy said, he was unable to gather all the names of the younger children all by himself, so yet again what started off as a sensible idea, failed because of lack of help. I think that this is a good representation of how society needs to work all together in order to achieve things, and that people are unable to achieve this, when they are left to do it by themselves, but because of our natural instinct as human beings, we lose interest in what we are meant to be doing, and more often than not to our own detriment. I think that this is one of the things that Golding is trying to demonstrate to us. But because the two strongest boys on the island – Jack and Ralph, failed to work together and reach an agreement, it lead to a break up involving blood and terror, and eventually a split into two different civilisations. There are further rules that are made on the island in order to create some sort of civilisation on the grounds of basic cleanliness and hygiene, one of which was that the boys would go to the toilet on the rocks, another was that fresh water would be stored in coconut shells, so it was always available. Both these rules seem to disintegrate over a short period of time, however I think one of the most significant signs that their society is breaking down, due to natural human instinct and behaviour, is the building of the shelters. I think the whole process in which this happens, alone represents what is going on throughout the island. When the idea is first suggested everyone joins in with enthusiasm, but slowly the building of the shelters breaks down and there seems to be more important things to do on the island as the boys lose interest, therefore the number of people who are building decreases and with it the level of work and standard of the shelters. â€Å"We all built the first one, four of us the second one, and me ‘n’ Simon built the last one over there† Although at the end of the day, there were only a couple of the boys helping to build the shelters, it is clear that every one of the boys needed to have the shelters, not physically but emotionally, they need somewhere to call ‘home’, to provide them as human beings, that natural desire to feel secure and safe. â€Å"So we need shelters as a sort of – † † Home† This need for security stems from their self – created fear of this beast, that supposedly inhabits the island, and their need to protect themselves from it. As if stepping onto a slippery slope this outlines their rapid downfall, this is seen when Jack evidently forms a ‘tribe’ like group of hunters. This escalates into dancing, singing ritual like songs, and the killing of pigs on the island. Perhaps the most gruesome of the killing of the pigs is when the boys ruthlessly attack a mothering sow and her piglets. A picture of complete innocence, vulnerability and maternal bliss that is unnecessarily disrupted. â€Å"the great bladder of her belly was fringed with a row of piglets that slept or burrowed or squeaked† The reader is presented with such a horrific and violent picture of the blood and terror, that we forget that we are dealing with little boys, the sheer terror displayed by this susceptible and undeserving mother with her offspring, make it very clear how things begin to break up in such a manner, â€Å"the terrified squealing became a high – pitched scream† We question what the motives were to do this, but even as Ralph said shortly after, he himself took part in the role – playing game, by which Robert pretended to be a pig. This activity passes over the boundaries of a game, and Robert is in visible pain, but still the boy’s stab at him with spears. â€Å"The desire to squeeze and hurt was over-mastering† This simple quote could explain why both these terribly abnormal and shocking things take place. It is because human beings are drawn into the sheer excitement of the ‘moment’ and seem to be pulled along with what everyone else is doing; much like what occurs in gang attacks in today’s society. There is a lot of doubt surrounding whether people in the gang would have attacked their same victim if they had been alone. This also applies to the boys. Even the nicest of the group – Ralph is pulled in and feels the need to join in with the game, despite his original hesitant attitude. This displays to us human beings’ natural instinct to explore and also the weakness within us and our lack of ability to ‘stand alone’, and that every one of us have this desire to search and explore as well as lack of mental strength but alone the desire to hurt, and how we would pursue this desire, if given the opportunity. We see the boys’ thrill in killing the sow, in the blood on their hands, and the total exhilaration, â€Å"He giggled and flinked them, while the boys laughed at his reeking palms† This is a disturbing image of the boys taking complete joy in killing her, and even certain sexual connotations which could be linked to their actions, â€Å"wedded to her in lust† This is not how human beings are meant to act but Golding tries to show us the disturbing truth. Golding is showing us the results of this terrible disease that we all suffer from, which is being human. He is trying to demonstrate to us what terrible things human beings do and are capable of. We see it displayed in every day life, in a psychopathic killer for example, whose actions often have sexual links to what he or she does. Even though we see this in everyday life, people are made to see it in this microcosm on the island more clearly, and a question is asked on the island, one that society does not often ask, perhaps because we are too afraid of what the answer might be, â€Å"What makes things break up like they do?† Piggy does ask this question, because he starts to realise things on the island are beginning to deteriorate. Through this microcosm we are reminded of what is going on in the outside world and that there is a war going on outside, it is clear that when the Naval officer comes to rescue them, that human beings are so blind to what is happening around us, we don’t recognise what we are doing, â€Å"I should have thought that a pack of British boys†¦ – would have been able to put up a better show than that†¦Ã¢â‚¬  The Naval officer says this as well as ignorantly, jokingly asks whether people have died, unaware that people have actually died. So the horror starts to emerge. It is ironic that the officer says this, as he does not recognise that he himself, as a British adult is in the same position as these boys and that he too is fighting a war. That the ship that he has come to rescue them in is a battle ship and the reason that these boys were stranded on this island is because their plane was shot down and the maimed remains of their pilot lie on top of the hill, because of the war that he is partaking in. This is why this novel is seen as a fable, because Golding is trying to illustrate to the reader how we don’t see what we are doing to fellow human beings, as well as the world that we live in, and this is because we are human, and sadly we cannot help it. When Simon, the quieter member of the group, goes off by himself, almost as a type of mediation and a search for peace, as an escape from the chaos, which surrounds him. When alone Simon hallucinates, and in this trance, during an imaginary conversation with ‘Lord of the Flies’, demonstrates how close to the truth he comes. He begins to see what’s going on; on the island and that it is only themselves they have to fear. All the terror, which haunts every one of them on the island, is of their own making. It shows there is no beast, the only evil there is, is in humans and the only threat to a beautiful world is humans. â€Å"You knew didn’t you? I’m part of you. Close, close, close! I’m the reason why it’s no go. Why things are what they are.† By writing this, Golding is trying to show the reader that, because we’re human, it is only ourselves we have to fear, because of our natural instinct as human beings, we create what we fear; we alone destroy the world in which we live. All human beings naturally have the power to destruct, and we are the only ones who can stop it. I think that this is what he is trying to say, and has shown it through the boys, through the way that their own civilisation breaks up in blood and terror. In this blood and terror, a war begins to develop between the two societies, which divide the boys. The one is the original democratic society of which Ralph still tries desperately to remain loyal to. The other, which has now developed, is that of Jacks society, which is ruled by fear and threat. He uses his hunting power against them by bribing them with the fact that he is the one that provides them with meat but, as well as providing it, he also has the power, to deny them of it, â€Å"Jack meant to refuse meat as an assertion of power†¦Ã¢â‚¬  Jack unfairly teases the boys with the power he has over them, but eventually he always seems to give it to them. By doing this, the boys respect him, but he also expects them to remain forever grateful for his offering. Bribing them to become a member of his society, â€Å"Who’ll join my tribe and have fun?† Jack is offering fun and excitement, while Ralph is still trying to remind them of and grasp at their old democratic society. Sadly the rest of the boys do not possess enough courage to stand up for their rights and for what they believe in, they cowardly decided to leave Ralph’s group, again possibly due to the weakness of human nature, to go and ‘work’ for Jack. I use the word ‘work’ because in a way this is what the boys find themselves doing- working for this god like figure, which Jack and created for himself. â€Å"the chief has spoken† He is almost worshipped by the boys, and now there is even some sort of taboo surrounding the word ‘Jack’. This unbelievable, yet real, worshipping of Jack is hard to grasp, yet it is because he is the giver of meat. Once again displaying how weak we as human beings are. Even though Ralph doesn’t join Jacks tribe, he does find himself eating the meat. He is embarrassed by this fact, although he is only exercising his human nature, â€Å"He meant to refuse meat but his past diet of fruit and nuts†¦gave him too little resistance.† He loses his will-power when meat is involved because of his hunger, his ideals and morals, seem to fall by the way side for a short amount of time- much like any other human being would do, and he is embarrassed by the fact that he has eaten the meat. This need for food could have been one of the reasons that Piggy and Ralph were involved in killing Simon. But I think the main reason was their natural need for security and safety within a group, after they were left alone, following the departure of the rest of the boys, to follow Jack, they were alone, away from home, overtaken with fear. This fear led them to Jacks part of the island, because they wanted company, they didn’t want to be alone, â€Å"Piggy and Ralph, under the threat of the sky found themselves eager to take a place in this demented but partly secure society† Being human beings they craved refuge and protection even if it was in a mad frenzy of a society. Once there, they found themselves being drawn in and evidently taking part in the killing of one of the kindest boys on the island. This is ironic because this was the boy who was going to save them, to tell them everything was going to be all right and that there was no beast, â€Å"It was crying out against the abominable noise something about a body on the hill.† Golding links the killing of Simon to the crucifixion of Jesus because he too was killed by the very people he was trying to help. But the boys never find out what Simon was going to tell them, because they killed him. This is an example of how even the nicest people can be drawn in, and lead to do unlawful things when under different circumstances, or faced with fear and I think this is what Golding is trying to say. Ralph and Piggy, are quite obviously kind people, but were lead to partake in the killing of Simon, because being in the group nourished their need for security, and as human beings they needed to have this. Another prime example of how cruel human beings can be, and how every person possess this ability to be cruel to other human beings, is when Ralph even though he the kind, generous one tells the rest of the group Piggy’s nickname, â€Å"He’s not fatty – his real names Piggy† Ralph betrays Piggy by telling the rest of the group what his nickname is, after he specifically asked him not to tell anyone. This accentuates how their civilisation has broken up in blood and terror and I think this is why Piggy and Ralph go into a period of denial because they start to see what is happening, but they don’t want to face the truth. Piggy struggles to face reality, making excuses for what happened, and trying to rationalise the situation, â€Å"We was scared! Anything might have happened.† He’s trying to pretend they weren’t part of it that it never happened. This is so like what happens in today’s society, through denial, as a symptom of this disease of being human they try to eradicate what they have done, in the hope that if they ignore it will not affect them. But unfortunately it does, and Ralph faces the horrible realisation of what’s happened and consequently fear reigns. This fear that Ralph starts to fear increases and subsequently turns into complete terror, after his friend Piggy is killed, being the last remaining member of his society, is reduced to an animal. â€Å"they’re going to hunt you tomorrow† Ralph is warned by Sam and Eric in secret, and hears how Jack and is tribe are planning to kill him in the same manner they did the sow, â€Å"Roger sharpened a stick at both ends.† Ralph is terrified, but struggles to understand what they are actually going to do it him, would they really do it? This complete terror is a result of his own people – human beings. He has lost everything that gave him structure and security, including Piggy and now all his can do is concentrate on hiding. â€Å"he wondered if a pig would agree† Ironically in order to survive he is forced to think like a pig, cornered in a desperate attempt to hide as he is hunted down by savages. It is hard to believe that human beings could cause such terror and inflict it on other human beings. This demonstrates to us, how, when things deteriorate, people lose control and when this happens they do have the ability to do such horrific things. This accentuates to the reader just how drastic the break up in their civilisation is and that how the severity of evil rapidly increases over a relatively short period of time. This drastic deterioration is seen just previously to when Ralph himself is hunted, when the boys with whom he co-habits viciously kill Piggy. With Piggy’s death comes the complete and utter destruction of the conch, the last symbol of hope, democracy and rules â€Å"the conch exploded into a thousand white fragments and ceased to exist.† This devastation of the conch symbolises the breaking of the comfortable link with any kind of civilisation they might have had and, home. After Piggy’s death Ralph comes to the same realisation that Simon had come to, that it is only themselves they have to fear, that this false creature which put the fear into all of them, does not exist and that humans create their own terror – this is because they are suffering from that terrible disease which seems to possess everyone of us, no matter how old that person is, these boys are only young children who still grasp at old memories of home, â€Å"When you went to bed there was a bowl of cornflakes with sugar and cream.† This is a simple reminder that how ever savage these boys appear to be, they are still children and I think this is why the Naval officer finds it so hard to come to terms with what has happened among them, on the island. The feelings of the officer are also echoed by the reader, as we are all human beings it is hard to accept these t terrible things occur as a result of our human instincts. I think that Golding is trying to tell people and to show them, to make them see what human beings really are. This is why it is a fable because William Golding is trying to demonstrate to the world through this microcosm on the island what is happening after seeing it first hand, fighting in the war himself he saw the blood and terror, the killing and devastation human beings are capable of and because of this it has left him with very significant feelings and exclamations towards the end of his novel; â€Å"Ralph wept for the end of innocence, the darkness of mans heart and the fall through the air of the true wise friend called Piggy.† Illustrating how everyone suffers merely as a result of themselves, we only have ourselves to blame and that there is evil, which possesses every human being. It’s a terrible disease, which has hold of every single one of us.

Discover Amazing Manta Ray Facts

Discover Amazing Manta Ray Facts Manta rays are the largest rays in the world. There are at least two species of mantas. Manta birostris is the giant oceanic manta and Manta alfredi is the reef manta. Their appearance is similar and the range of the two species overlaps, but the giant manta is more often found on the open ocean while the reef manta visits shallower, coastal waters. Fast Facts: Manta Ray Scientific Name: Manta sp.Other Names: Devil ray, Giant manta, Mobula sp.Distinguishing Features: Massive ray with a triangular shape, cavernous mouth, and paddle-shaped lobes in front of its mouthAverage Size: 7 meters (M. birostris); 5.5 m (M. alfredi)Diet: Carnivorous filter feederLifespan: Up to 50 yearsHabitat: Tropical and subtropical oceans worldwideConservation Status: Vulnerable (Population Decreasing)Kingdom: AnimaliaPhylum: ChordataClass: ChondrichthyesSubclass: ElasmobranchiiOrder: MyliobatiformesFamily: MobulidaeFun Fact: Mantas regularly visit reef cleaning stations to have external parasites removed. Description The name manta means mantle or cloak, which is an accurate description of the animals form. Manta rays have triangular pectoral fins, broad heads, and gill slits on their ventral surfaces. Their horn-shaped cephalic fins have earned them the nickname devil ray. Both species of ray have small, square teeth. The species differ in the structure of their dermal denticles, color patterns, and tooth patterns. Most mantas are black or dark-colored on top with marked shoulders and pale undersides. The ventral surface may have distinctive dark marks. All-black animals also occur. M. birostris has a spine near its dorsal fin, but it is incapable of stinging. M. birostris reaches 7 m (23 ft) in width, while M. alfredi reaches 5.5 m (18 ft) in width. A large manta can weight up to 1350 kg (2980 lb). Manta rays must move forward to pass oxygenated water over their gills. The fish swim basically by flapping their pectoral fins and flying underwater. Despite their large size, mantas frequently breach into air. The fish have one of the highest brain-to-body mass ratios and are believed to be highly intelligent. Manta rays must swim forward to breathe. Gregory Sweeney / Getty Images Distribution Manta rays live in the tropical and subtropical oceans around the world. They have been seen as far north as North Carolina in the United States (31Â °N)Â  and as far south as New Zealand (36Â °S), although they only venture into temperate seas when the water temperature is at least 20 Â °C (68 Â °F). Both species are pelagic, found mainly in the open ocean. They are common in coastal waters from spring to fall. They migrate as far as 1000 km (620 mi) and occur at depths ranging from sea level down to 1000 m (3300 ft). During the day, manta rays swim near the surface. At night, they venture deeper. Manta ray distribution. maplab Diet Manta rays are carnivorous filter feeders that prey upon zooplankton, including krill, shrimp, and crab larvae. Mantas hunt by sight and smell. A manta herds its prey by swimming around it so the current collects the plankton. Then, the ray speeds through the ball of food with a wide-open mouth. The cephalic fins channel particles into the mouth, while the gill arches collect them. Predators Killer whales and large sharks prey upon mantas. Cookie cutter sharks, which take round cookie-shaped bites from their prey, can inflict potentially fatal damage. Rays are susceptible to a variety of parasites. They routinely visit reef cleaning stations for wound cleaning and ectoparasite removal. The ability of each fish to revisit cleaning stations is considered evidence manta rays construct mental maps of their surroundings. Reproduction Mating occurs at different times of the year and depends on the mantas geographic location. Courtship appears to involve fish swimming in trains, often during the full moon. During mating, the male almost always grasps the females left pectoral fin. He then turns so the two are belly-to-belly and inserts a clasper into her cloaca. Gestation is believed to take 12 to 13 months. The egg cases hatch inside the female. Eventually, one to two pups emerge. Females usually give birth every two years. Males mature when they are younger and smaller than females. Females usually mature around 8 to 10 years of age. Mantas may live up to 50 years in the wild. Manta Rays and Humans Historically, manta rays were worshipped or feared. It wasnt until 1978 that divers demonstrated the animals were gentle and would interact with humans. Today, some of the best success protecting manta rays has come from ecotourism. Fishing a manta for its meat, skin, or for gill rakers for Chinese traditional medicine can earn hundred of dollars. However, each ray can bring in $1 million in tourism dollars over its lifetime. Scuba divers are most likely to encounter the great fish, but tourism in the Bahamas, Hawaii, Indonesia, Australia, Spain, and other countries makes it possible for anyone to view mantas. While the rays are not aggressive, care must be taken to avoid touching the fish because disrupting its mucous layer makes it susceptible to injury and infection. Mantas are not aggressive toward humans. James R.D. Scott / Getty Images Conservation Status The IUCN Red List classifies both M. alfredi and M. birostris as vulnerable with an elevated risk of extinction. While mantas are protected by many countries, their numbers are declining because of migration through unprotected waters, overfishing, bycatch, entanglement in fishing gear, ingestion of microplastics, water pollution, boat collisions, and climate change. Local populations face a severe threat because there is little interaction between subpopulations. Because of the fishs low reproductive rate, its unlikely mantas in unprotected areas can recover, particularly from overfishing. However, a few public aquariums are large enough to house manta rays. These include the Georgia Aquarium in Atlanta, the Atlantis Resort in the Bahamas, and the Okinawa Churaumi Aquarium in Japan. The aquarium in Okinawa has successfully birthed manta rays in captivity. Sources Ebert, David A. (2003). Sharks, Rays, and Chimaeras of California. University of California Press. ISBN 978-0-520-23484-0.Marshall, A. D.; Bennett, M. B. (2010). Reproductive ecology of the reef manta ray Manta alfredi in southern Mozambique. Journal of Fish Biology. 77 (1): 185–186. doi:10.1111/j.1095-8649.2010.02669.xParsons, Ray (2006). Sharks, Skates, and Rays of the Gulf of Mexico: A Field Guide. Univ. Press of Mississippi. ISBN 978-1-60473-766-0.White, W. T.; Giles, J.; Dharmadi; Potter, I. (2006). Data on the bycatch fishery and reproductive biology of mobulid rays (Myliobatiformes) in Indonesia. Fisheries Research. 82 (1–3): 65–73. doi:10.1016/j.fishres.2006.08.008

I intend to address this question by firstly Essay Example

I intend to address this question by firstly Essay Example I intend to address this question by firstly Essay I intend to address this question by firstly Essay I intend to turn to this inquiry by foremost puting out the footings of the Accession Treaty of 2003 in relation to the legal model of the transitional agreements which were applied to migratory workers from the freshly acceded eight cardinal and eastern European member provinces but non to the two Mediterranean provinces viz. Cyprus and Malta. I will so travel on to exemplify why some of the EU’s 15 member provinces chose to enforce these limitations, like Germany and Austria whilst others like the United Kingdom and the EIRE, for illustration did non. I will so show a decision based on all the available grounds, produced in a mensural manner. The Accession Treaty of 2003 concerned the accession to the European Union of the Czech Republic, Estonia, Cyprus, Latvia, Lithuania, Hungary, Malta, Poland, Slovenia and Slovakia. This was a Treaty signed in Athens on the 16Thursdayof April 2003. The Treaty provided for the accession of the above 10 new Member States to the European Union on the 1stof May 2004. The Treaty is divided into three parts including foremost, a Treaty between the 15 bing and the 10 new Member States, secondly an Act refering the conditions how the new member provinces would fall in the European brotherhood and any necessary amendments to the Treaties on which the European Union was founded, and eventually a Final Act of the parties to the Treaty. The Treaty granted subjects of Cyprus and Malta the same rights to work in another Member State as would hold been enjoyed by subjects of the bing 15 Member States. Those who came from theeight relevant provinces, viz. Czech Republic, Estonia, Latvia, Lithuania, Hungary, Poland, Slovenia and Slovakia nevertheless were the topic of the transitional commissariats in inquiry. These transitional commissariats were set out in Annexes V, VI, VIII, IX, X, XII, XIII and XIV of the Act of Accession described in the above paragraph. A brief sum-up of the transitional agreements follows that: for the first two old ages after accession ( i.e. until 30 April 2006 ) , Member States are free to use national steps or bilateral understandings curtailing the rights of subjects from the eight relevant provinces to work in their districts ; from 1 May 2006, Member States musteithergrant subjects from the eight relevant states the right to travel freely for the intent of work in conformity with Community jurisprudence,orcontinue to use national steps or bilateral understandings – up to 30 April 2009 ( or 2011, in exceeding fortunes ) . Prior to 1 May 2006, any Member State that has non imposed limitations on free motion of workers from the eight relevant provinces, or has relaxed them in the meantime, is free to enforce them or re-impose them.After that day of the month, any Member State that has granted the right of free motion in conformity with Community jurisprudence can bespeak the Commission to suspend in whole or in portion the application of that jurisprudence if the Member State undergoes or foresees perturbations to its labor market which could earnestly endanger the criterion of life or degree of employment in a given part or business.Such suspensions can last at most until 30 April 2011.[ 1 ] The focal point of the transitional agreements are clear from the paragraph above, the kernel of which is, in the initial 2 old ages following the pact, to let the bing members provinces to modulate the employment activity of subjects coming from the eight relevant new member provinces. Harmonizing to paragraph 1 the disparagements merely applies to free motion of workers and services and so does non use to freedom of constitution ( i.e. the freelance ) or motion for any other intent ( as pupils, pensionaries or self-sufficing individuals ) . These freedoms apply instantly upon entry into force of the new accession pact. Paragraphs 2 to 12 concern workers and paragraph 13 concerns both services and workers. Paragraph 2 provided that national in-migration jurisprudence will use to workers traveling fro Slovakia for two old ages, with a possible extension to five old ages. This rule’s range is limited to Articles 1-6 of Regulation 1612/68. Paragraph 3 required a reappraisal of the transitional period after two old ages but the consequences of the reappraisals were non adhering on those Member States that still wished to keep their national controls on workers. Even after five old ages under paragraph 5 the Member States could claim that there were serious perturbations of its labour market or menace thereof . This could ensue in the Member State applying limitations for a farther two old ages, upon presentment to the Commission. The discretion to go on limitations put with the Member States and was non capable to tribunal intervention. Member States such as the UK and Eire, which applied full free motion of workers had a particular precaution for seven old ages under paragraph 7. They needed the Commission’s permission to use it, a determination which could be overruled by the Council. A broad application of a full labor market was allowed by member provinces under paragraph 12 and after 2 old ages could ensue in application of full European Union regulations. Paragraph 13 allowed Germany to use limitations on the proviso of specified services for the whole of the seven-year passage period. In Declaration 20 of the Final Act it was recognised that these limitations apply to Austria and Germany’s entire district. Article 37 of the Act of Accession allows a precaution to be applied within the first three old ages after accession if there were major ec onomic troubles. As one can garner from this extended analysis of the statute law, the Germans and Austrian concerns were borne through and take into consideration in the existent pact. [ 2 ] In footings of why the limitations remained in some member provinces and other non, Baroness Scotland gives the United Kingdom Standpoint by stating: The United Kingdom has ever been proud of its tradition of tolerance, and we believe that we will profit both culturally and economically from new EU citizens. It makes sense for citizens of the new member provinces to be able to work, lend to our economic system and pay revenue enhancements. They will spread out the scope of accomplishments and supply of workers in the UK economic system. It is true that some other member provinces will non open their labor markets. It is because their markets are less unfastened and less flexible than ours that they perform less good. If one were to inquire any of ourable economic experts, they would corroborate that it is the loss of the other states that they choose that way. It is wholly natural that others should wish to come to this state to lend to and portion in our success, and this is to be welcomed.[ 3 ] Her statement outlines the economic, societal and cultural grounds why she sought non to enforce the limitations and gives some penetration into why other member provinces did. Germany and Austria were concerned plenty about an inflow of immigrants to enforce the limitations. At paragraph 60 of the study Chapter 3: the Impact of the last expansion it was said: In states where people think that they have been well affected by the 2004 expansion, resistance to future expansions is peculiarly strong. This applies peculiarly to Austria and Germany- which are geographically near to the new Member States and have received a important portion of workers from these states even in front of their accession. It besides applies to France and the Netherlands, whicH feared a loss of influence and individuality in the enlarged Union ( Q 56 ) While the people in the old EU-15 fright chiefly the economic effects of expansion, political elites are more concerned with the impact on how an EU of 25 ( and shortly 27 or 28 ) Member States functions.[ 4 ] Here once more we see the economic concerns of member provinces who were closer in propinquity to the relevant new member provinces, and besides some frights for loss of political power due to the expansion. Ironically at paragraph 77 of the above study the economic experts say that although most of the old EU Member States, trade and investing links with the campaigner states were merely excessively little to hold a direct, mensurable impact on their economic systems, the lone exclusions to this are Germany and Austria, which conduct important trade with the new members and, alongside France and the Netherlands, history for the biggest portion of foreign investing at that place. It is these states that are likely to be among the biggest net victors from expansion. Arguably nevertheless at the clip these frights were justified as 60 per cent of the about one million East Europeans who had moved to the EU before accession went to Germany, with Austria taking another 5-10 per cent. Thi s is a immense figure of up to 70 per cent spread between merely 2 of the 15 bing member provinces, prior to the execution of the Accession Treaty. In decision it can be seen that the footings of the Accession pact were full and the transitional agreements played an of import function in modulating how the subjects of the new 8 provinces, incorporated into the labor market within the EU. The limitations on free motion are surely noteworthy within this respect. It is clear that economic and cultural considerations were behind why some member provinces chose to enforce limitations and others didn’t. Most markedly nevertheless, the experience of Germany in holding an inflow of East European migrators even before the Accession Treaty gives some acceptance to their evidences for resistance of Accession and infliction of the limitations. Bibliography European Accession Bill: Explanatory notes HMSO hypertext transfer protocol: //64.233.183.104/search? q=cache: csIIsFsw9n0J: www.fco.gov.uk/Files/kfile/EU % 2520 ( Accessions ) % 2520Bill % 2520 % 2520Explanatory % 2520Notes,0.doc+Accession+treaty+2003 A ; hl=en A ; gl=uk A ; ct=clnk A ; cadmium Chapter 3: the Impact of the last enlargement HMSO hypertext transfer protocol: //www.publications.parliament.uk/pa/ld200506/ldselect/ldeucom/273/27306.htm Peers, Stuart, Statewatch: Evaluation of the EU Accession Treaty www.statewatch.org/news/2003/feb/accession.pdf House of Lords, Friday, 23 April 2004: Accession ( Immigration and Worker Registration ) Regulations 2004 hypertext transfer protocol: //www.publications.parliament.uk/pa/ld200304/ldhansrd/vo040423/text/40423-01.ht m Regulation 1612/68